tag:blogger.com,1999:blog-39264243348771548612024-02-18T19:05:22.435-07:00Educational EncountersClose encounters from the bizarre and rarely understood world of public educationEducational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.comBlogger77125tag:blogger.com,1999:blog-3926424334877154861.post-35655034263775655102013-01-26T10:37:00.000-07:002018-05-05T08:55:11.978-06:00Back in strideSlumps. We all hit them. Football kickers, baseball pitchers, salesmen, presidents, and teachers too. I've been in an 18 month slump. So much so that I haven't felt like blogging for the past 6 months. Writing down my thoughts was bothersome. I stopped looking at myself as an effective teacher, and began to see myself as average.<br />
<br />
Looking back, it's easy to see how this happened. The <a href="http://educationalencounters.blogspot.com/2011/04/insanity.html">epic brawl</a> on my way our of my previous employer started it all. That year I was cruising, feeling more effective then ever. Then, the trauma of that event left me cautious, quiet, and <a href="http://educationalencounters.blogspot.com/2011/06/orange-mice.html">nervous</a>. My first year at my current job was the toughest year I've faced. New school, new students, new curriculum, and high expectations combined with still licking my wounds left me <a href="http://educationalencounters.blogspot.com/2011/10/back-into-swing.html">rather ineffective</a> (even though we still got <a href="http://educationalencounters.blogspot.com/2012/08/the-numbers.html">high growth</a>). I felt nowhere near where I was before.<br />
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This year started with a bang, or a <a href="http://educationalencounters.blogspot.com/2012/09/teaching-on-ir.html">thump</a>, with broken bones and a handicap making regular life and mundane tasks more difficult. Teacher on the IR was difficult, along with being mentally and physically exhausting. It is hard to grow when you're exhausted from stagnation. <br />
<br />
Over winter break I made it my goal to do nothing. Wasting days of my life playing Madden Football and cheering for the Broncos. Much like in Office Space when Peter wakes up the day after being hypnotized. He came back a different man. <br />
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I came back refreshed. Reflected on what the students needed and how I can best support them and move them to the next level. I realized how bogged down I was in content, and was unable to teach real skills, like citing evidence, thesis, critical thinking and questioning, debate, and analytical reading. During some random professional developments I had an epiphany and began to work on creating new curriculum and ways to help students be reflective and grow rapidly in necessary skills. The results have been dramatic.<br />
<br />
Since break, my students have gone from writing vague generalities to citing specific facts, using and citing quotes to support an opinion, discussion using academic language, interpreting analogy in political cartoons and designing their own, and challenging each others opinions.<br />
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I have already been observed twice through our district evaluation system. The first one was by my principal, who is insanely hard, and my average score was about a 5/7, which is fabulous. District teachers average around 3-4/7. My co-teacher was observed and earned about a 2. The scale is not meeting (0-2), approaching (2-3), meeting (4-6), and distinguished (7). You are assessed in 12 different areas and nobody gets distinguished. It's that hard. In my old district I was always in the top of the evaluation, but that left me nowhere to grow. On this system, my principal was able to share with me very concrete ways I could continue to improve, and those suggestions were small tweaks to my existing instruction. My evaluation at the beginning of the year put me 3-4, a 5 is huge growth.<br />
<a href="http://www.google.com/url?source=imglanding&ct=img&q=http://i0.kym-cdn.com/photos/images/newsfeed/000/343/462/79a.gif&sa=X&ei=JBMEUdjfBYTwyQGxnIDABg&ved=0CAkQ8wc&usg=AFQjCNGiwqb5vBvBMQTYkp31q093VApHrA" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="256" src="http://www.google.com/url?source=imglanding&ct=img&q=http://i0.kym-cdn.com/photos/images/newsfeed/000/343/462/79a.gif&sa=X&ei=JBMEUdjfBYTwyQGxnIDABg&ved=0CAkQ8wc&usg=AFQjCNGiwqb5vBvBMQTYkp31q093VApHrA" width="320" /></a><br />
On Thursday I was observed again by the district peer evaluator. I earned two 7s, and the remainder were 6s. My evaluator told me those were the highest scores they ever recorded, and wanted to record my instruction to help model and norm good teaching. <br />
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I think I'm back!Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-14297154285529991382012-12-15T15:04:00.000-07:002018-05-05T08:57:51.178-06:00Pause<a href="http://p.twimg.com/AyQlKjOCAAAio6M.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://p.twimg.com/AyQlKjOCAAAio6M.jpg" width="200" /></a>I'll always remember being woken up on a Friday morning in July. My wife called, saying she wanted to be the one to let me know before everyone else started calling. We didn't know yet if any of my former students were involved, but the news was reporting dozens of wounded, and unknown dead. Some psychopath went into a movie theater with a ballistic vest and helmet, and sprayed bullets into a defenseless crowd. I spent the next few hours contacting people and checking to see if anyone was hurt. Thankfully for my students, the bullets missed them, or, they were off work that night and were not there. Somehow, you can buy military gear designed for Falluja, to hunt dear I assume. The peace vigil with my students the following day was as close as I'll ever come to religion.<br />
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The tragedy in Connecticut left me speechless. I was teaching 4th period, the last before finals week. My students were working on their silhouette projects, researching on their phones. I had read initial reports of a shooting over lunch, but I was shocked when I began to hear of the carnage. Some psychopath walked into an elementary school spraying bullets into defenseless classrooms. It was a powerful moment for me as I thought about how just the previous day we had a lock down drill for these kinds of situations. All I could think was "For fuck's sake... elementary kids..." As I looked around the room, I couldn't help but pause and think about my school and my students. <br />
<br />
What a strange country we live in where we have to live in a state of continual preparation for gun wielding maniacs coming into our schools and gunning down children and teachers. It's something you think about from time to time. After running into an altercation or disciplinary situation with a student, you think about it. I've thought about my odds, what I'd do in a situation, how to escape, how to protect the kids. Our school is so wide open to the community, any wingnut can come in at any time. Thinking about such things however, is a waste of mental energy.<br />
<br />
I fear that nothing will change from this tragedy. Whether it be access to mental health care or gun control. The opposite is also terrifying, that our schools will have airport like security. Something needs to change. Any country that breeds killers who massacre helpless victims in schools, theaters, college campuses, and foreign cities is ill, and needs to face fundamental change. Otherwise, we'll live in a world of worrying about whether we're going to die in an airplane, school, city street, or skyscraper. <br />
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Strangely enough, Jon Stewart tackled this topic on Monday. You can watch it <a href="http://www.thedailyshow.com/watch/mon-december-10-2012/any-given-gun-day">here</a>.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-11513411081638495572012-09-01T14:48:00.000-06:002018-05-05T08:55:11.938-06:00Teaching on the I.R.All the school's a stage, said not William Shakespeare. When on stage, teachers are expected to produce the show of their career. Not only from themselves and administration, but especially from the students. When working with the kind of at risk population at my school, it doesn't take long to become a student's rock and stable adult. You are not allowed emotion. You must always be consistent, happy, supportive role models. <br />
<br />
The appearance of stability has become far more difficult this year. On a staff retreat the weekend before reporting back I managed to take nasty fall which resulted in a broken knee cap, arm, wrist, and 10 stitches. It was embarrassing to say the least, especially when it was my boss who drove me to the ER.<br />
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So far I have struggled to keep my emotions in check. The frustration of doing the smallest daily rituals builds and explodes, at targets like copy machines.<br />
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Hobbling, pegging, or rolling around school with a crutch and an arm sling gets a lot of questions. I started lying to people the first day because I was already fed up with the questions. My standard go to was that I got into a fight with a bear. I move on immediately to avoid follow up interrogation. This worked so well that when school started, that's what other teachers told their students. Most believed it.<br />
<br />
Unfortunately, teaching with two limbs is exceedingly challenging. The energy needed to do anything is higher, making exhaustion and grumpiness all the more common. Taking attendance by walking over to the clipboard, holding the clipboard in a broken arm, then writing and submitting on the computer should not be hard. So far, despite what is going on inside, I think my game face has been on. <br />
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In a weird way though, my gimpyness has become an asset for classroom management. Each period starts the day by rising to their feet when I come in, I say "Good morning/afternoon scholars, please grab a seat finish your 'Do Now'" all with a smile and in a non-domineering manner. It is a positive start to the period, and gets the students immediately on task. Last year there were always one or two students who didn't pay attention, or had to be chided for sitting until they stood. This year, none. They know that if the guy with the broken knee is standing and wishing them a good day, they better be standing in return. Discipline problems are also now nonexistent.<br />
<br />
The year thus far seems successful for two reasons. One, students are intuitive and know that when someone is hard up, now is not the time to slack off or be disruptive. The other reason is that I'm not new anymore. The kids know me, or know another student who will vouch for me. On
Thursday one of my difficult students from last year gave me a public
compliment. I looped with my students from last year who have been excited to see
me. I am one of only two sophomore teachers they know, causing me to
quickly become more students' rock. Already I have formed great bonds
with students I didn't have had last year.<br />
<br />
Because of this, I don't need to be a Daniel Day Lewis, only a Keanu Reeves. This year feels more like a give and take. I make their day, they make mine. Both sides are happy to be here and are willing to show it. Happy students, happy teachers, happy growth scores. It's going to be a good year. Just keep smiling.<br />
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<br />Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com1tag:blogger.com,1999:blog-3926424334877154861.post-66605228870644849112012-08-12T19:53:00.000-06:002018-05-05T08:55:12.081-06:00The NumbersThe state results are out. Here is how our school did:<br />
9th Grade Reading: grew from 33% to 40% proficient and advanced<br />
9th Grade Writing: stayed the same 19%. Maybe that's because there were two new teachers? Also, with the new test, almost all schools declined. Not us!<br />
10th Grade Reading: grew from 31% to 48% proficient and advanced<br />
10th Grade Writing: grew from 9% to 29% proficient and advanced<br />
<br />
The charter school trying to share our building shrank in every indicator but one: 8th grade writing. Hopefully this tells district to keep them out.<br />
<br />
The charter school that is trying to take us over also has some interesting numbers. Their students start at 6th grade 53/61 proficient in reading/writing. No wonder their scores are higher overall. However, we have better growth.<br />
<br />
Our growth scores:<br />
53% growth in reading, 30% are catching up and 85% are staying proficient.<br />
63% growth in writing (huge!), 20% are catching up, and 61% are staying proficient.<br />
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It's working. We are turning around a failed school. Fuck you, charter. <br />
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<br />Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-72082887857061843202012-07-28T15:02:00.000-06:002018-05-05T08:55:12.112-06:00Education Nation: serfdom never felt so fancy<a href="http://www.nbcumv.com/images/author-created/previews/NBCNews/EducationNation_P.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="101" src="http://www.nbcumv.com/images/author-created/previews/NBCNews/EducationNation_P.jpg" width="200" /></a>This year NBC's Education Nation made its rounds around the nation, with the stated goal of creating an "open conversation" about results-oriented teaching reforms. I was invited to attend one of the "Teacher Town Halls" which I at first thought to be quite the honor. Little did I know what I had in store.<br />
<br />
The event was hosted at a swanky downtown location, where Italian sparkling water bottles, and waiters carried around hors d'oeuvres with white gloves were served. I was appropriately dressed in my tie and slacks, but noticed I was not adequately technologically tethered to an iphone. Jazz music played imperceptibly in the background, just as Miles, Louis, and Bird would have wanted. After mingling and more inspection I noticed, oh my god, these people are my age! What the hell is going on? Half of the people I was introduced to asked me<br />
"Oh, you're at ________ school! Are you TFA (Teach For America)too?"<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh94SQWBTjT8xxDfvIlOW8cNcFqN05jIox_4oAWonSsvXchcWYfqtiK6CZoVsHjZ9P70tZ-QeCXjcRoIgiItJaSI7g52bPNIizAuDis80BiBUE3J2QdLSDwPLN8g5iYOVQJNkPSCRqgS9RK/s1600/522711.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="318" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh94SQWBTjT8xxDfvIlOW8cNcFqN05jIox_4oAWonSsvXchcWYfqtiK6CZoVsHjZ9P70tZ-QeCXjcRoIgiItJaSI7g52bPNIizAuDis80BiBUE3J2QdLSDwPLN8g5iYOVQJNkPSCRqgS9RK/s320/522711.jpg" width="320" /></a>"(nervous laugh)No, no, I went to school"<br />
End of conversation. Whoops!<br />
<br />
<br />
<br />
As a percentage young, urban, well dressed teachers are more likely to be involved in charters, Teach For America, or be reform minded, than their middle aged and older companions. There is definitely a generational gap between teachers, and I was worried that this crowd had been <strike>vetted</strike> carefully chosen with an agenda in mind. I was asked to go with my principal. Does that mean I'm one of them, a TFA at heart, an anti-union, data-driven bot? For the time, I preferred to live in the fantasy that I was there on my laurels, and was chosen for my quiet quality and confidence.<br />
<br />
We were then led to the <strike>lecture hall</strike> town hall area where we were arranged in nice rows. I sat next to one of my TFA co-workers with whom I often clash on education policy, but on a personal level have a fine relationship. He was next to his obnoxiously GQ TFA co-worker that oozed dislike for me. I don't quite understand why. <br />
<br />
Looking around the room, I noticed the sponsors:<br />
American Airlines <br />
BlackBerry<br />
Marvell<br />Members Project American Express
(what teacher has AmEx?) <br />
Microsoft
<br />Raytheon
(they build bombs!)<br />Scholastic
<br />University of Phoenix
(Really?)<br />
W.K. Kellog Foundation
<br />
<br />
Huh? What do most of these have to do with education. Then I noticed:<br />
Bill & Melinda Gates Foundation<br />
The Eli and Edythe Broad Foundation <br />
<br />
I <a href="http://educationalencounters.blogspot.com/2011/05/whats-wrong-with-our-schools-part-ii.html">wrote a post about a year ago</a> on the Gates and Broad foundations, and their love of corporate modeled test taking as reform for schools. The Gates foundation alone has sunk billions into educational research to define what makes a good teacher. They are meddlers who have never taught a day in their life, but have the money to take a front seat in the discussion.<br />
<br />
Unfortunately, millionaires and billionaires have been able to take advantage of the public school system through the tax code. The New Markets Tax Credit allows:<br />
<blockquote class="tr_bq">
businesses and real estate projects located in low-income communities.
The NMTC Program attracts investment capital to low-income
communities by permitting individual and corporate investors
to receive a tax credit against their Federal income tax
return in exchange for making equity investments in
specialized financial institutions called Community
Development Entities (CDEs). The credit totals 39 percent of the
original investment amount and is claimed over a period of seven
years. <a href="http://cdfifund.gov/what_we_do/programs_id.asp?programID=5">Cite</a> </blockquote>
Low income communities? Read: Poor, minority-majority, working class struggling schools where you can invest in a charter to spur competition and innovation! Competition works for the banking industry, of course it can do the same for education! In 2011, $573 million was invested in education facilities. Read about it <a href="http://www.charterschoolstoday.com/facilities-funding">here</a> and <a href="http://nmtccoalition.org/wp-content/uploads/NMTC-2012-Progress-Report.pdf">here</a>. Public schools have to go through a public bond process to get funding to purchase new science classrooms, whereas a tax evading philanthropist and bequeath it to a charter. Many of those philanthropists believe in fair competition, but the competition is never fair when one side gets to pick their team.<br />
<br />
So, this event is sponsored by what Dianna Ravitch calls the "Billionaire Boys Club" I was still hoping for the best. As the talks started, it became very clear that those that were up on stage were carefully chosen, and unrepresentative of those who have a stake in education.<br />
<br />
The first group of speakers who were interviewed on stage had a first (or second?) year charter school TFA teacher from our neighborhood competition, who spoke very idiotically about nothing. Every answer he gave was off topic and had no depth. My co-worker that sat next to me said he went through the program with the TFA on stage, and that the speaker was utterly unremarkable in every way. I later crossed path with the TFA again at a community town hall where the debate was about, and is still brewing, putting the newly confirmed HS charter in our building. The TFA had yelled and first pumped from the back of the room, yelling "we don't have time," responding to our school's concerns that more time was needed to study ours, and other possible locations for their charter. What a great, experienced role model to help drive education policy discussion...<br />
<br />
As the night wore on, I accepted that I was wallpaper, and prop in larger production, in which I had no voice. The list of speakers:<br />
• Maria Bartiromo: Anchor of CNBC's "Closing Bell with Maria
Bartiromo" and Anchor and Managing Editor of "Wall Street Journal Report
with Maria Bartiromo"
<br />• Michael Bloomberg: Mayor, City of New York
<br />• Cory Booker: Mayor, City of Newark, New Jersey
<br />• Phil Bredesen: Governor, State of Tennessee
<br />• Steven Brill: co-founder of Journalism Online, CourtTV and
American Lawyer magazine and author of "The Rubber Room" In The New
Yorker
<br />• Tom Brokaw: NBC News Special Correspondent
<br />• Geoffrey Canada: CEO & President of Harlem Children's Zone Project
<br /> • David Coleman: Founder & CEO, Student Achievement Partners; Contributing Author of the Common Core Standards
<br />• Ann Curry: News Anchor, "Today" and Anchor, "Dateline NBC"
<br />• Arne Duncan: US Secretary of Education
<br />• Byron Garrett: CEO of the National Parent Teacher Association (PTA)
<br /> • Allan Golston, President, US Program, The Gates Foundation
<br />• Jennifer M. Granholm: Governor, State of Michigan
<br />• David Gregory: Moderator, "Meet the Press"
<br />• Reed Hastings: Founder & CEO of Netflix
<br />• Lester Holt: Anchor, "NBC Nightly News," Weekend Edition and Co-Host, "Today" Weekend Edition
<br />• Walter Isaacson: President & CEO of the Aspen Institute
<br />• Joel Klein: Chancellor of New York City Schools
<br />• Wendy Kopp: CEO and Founder of Teach for America
<br />• John Legend: Musician; Founder of the Show Me Campaign
<br />• Jack Markell: Governor, State of Delaware
<br />• Gregory McGinity: Managing Director of Policy, The Broad Education Foundation
<br />• Andrea Mitchell: NBC News Chief Foreign Affairs Correspondent and Host, "Andrea Mitchell Reports"
<br />• Janet Murguia: President & CEO of the National Council of La Raza (NCLR)
<br />• Michael Nutter: Mayor, City of Philadelphia, Pennsylvania
<br />• Bill Pepicello, Ph.D.: President of University of Phoenix
<br />• Sally Ride: First Female Astronaut; Vice-chair of Change the Equation
<br /> • Michelle Rhee: Chancellor, District of Columbia Public School System of Washington,D.C.
<br />• Edward Rust: Chairman & CEO of State Farm Insurance Companies
<br />• Gwen Samuel, CT delegate to Mom Congress
<br />• Barry Schuler: Former CEO of AOL
<br />• Sterling Speirn: CEO, Kellogg Foundation
<br />• Margaret Spellings: Former US Secretary of Education
<br />• Antonio Villaraigosa: Mayor, City of Los Angeles, California
<br />• Randi Weingarten: President of American Federation of Teachers (AFT-CLO)
<br />• Brian Williams: Anchor and Managing Editor "NBC Nightly News"<br />
<br />
What do you notice? I see politicians, corporate executives, philanthropist, media, and education policy organizations. Those people are there to advance whatever agenda they have. What don't you see? Teachers. Not even state or national Teacher of the Year. Two parent groups, but no local groups. One of the two large, but smaller of the two, teacher unions. Where were the people who have a stake in this? Where were the teachers? In the audience,<strike> listening </strike>participating. <br />
<br />
The questions posed to the audience were carefully written to elicit certain reposes. Questions were written based on "their (Gates) facts that we're going to be referring to often to help along our conversation."<b> </b>This immediately placed any of the teachers responding into starting at a defense, and having to disprove the "facts" before giving any of their own "facts." Other ways in which we participated were lame and simple, eliciting jeers, groans, and giggles from the audience. We were given clickers to vote on one multiple choice question. For example "Is technology improving your discussion?" Hmm, guess how we voted? After the vote, the moderator would turn the discussion over to the panel on stage. I participated with my thumb!<br />
<br />
The times that real teachers were brought on stage, it was usually half TFA teachers (.2% of all teachers). The questions posed were simplistic, not in depth, and gave no greater understanding of topics impacting teachers. It was news to NBC that teachers wanted more collaboration time.<br />
<br />
All of this ridiculousness begs the question, who was this event for? Education Nation states its mission is<br />
<blockquote class="tr_bq">
NBC News' initiative to engage the country in a
solutions-focused conversation about the state of education in America.</blockquote>
Obviously, it was not for teachers. Such low level guided discussion is below our pay grade. The "leaders" on stage talked with each other, and with the cameras, which were broadcasting to a tiny audience. It was a giant rah rah parade for those looking to change education, in ways I believe are for the worse. I walked out of the event feeling that Education Nation is a dangerous propaganda disseminator, and I was used.<br />
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<span style="font-size: x-small;">Harvest my demesne serf! Once you're done you may attend to your furlong.</span> </div>
<br />
Afterwards, my principal decided to take me out for some late night tacos and beer. That made me feel better.<br />
<br />
Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-28566420196568951552012-06-28T14:09:00.002-06:002018-05-05T08:55:11.946-06:00Buddy, your bucket has got a hole in itThe news today of the Affordable Care Act being affirmed by the Supreme Court found me sitting in front of my computer for an inappropriate amount of time digesting the news. Being that it is the end of the month and I still had a few of the 10 free page views allowed from the New York Times, I decided to geek out on their blog roll. <br />
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One of the continuous sections was <i>Voices</i>, a lame attempt to get the common person's "word on the street." In it I found a rather irritating <a href="http://elections.nytimes.com/2012/live-coverage/scotus-healthcare#sha=b6724a146">reaction from Frank Trecroci</a>, the principal of a private school in Kenosha and Racine, Wisconsin. On their website,<a href="http://www.renaissanceschools.com/school/pleasant-prairie/about-us"> it states</a> that:<br />
<blockquote class="tr_bq">
In August of 2000 the school was awarded a 1.2 million dollar grant
from the state of Wisconsin to create a “model early childhood center of
excellence” for children and families within the community. </blockquote>
<blockquote class="tr_bq">
In August 2009 The Renaissance School established a relationship with
Cancer Treatment Centers of America (CTCA) in Zion, IL. Childcare is
provided on an as needed basis to the children of families attending the
treatment center. </blockquote>
The Renaissance school also has themselves embroiled in a school voucher debate in Kenosha and Racine. According to the Racine paper <i><a href="http://www.journaltimes.com/news/local/article_a33378c8-bbfe-11e0-bd78-001cc4c03286.html">The Journal Times</a>, </i>Frank wants to expand the voucher program to lure more students out of public schools, and into his private program.<br />
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Obviously private schools have a built in advantage of choice and parent engagement. Of course they will receive better scores than public schools which serve every child. But, at the voucher meeting where teacher layoffs were to be discussed, Frank had the balls to say "And we would love the opportunity to hire any Racine Unified
teachers that have been laid off."<i> </i> <br />
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The <span dir="auto">coup de grâce</span>, Frank doesn't provide his staff with health care, he makes them purchase their own. He poaches students from the public system, depriving them of money. When cuts must be made, he "welcomes" laid off teachers into his private program, for less money, and no health care. How does this help the families and children of those teachers? <br />
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When asked for his reaction by the NYT to Obama's victory at the Supreme Court, he said "I'm horrified." Frank described how many of his students families were going bankrupt due to medical bills. He was "horrified" that his students had no coverage, but provides none for his staff. Frank went on to describe how this will cause an extra $10,000 in health expenses to be spent on every teacher, causing cutbacks and perhaps layoffs.<br />
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First, who pays $10,000 for health insurance? Now that you are asked to be responsible like EVERY schools district and support their staff with health benefits, your first reaction is to be "horrified." I'm horrified at your leach like behavior. <br />
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Frank's comments exemplify everything that is wrong with the privatization of education. Private/charter schools will get young teachers to come in for low pay, no benefits, low budget, and take engaged students, get results, and then point at the public school and ask "what's their problem?" I believe that if private/charter schools want to be able to exist, they must mirror the services for students and staff of their public counterparts. They cannot "counsel out" troubled, ELL, and SPED students, or expel them to the public schools. They also cannot deprive their underpaid and overworked staff of a moderate standard of living. <br />
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Until we hold people like Frank to the same level as public servants, the privatization train will continue to roll through every district until we have thoroughly re segregated our society. <br />
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<br />Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-57151227291449579822012-06-15T10:16:00.000-06:002018-05-05T08:55:12.060-06:00Hope for my undocumented studentsThe <a href="http://www.washingtonpost.com/politics/us-will-stop-deporting-some-illegal-immigrants-who-came-here-as-children/2012/06/15/gJQANBbseV_story.html">news</a> from the Obama administration today is very hopeful. As one of my undocumented students said, "it is an awesome start." Today, Obama has done something right for education. He has offered work visas to good students, age 16-30, who have been law abiding citizens of this country, and who are more American in culture than Latin. I think ICE will be overwhelmed with the number of young talented Latin students who apply for the work visa amnesty. <br />
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I have <a href="http://educationalencounters.blogspot.com/2010/05/my-illegal-students.html">written about</a> my undocumented student before, and my opinion now is no different. These students are our country's future, and they must be embraced and brought out of the shadows. Many of them are more deserving than American born students. The last step that needs to occur is providing undocumented students the rights to in-state tuition for college, so they have the same opportunities as their peers. Currently 12 states, including California and Texas allow undocumented students to attain in-state rates. Wisconsin has revoked their law (what the hell is going on WI?). Most recently, Colorado, a state with a growing Latino population, and an important battleground state in the upcoming election, has followed Texas and California by granting students an adjusted in-state rate.<br />
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These students have earned and deserve the right to be law abiding citizens like everyone else. Obama talks of bending the arc of history, of changing the course of history and doing something new. Finally, he is living up to, in at least one way, his rhetoric. <br />
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<br />Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-41044671333047000102012-06-11T11:35:00.001-06:002018-05-05T08:55:12.027-06:00Living in the neighborhoodI used to be of the opinion that living in the same neighborhood as my students was a dangerous and overwhelmingly negative thing. Talking to people at my old school who lived in the neighborhood of the school, they would tell me it causes some lifestyle changes, and threats. For example, my current principal lives in the neighborhood, and some students have vandalized their home.<br />
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In my mind I was never too concerned about students vandalizing my home. The students have never actively disliked me. Students either greatly enjoyed me as a teacher, or were indifferent. The role of a teacher does not lend itself to creating enemies. Annoying a kid sometimes, sure, but never hostility.<br />
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For my first few years of teaching I was also enjoying living downtown. Being able to walk down the street to any store of my choosing, sit on the patio of a bar and enjoy a pint or three, or revel with friends late into the evening on the front porch. Privacy was important in those moments, and living in the neighborhood of my school would not project the same image to students that I worked hard to create in the classroom. <br />
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<span style="font-size: x-small;">Get off my lawn you damn rapscallions!</span></div>
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This was heavy on my mind when I purchased a dwelling, within the boundaries of the school. Ever since, I have been seeing my students all over the place. And, them seeing me. Every one of those encounters has been positive, or humorous. Whether it be at the grocery, the big-box store, the park, or on the street, the students are really happy to see one of their role models living in their community. A common question is "Mister, you live around here?" "Yes, over there on the other side of_______" (vague pointing).<br />
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An added bonus is that it allows me to harass them to finish their homework, ask them a question, follow up on a concern, crack a joke or bond with them, or talk to mom/dad/grandma. In their mind, it also legitimizes my place at their school as a member of their community, and for some, almost a neighbor. It was great to use this with students when they start to misbehave.<br />
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"Deon, do I have to pick you up in the morning to make sure you get here on time?" <br />
"No, Mister..."<br />
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The classic "I know where you live," but used appropriately and humorously is enjoyed by my students, and their peers. There are two boys in my first period that used to give each other the look of terror, of "Oh no, Mister is going to come to our house, we better get to work" while other students would laugh at them.<br />
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Now, I've realized living in the boundaries of my school isn't bad at all. In fact, I greatly enjoy seeing my students, and being seen outside of the school environment. It helps me be a more effective teacher because students want to see you as part of their neighborhood, not as someone coming from outside their world. It really only causes one change in lifestyle.<br />
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<span style="font-size: x-small;">Keep the beers down low, gentlemen</span></div>Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com2tag:blogger.com,1999:blog-3926424334877154861.post-34426192119202542202012-06-09T09:47:00.001-06:002018-05-05T08:55:11.971-06:00Test Scores: Beating ExpectationsStandardized tests, and all-district exams usually struggle in two important ways, validity and reliability. Meaning, is the test a valid way to assess and measure our students, compared to what they have been (or need to have) been learning. And, Is the test a reliable measure of what the students did learn. For example, if we taught the students how to take multiple choice tests, deduct unlikely answers from probable, and teach exactly the content covered on the exam, yes they would be valid and reliable. However, when the students need intensive shock therapy on writing and reading, no the exams are not valid, nor reliable.<br />
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The district exams seem to be unable to make up their minds. Those exams contain a mixture of both multiple choice (memorizing), and short essay. The lines given for the short essays are spaced for a third grader, and are only 5-6 lines long. Not what I would call a short essay. The problem arises when you intently teach students how to write a short essay (10-12 lines) using and citing evidence, and working them away from a culture of lowered expectations and trivial skill usage, to an exam on which they will be judged that expects little of them. The students try to revert back to old and comfortable habits. Students who could write you a proficient short essay in class are suddenly writing 4th grade sentences again. <br />
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At my prior district, they at least formatted their district interim assessments in a way that was somewhat challenging. Those focused on skills of interpreting documents, and using them in a short-lengthy essay in addition to your background knowledge. Much like a DBQ. I was in the habit of crushing those with 100% of my students, or near to it, proficient and advanced. At the new district, the results I achieved are below.<br />
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My goal for this year was to beat expectations. Those expectations were to be slightly worse than the district average. That was our tradition as a school, and our students are more often unsat or exams. For example, my students started the year on their pre test (BOY) at 57% unsat (fail), and only 4% proficient. District was at 50% unsat, and 7% proficient.<br />
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Although I have great disdain for the test, I do take great pride in knowing my students crushed the district on the final exam. Most importantly, my students' growth was far beyond expectations. District average had a 56% growth in terms of moving students out of the unsat category. I had an 82.5% growth rate, in terms of moving students out of the unsat category. I started with more unsatisfactory students, and had drastically higher growth, and ended the year with more proficient students as a percentage of the student body. On top of that, I was the top scoring teacher, beating out my co-worker.<br />
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What can we take away form these results, in terms of how we can positively influence our students? I have always focused on skills: reading, writing, analysis, synthesis, interpretation, graphing, and academic language. Using those skills to teach the content gives the students what they need, the ability to be critical thinkers, and read/write proficiently in social studies content. When you get bogged down in teaching content removed from skill, in order to teach to the test, you put on blinders and forget importance. If skills are taught, the test tends to take care of itself. Knowing that it is these results that drive the judgement of my admin, I will continue to teach those skills, and continue to crush the district. We are a turnaround school, and hopefully continued growth from my coworkers and I will help our school survive the many threats now coming at us. More details on that in the future.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-71143568502856746492012-05-20T09:02:00.000-06:002018-05-05T08:55:12.100-06:00ASVABYou're in a room with 75 freshman, sitting in rows in a lecture hall. It is the afternoon, after the students have had a fresh sugar injection from lunch. There is an above average clowner:serious student ratio. Upon arriving, the students are told they didn't "have to" come today. But, don't tell them you have to try to keep them there because then it counts for the school as a legal contact day. Tell the students <strike>we didn't know what to do with them while the Juniors took the ACT, and this was the counselor's uncreative answer</strike> this will help them be college and career ready. <br />
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Your job, give the students the military ASVAB test, which has no connection to their studies, is riddled with multiple choice questions the students don't know, and broken up into 8 grueling sections, with no break. Try not to show agreement with their complaints at being given a military test. Do not let the students take a bathroom break, get water, use their phones or iPods. The test mimics the stresses of military life. They don't give these in middle class suburban schools, those students get real college prep. Try not to cringe or speak out when the test administrators from the military give directions like an autistic 8 year old, but scream like a drill sergeant in a student's face when they start to act out, you're just an observer.<br />
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Work the room, use those relationships, build new ones to keep it all from exploding. Only two hours left. Hey, where's those other teachers that were supposed to be here too? Lesson planning. <br />
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But hey, it was worth it. Seven students in the freshman class passed, not.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-49949665077422602562012-04-21T11:28:00.000-06:002018-05-05T08:55:12.052-06:00Teaching on 4/20There are a few days a year that teachers dread "teaching" on. Among the most hated are Halloween, Valentines Day, Cinco de Mayo, St. Patrick's Day, and 4/20. Each day provides the opportunity for students to misbehave or ask inappropriate questions with an illegitimate but mistakenly accepted excuse.<br />
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Shockingly, many parents and people in the schools accept what happens as normal and to be expected. Especially in an inner city school with no systems set up for discipline or consequence kids get away with what would have gotten me expelled when I was in high school, which was not long ago.<br />
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On Halloween students showing up dressed as pimps and prostitutes, gang bangers (real), and various masked villains in obvious flagrant breach of dress code. You should not have students coming in their gang colors pretending it is a costume. Cinco de Mayo and St. Patrick's Day brings horrid attendance, and drunk students escorted back to your class by security after vomiting in their last class, and given a sobering meal in the office. Valentines Day can be sweet, but with no consequence, takes over your class.<br />
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I am not a fascist enforcer of policy, but I do know that consistent enforcement of basic expectations is necessary to maintain an academic culture in a high school. Also, when teachers are expected to enforce those basic expectations, and are held accountable to the achievement scores, it is criminal to undermine their authority by relaxing rules and allowing an "anything-goes" atmosphere because it would be too difficult to enforce rules on holidays. Support staff exist to support teachers, not teachers to support policies of support staff.<br />
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For 4-20, attendance was probably near 65% in the morning, and 50% in the afternoon. I started each class by sarcastically thanking students for understanding how clocks work, that 4:20 is a time that occurs after the school day. My stoned students would giggle wildly, thus giving me the opportunity to speak with them independently later during class, reminding them of expectations. I did mess with a few.<br />
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The students that ditched and went to the park were rounded up with bullhorn wielding AmeriCorps volunteers and brought back to class. The leader gleefully told me how great it was they were bringing kids back. I responded with a simple "Oh, so now I have classes full of stoners?" Enforcing rules is tough. Why do it? Teaching is tough, fuck it, movie day.<br />
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I know the justice system is not the answer to what occurred yesterday, but there must be standards. If a kid ditches or is stoned, detentions, Saturday schools, no prom, parent meetings, behavior contracts could all be used. It is unfair for me to be held accountable for my results, but cannot control the culture, reading level, or sobriety of my school. <br />
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Students in each class asked me what I thought about 4/20. I replied by telling them that it could be a legitimate day of protest over drug policy, but that too many people use it as an excuse to act like an idiot. The 50% of students who were still in class nodded their heads in agreement. <br />
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<br />Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-46256856746621078892012-02-12T13:47:00.000-07:002018-05-05T08:55:12.045-06:00Why did this take 6 months?Finally! They're ready. My freshmen are ready for 9th grade.<br />
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<a href="http://img.docstoccdn.com/thumb/orig/15928631.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="308" src="http://img.docstoccdn.com/thumb/orig/15928631.png" width="400" /></a>All year I have been working with the students on their writing. I am a firm believer in the power of writing, and the doors it can open for students regardless of what they eventually want to do. In the past, I have had tremendous success all by myself bringing student's scores up, and helping ELL students gain access to writing. Last year my students showed the most growth out of any other teacher. <br />
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My work with the students thus far has been very straightforward, but has been agonizingly slow. The students were apt to forget all progress one week after they had learned it.<br />
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First, their ability to organize a coherent thought and write it in a non-fiction paragraph using grade and content vocabulary started at about a 6th grade level. The English Department and I worked with the same organizer forcing students to write topic sentences, concrete details, and commentary. After the eighth one, the students only take one period to create an organizer. Still too long, but better than the two hours it took before. I also have to be blatant with vocabulary, using "Use the following words: smart growth, infill, and spatial inequality"<br />
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Next came the sentence stems. Showing students what grade level writing looked like required basic starters, such as:<br />
"For example_______________________"<br />
"This is important because_________________"<br />
"This shows_________ is _____________________"<br />
"The evidence shows______________________"<br />
"As compared to_________________, ____________ is ___________"<br />
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And finally, full quote outlines that show students how to introduce, use, and explain a quote from a primary source.<br />
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The last and most agonizing step was the annotated reading. The students just wanted to absentmindedly read, absorbing nothing. The annotation forced them to slow down, react to their reading, and then use a graphic organizer for the content, before the writing organizer.<br />
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On top of a bunch of other literacy supports and ELL strategies, using reading, writing, verbal, and getting the students to speak using grade level language the students are now ready. Do this for six months, and eventually the students learn how to go through the writing process without the structure and organizers. <br />
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Most teachers would call this far too structured. According to some, students are not demonstrating what they know and can do when given that much support. I would say the opposite, that only with those supports are the students able to show their ability. Yes, it needs to come from them, but if the students can't do that by 9th grade, major intervention is necessary.<br />
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Most other Social Studies teachers would never do this because the amount of time devoted to content suffers. I don't care. I've realized some things about teaching hard to serve students. They don't care about content any more than normal students, and they are used to failure. When they can see and feel success at something, it motivates them. At that point the content takes care of itself. Plus, I would love it if my students left as historians, but what is most important is helping to open those doors where they have the ability to choose their destiny, instead of being limited by their abilities. Yes, I do half the work for them to start with, but by the end they are independent and near/at grade level.<br />
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I never wanted to teach middle school level English. It is maddening. Half of the battle of motivation and celebrating the small steps we take for granted. The students love it though, and are finally starting to come around. No longer am I just another teacher who keeps failing them. Hopefully the trend continues and the culture in the classroom and school continues to improve. Yeah, I'm barely in the rejuvenation stage, but it feels a lot better than disillusionment.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/images/first-year-teachers-phases.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="242" src="http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/images/first-year-teachers-phases.gif" width="320" /></a></div>Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-70886492423672459722011-12-22T20:51:00.011-07:002018-05-05T08:55:12.095-06:00What's wrong with our schools part IIII havn't written about education for a long time. I've shot off the random bitch, or posted a link, but in terms of education policy, ideas, and battles, I havn't had the heart. After some introspection, I find myself very disillusioned, and the new job overly taxing. I knew what I was getting into, but perhaps I vastly over estimated my zeal, patience, and ability. Drunk on success from last year, I find myself wallowing in the hangover at my new surroundings. It seems as though I'm still attempting to process what the hell just happened and why my job now feels so different.<a href="http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/images/first-year-teachers-phases.gif"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 294px; height: 222px;" src="http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/images/first-year-teachers-phases.gif" alt="" border="0" /></a><div style="text-align: center;"><span style="font-size:78%;">This oddly accurate and cheesy graph must have been created by some veteran teachers. It does feel like I've started my first year all over again</span><br /></div><br />Between my years as a classroom aide, a quasi-teacher, and at my prior school that went from dysfunctional to moderately operational, and now into a black hole I feel I have seen, experienced, and can pontificate on what makes school's functional, and what makes them dysfunctional. I've been pondering many of the root causes of failing schools and have come up with a list of basics, which if in place, can get a school into mediocrity. I will expound on these in greater detail in the future, but here is the short and sweet.<br /><br /><span style="font-weight: bold;">1. Teacher morale</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp-KK_v8AfbRRZqQKBnmgF1ff2WYJFOMaw72DlWrmFJxm9U7CtT84VeadGUbgmau2f0-LB3rdXEPbT9gUP3WJi4osNo5sqa6ynttXGebkaCGw2uBCxmmyoSUF6N42ZpqNA0swh3iSbEkfK/s1600/Walker+protest.jpg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 262px; height: 276px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp-KK_v8AfbRRZqQKBnmgF1ff2WYJFOMaw72DlWrmFJxm9U7CtT84VeadGUbgmau2f0-LB3rdXEPbT9gUP3WJi4osNo5sqa6ynttXGebkaCGw2uBCxmmyoSUF6N42ZpqNA0swh3iSbEkfK/s400/Walker+protest.jpg" alt="" id="BLOGGER_PHOTO_ID_5689177984646586322" border="0" /></a><br /><br />The number one affect on a teacher's ability to perform their job with zeal and passion, is morale. As with all careers, happy employees equal productive employees. The number one effector of teacher morale is whether a teacher feels successful, and supported by administration, instead of on an island, persecuted or under siege. There is a reason most people leave the profession within 5 years (Teach For America included). We are professionals, respect our judgement.<br /><br /><span style="font-weight: bold;">2. Behavioral consequences<br /><br /></span>When a student is chronically tardy, habitually disruptive, disrespectful, breaks teacher's noses, or any other behavior within the student's ability to control, there is a clear due process based, non-confrontational consequence. When there is no structure, students exploit, and the teachers end up being put in the role of mentor, and enforcer, two that do not go together. Often, the enforcement is nonexistent and empty due to no support or system.<br /><br /><span style="font-weight: bold;">3. Academic consequences<br /><br /></span>If a student cannot complete grade level work, do not pressure teachers to pass on students to the next grade level. When teachers are partially evaluated on their fail rate, it sends the wrong message. Some teachers fail students because they expect grade level work, not last minute assignments. Standards based grading does precisely this. When students are graded on their ability to fulfill vague "standards" of education, they no longer have to be productive, except on a test. Other gimmicks like "No Ds" cause grade inflation and contribute to the growing problem of college remediation courses.<br /><br /><span style="font-weight: bold;">4. Community su</span><a href="http://www.rooseveltcampusnetwork.org/sites/all/files/imagecache/Big/School_Choice.jpg"><img style="float: left; margin: 0pt 10px 10px 0pt; cursor: pointer; width: 353px; height: 248px;" src="http://www.rooseveltcampusnetwork.org/sites/all/files/imagecache/Big/School_Choice.jpg" alt="" border="0" /></a><span style="font-weight: bold;">pport<br /></span><br />Do neighborhood kids go to neighborhood schools? School "choice" is leading to wage based segregation. Schools for poor kids, and those for the lucky. When communities quit disparaging their public education, and instead play a role in it, rising tides float all boats.<br /><br /><span style="font-weight: bold;">5. Administrative support<br /><br /></span>Career administrators, with strong classroom backgrounds who want to move from teacher to administrator in the same school should be courted, compensated, and rewarded. Recruit the best and brightest. When a district sets up a system of yes men/women, who expect an advancement every two or three years up the ladder, their is no commitment, investment, or relationship with staff, community, or school. Or better yet, eliminate most administrative positions and let the teachers run the show!<br /><br /><span style="font-weight: bold;">6. Parental support a</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOpaBoheYHAwPbbjGFdQ_HvPC2ahdu2wg5tsnLf8uAShkMT1cMOd1AhRXZH-_OlivCwU2Uvp5C0jkNZd60AzciVeU8jW3jiRmDCiXRQsp7xTVyIMw5xM6RM7z4w_mAORTfkx8ir4hpslA0/s1600/Teacher+Abuse.jpg"><img style="float: left; margin: 0pt 10px 10px 0pt; cursor: pointer; width: 453px; height: 255px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOpaBoheYHAwPbbjGFdQ_HvPC2ahdu2wg5tsnLf8uAShkMT1cMOd1AhRXZH-_OlivCwU2Uvp5C0jkNZd60AzciVeU8jW3jiRmDCiXRQsp7xTVyIMw5xM6RM7z4w_mAORTfkx8ir4hpslA0/s1600/Teacher+Abuse.jpg" alt="" border="0" /></a><span style="font-weight: bold;">nd accountability<br /></span><br />We are not your babysitter. Give your contact info to the school. Feed them! Ask about their day, even if you work the night shift and just got home. Ask about their homework. Come in and meet their teachers. We often see them more than you, and a completely different side of them that you should be aware of. Oh yeah, when they don't have passing grades, send them to summer school.<br /><br /><span style="font-weight: bold;">7. K-8 preparation<br /><br /></span><div style="text-align: left;">It's hard to point the blame at other teachers, but when whole classes of students arrive that are below grade level, I wonder what the previous teacher did. Don't inflate grades. Make a student pass basic skills tests to move on to the next grade, otherwise districts should provide mandatory summer schools to prevent students from falling behind. That costs more money, but if a student still reads at a 4th grade level by grade 9, something has gone terribly wrong.<br /></div><span style="font-weight: bold;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggp53SwZnPUiMJd9C565gS3SayK7ufjTPeJG6ZBGZuSgONKotEqOdZNCFrddapReZ4nMI1FFjaCk1YW2WfxeO6ndfd2jIlRO93di5dLl3oiOVn1qQelsVdqTSqxFDj4VUzj8oGCkTeo2gD/s1600/IMG_0001_2.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 318px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggp53SwZnPUiMJd9C565gS3SayK7ufjTPeJG6ZBGZuSgONKotEqOdZNCFrddapReZ4nMI1FFjaCk1YW2WfxeO6ndfd2jIlRO93di5dLl3oiOVn1qQelsVdqTSqxFDj4VUzj8oGCkTeo2gD/s400/IMG_0001_2.jpg" alt="" id="BLOGGER_PHOTO_ID_5689176397746243250" border="0" /></a><br />8. High expectations</span><br /><br />It never ceases to amaze me how low the expectations of rigor, effort, and skill the students are held to. Every year the students seem lower and lower. Systems should be put in place to correctly place teachers in their position of strength on a vertical alignment, so that freshman to senior teachers can communicate clearly, and share lessons and ideas, so that students are ready for each grade. <span style="font-weight: bold;"><br /><br />9. Teacher's contracts are honored<br /><br /></span><span>I am yet to work at a school where teacher contracts are honored, and the principal actively seeks counsel from teachers. When districts break our contract it tells us we don't matter, and that decision making will be top down, not with those who actually teach.<br /></span><span style="font-weight: bold;"><br />10. Monetary support<br /><br /></span><span>It took all semester to get the textbooks for my AP class. Enough said.<br /></span><span style="font-weight: bold;"><br />11. District interventions<br /><br /></span><span>This incorporates all that have been said above. Community and administrative support, accountability, summer schools, money, contracts, and ensuring students are prepared when entering a new level of K-12 education. If a student enters college and needs remediation, the school has not done an adequate job.<br /><br />Although not perfect, this list does allow a school to move from dysfunctional to mediocrity. I plan to address each point in their own post. For the time being, it will allow my "disillusionment" stage to take more focus, and perhaps, some "rejuvenation."<br /><br /></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYHo8bmdO1qH-KaSRvpU7FaxJgtTVFafew_wE0Q5ow08TZKByiIK6xG_8RVv2V-f8imRihR0JhOmaNR9RriCex8PxAMDv2D8B2xQnNI1PssJII1L5PvGTmIE5EAfNwPtrTOLGHFrpt4SH6/s1600/DSC03097.JPG"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 375px; height: 561px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYHo8bmdO1qH-KaSRvpU7FaxJgtTVFafew_wE0Q5ow08TZKByiIK6xG_8RVv2V-f8imRihR0JhOmaNR9RriCex8PxAMDv2D8B2xQnNI1PssJII1L5PvGTmIE5EAfNwPtrTOLGHFrpt4SH6/s400/DSC03097.JPG" alt="" id="BLOGGER_PHOTO_ID_5689544265218100770" border="0" /></a>Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com3tag:blogger.com,1999:blog-3926424334877154861.post-58017908444078255882011-11-06T11:31:00.007-07:002018-05-05T08:55:12.073-06:00AP and cultural biasAround this time last year I wrote an <a href="http://educationalencounters.blogspot.com/2010/09/on-teaching-of-half-truths.html">entry</a> detailing my dilemma about teaching half-truths, and having to give up the real value in history for basic content. Now, in a new school, and teaching AP(advanced placement) courses to students who are in no way prepared, I find myself hitting a similar wall. My new dilemma reminds me of my old district's attempt to get us to teach about jingoistic militarism from the Medal of Honor curriculum, which I also<a href="http://educationalencounters.blogspot.com/2010/08/reality-check-part-two.html"> wrote </a>about.<br /><br />This time, I found myself in an AP Saturday institute, learning the ins and outs of the curriculum to be taught. It became very clear to me that the expectation was a watered down, worthless and uninspiring curriculum. It was rote memorization, learning test taking skills for the one AP test, and reactionary bias. I found myself sitting amongst a bunch of other well intentioned white teachers, discussing the validity of Andrew Jackson and his love of "democracy".<br /><br />In reality, what all students need, and especially mine, is a history c<a href="http://blog.historians.org/images/125.jpg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 434px; height: 305px;" src="http://blog.historians.org/images/125.jpg" alt="" border="0" /></a>urriculum that promotes activism, assertiveness, and social awareness. I know for a fact, that the curriculum last year, which was heavy in social history and activism, gave my students the confidence to protest my principal, stand up to power, and catapult them into a life of social activism. That is what all social studies teachers strive for. With AP, the opposite seems to happen. The chart above should be alarming. The problem with AP is that it is supported, created, and perpetuated by those who go through the program. The curriculum, though unintentional, become self-serving.<br /><br />For example, the suggested curriculum being pandered by the College Board requires US History to be covered from "Pre-Columbian Societies" for <span style="font-weight: bold;">one week</span>, to Jacksonian Democracy and "The Early Republic" for two weeks, and all the way to "The United States in the Post-Cold War World" for two weeks. Realistically, you cannot cover the depth of US History in such sweeping breadth. The curriculum is sanitized by its immense scope.<br /><br />The curriculum is further sanitized by those who create and perpetuate the test questions and course syllabus'. An attached model syllabus from AP includes:<br /><blockquote></blockquote> <blockquote></blockquote><blockquote><span style="font-size:85%;">Jacksonian America (2 weeks)<br /></span><blockquote><span style="font-size:85%;">In order to understand the development of evolution of democratic institutions in<br />the United States, the student will be able to:<br />A. Characterize the rise to political prominence of Andrew Jackson<br />B. Evaluate Jackson's domestic and foreign policies<br />C. Analyze the issues involved in the elections of 1836 and 1840<br />D. Explain the causes and results of reform movements in the United States during the early to mid-nineteenth century</span></blockquote></blockquote>While on the other hand:<br /><blockquote><span style="font-size:85%;">Manifest Destiny and Sectionalism <span style="font-weight: bold;">(1 week) (emphasis mine)<br /><span style="font-weight: bold;"></span></span>To recognize the importance of westward expansion and the looming issue of slavery in the United States, the student will be able to<br />A. Identify the causes and results of American settlers' moving west<br />B. Discuss the causes and results of the Mexican-American War<br />C. Analyze the issues involving slavery and potential disunion during the late 1840s and through the decade of the 1850s</span><span style="font-weight: bold;"><span style="font-size:85%;"><span style="font-weight: bold;"></span></span><br /></span></blockquote>As in life, all decisions come with an opportunity cost. When you choose one action, another possible scenario is never realized. To teach about Jackson, but neglect the trail of tears. To spend double the amount of time on the facade of emerging democracy (read: now includes white dudes<span style="font-weight: bold;"> withou</span><a href="http://www.thedefendersonline.com/wp-content/uploads/2011/03/2011-03-29-chart04.jpg"><img style="float: left; margin: 0pt 10px 10px 0pt; cursor: pointer; width: 246px; height: 400px;" src="http://www.thedefendersonline.com/wp-content/uploads/2011/03/2011-03-29-chart04.jpg" alt="" border="0" /></a><span style="font-weight: bold;">t</span> property) than on the most undemocratic institutions in our history, imperialism and slavery, where one in ten Americans was owned by another American is not only negligent, but is downright white-washing (pun intended). Is the data to the left at all surprising?<br /><br />Students in AP not only have to deal with a fast paced, uninspiring curriculum, but at the end of the year the cultural bias of the curriculum is transferred into the test. The test has 80 multiple choice questions. For example:<br /><blockquote></blockquote><div style="text-align: left;"><blockquote><span style="font-size:85%;">Alexander Hamilton's economic program was designed <span style="font-weight: bold;">primarily</span> to<br />A. prepare the United States for war in the <span style="font-weight: bold;">event </span>Britain failed to <span style="font-weight: bold;">vacate</span> its posts in the Northwest<br />B. provide a <span style="font-weight: bold;">platform</span> for the <span style="font-weight: bold;">fledgling Federalist Party's </span><span>1792 campaign</span><br />C. establish the <span style="font-weight: bold;">financial stability</span> and credit of the new government<br />D. <span style="font-weight: bold;">ensure</span> northern dominance over the southern states in order to abolish slavery<br />E. win <span style="font-weight: bold;">broad political support</span> for his own candidacy for the presidency in 1792.</span><br /></blockquote><br /><br />I made bold all of the words and phrases that my students would not understand. Not only is the curriculum rather irrelevant in the lives of everyday Americans then, as now, but the nature of the question favors the business and economic minded well read students with high vocabulary. Guess where they go to school? The test is designed for students with privilege to get a discounted college education, while the opportunity cost for poorer students is high.<br /><br />Last year, my students were unable to think independently or critically. By the end of the year they were the highest scorers on district tests and politically active. This year, I have this to start with this.<br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnaUgrW8xJfirAvX-CVuT4kYxAtijOVfKKwgZWCyWiYqa5i8xkrVkahbeTFGw4h_UIAWXDFq04Nw2HVqgkcTdrN7nZ5eA3mAiHk27ArtsXbw4lySkeKE6_uAQTa_xP7kZf8ABr5IymNunJ/s1600/IMG_0001_2.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 537px; height: 426px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnaUgrW8xJfirAvX-CVuT4kYxAtijOVfKKwgZWCyWiYqa5i8xkrVkahbeTFGw4h_UIAWXDFq04Nw2HVqgkcTdrN7nZ5eA3mAiHk27ArtsXbw4lySkeKE6_uAQTa_xP7kZf8ABr5IymNunJ/s400/IMG_0001_2.jpg" alt="" id="BLOGGER_PHOTO_ID_5671966764849852114" border="0" /></a><br />The AP test does this student no favors. Although unintentional, the AP test is culturally biased and does nothing to help out students who have not had the privilege of a stable home, middle class income, and other opportunities people like myself have been fortunate to have. To change this, we need to stop pandering poor curriculum choices for our students.<br /><br />I am under pressure to make sure that the student who's work you see above gets a passing score in the AP test. It won't happen. When you read at a 6th grade reading level, write at a 5th grade level, and when the entire test is set up for a 12th+ level with culturally irrelevant information, how on earth can I lie to that student and say that they can do it. I'm a decent teacher, but I'm no messiah.<br /><blockquote>It is possible, reading standard histories, to forget half the population of the country. The explorers were men, the landholders and merchants men, the political leaders men, the military figures men. The very invisibility of women, the overlooking of women, is a sign of their submerged status.<br /><br />If history is to be creative, to anticipate a possible future without denying the past, it should, I believe, emphasize new possibilities by disclosing those hidden episodes of the past when, even if in brief flashes, people showed their ability to resist, to join together, occasionally to win. I am supposing, or perhaps only hoping, that our future may be found in the past's fugitive movements of compassion rather than in its solid centuries of warfare.<br />-Howard Zinn<br /></blockquote>That is what inspired my students last year. It inspires all students. Why destroy that? I am struggling again this year. How can I inspire and teach such a culturally repressive history?<br /><p></p><blockquote><p>To be hopeful in bad times is not just foolishly romantic. It is based on the fact that human history is a history not only of cruelty, but also of compassion, sacrifice, courage, kindness.</p> <p>What we choose to emphasize in this complex history will determine our lives. If we see only the worst, it destroys our capacity to do something. If we remember those times and places -- and there are so many -- where people have behaved magnificently, this gives us the energy to act, and at least the possibility of sending this spinning top of a world in a different direction.</p> <p>And if we do act, in however small a way, we don't have to wait for some grand utopian future. The future is an infinite succession of presents, and to live now as we think human beings should live, in defiance of all that is bad around us, is itself a marvelous victory.</p><p>-Howard Zinn</p></blockquote><p></p><blockquote></blockquote>That is what I need to teach, but I don't know if I can keep my job and do my job at the same time.<br /><br /><br /><br /></div>Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-71345264717971184302011-08-10T17:24:00.003-06:002018-05-05T08:55:12.105-06:00Parting shotMy former colleagues this week leaked an email to me that went around my old school. Our state assessment results came back. In a celebration email, the Assistant Principal made a conscious decision to leave my name in the results.
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<br />I was the top performing teacher. My ELL classes and honors classes combined to place my students in the 75th percentile, meaning they outperformed 75% of the state's students on non-fiction writing and reading. The closest other teachers were 67% and 63%.
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<br />I still give no respect to the state test, but I would've loved to have been a fly on the wall when my former principal opened that email.
<br />Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-40369587506047216512011-08-07T10:35:00.006-06:002018-05-05T08:55:12.005-06:00Hitting the reset button<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://upload.wikimedia.org/wikipedia/commons/thumb/f/f5/Reset_button.svg/188px-Reset_button.svg.png"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 188px; height: 196px;" src="http://upload.wikimedia.org/wikipedia/commons/thumb/f/f5/Reset_button.svg/188px-Reset_button.svg.png" alt="" border="0" /></a>With summer break quickly dwindling away I found myself in a new and wonderful position: entertaining multiple job offers. As it turned out, a few districts had buyers remorse with their candidates. As the seemingly perennial second place, I got the nod.
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<br />I had three choices. The first is an exurban school that was predominantly white and wealthy where I would teach Economics, Sociology, and a US History. One semester contract, with assurance of it becoming full year.
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<br />The second was a suburban middle class school that had wide diversity with an IB program in the most respected district in the state. What I would teach is TBD. One year contract, with likelihood of it becoming continuing once older teachers retire.
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<br />The third is a homogeneously Latino poor urban school with a one million dollar turnaround grant from the government, which has an all new administration. I would teach AP US History, Honors Geography, and Geography. Full year, continuing contract.
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<br />I chose the urban school. Out of the three options, it is there where I can make the most difference with a very high-needs population. Also, being on the ground level of a school-wide rebuild can be immensely rewarding. One of my references will be my Assistant Principal and evaluator. Good hook-up. Also, my schedule was tailor-made for me, and I got a third floor room overlooking downtown.
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<br />The feeling is phenomenal. I'm desired instead of shunned. My new school is exactly where I want to be. I welcome the challenge and look forward to the success I know is coming. A totally new district with a lot of room for advancement. Now I can quit writing about my mental states and get back to writing about education.
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<br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Mpr7_WSyl24zyyOL0skrEVmpKFJzZ90uyONhXP74PhPL9ExMMqTsjbSRXAwdqOJdqyHGrJMMrsAXb5MDpcfb5zyM6I0b02k1i7NMSDlY5JSEzbXUByrtz5c7A5hLqxTAk5VC2xyAZjaU/s1600/IMG_1983.JPG"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Mpr7_WSyl24zyyOL0skrEVmpKFJzZ90uyONhXP74PhPL9ExMMqTsjbSRXAwdqOJdqyHGrJMMrsAXb5MDpcfb5zyM6I0b02k1i7NMSDlY5JSEzbXUByrtz5c7A5hLqxTAk5VC2xyAZjaU/s400/IMG_1983.JPG" alt="" id="BLOGGER_PHOTO_ID_5638158840073743970" border="0" /></a>
<br />Last weekend a group of friends and I went on a canoe trip through some canyons in Utah. The water was cool and fast, with the consistency of chocolate milk. When I jumped into the water and floated along the canoes the trauma of the non-renewal, board process, and administrative leave from my last school melted away. The feelings of betrayal, helplessness, and anger are gone. I feel ready. My mind is reset. I wouldn't be anywhere else. Well, almost.
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<br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJMSevVxaUXxdKlv4ytp49-Wo3IIUYGal8MNB4_pEhadosYNrypIGZ7b6rBpVnt0hzYdgBC6i1bPLGCdPRi1K_6URRxXzX_bsTb69k8iOodcq-UUl2POX149dWBbiOAQdIXoVLzDPk6rd2/s1600/283035_2093088861153_1663230376_2061850_8353754_n.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 410px; height: 111px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJMSevVxaUXxdKlv4ytp49-Wo3IIUYGal8MNB4_pEhadosYNrypIGZ7b6rBpVnt0hzYdgBC6i1bPLGCdPRi1K_6URRxXzX_bsTb69k8iOodcq-UUl2POX149dWBbiOAQdIXoVLzDPk6rd2/s400/283035_2093088861153_1663230376_2061850_8353754_n.jpg" alt="" id="BLOGGER_PHOTO_ID_5638158455184028018" border="0" /></a>
<br /><div style="text-align: center;"><span style="font-size:85%;">We took this shot from our cliff palace campsite. "Find a happy place"</span>
<br /></div>Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com4tag:blogger.com,1999:blog-3926424334877154861.post-82759708122288131362011-07-15T22:45:00.008-06:002018-05-05T08:55:12.125-06:00Summer has begunWith all the drama going on with finding a job, I am finding myself decompressing, finally.<br /><br />While I was out of town, my car was flooded by a massive rainstorm. In the back seat floor of my car was all my documents from the kids. I had my stack of anonymous student surveys, student letters to me, stacks of student essays, performance reviews, and copies of the student petitions.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtDp0tNWqgQemwWQbp6fhbHvfwNaxfPy5ucW949ELsxEwoSqQuyii1FWA0LspGOFLby_dpKpcV0B_mZJ-flCfOck7MBlvNYCvdPCYDi243Sv45l5iU4Qkl6_vAvPckFc78b-wJa0RPi0eX/s1600/281933_783136786133_69200400_38636021_2802819_n.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 362px; height: 271px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtDp0tNWqgQemwWQbp6fhbHvfwNaxfPy5ucW949ELsxEwoSqQuyii1FWA0LspGOFLby_dpKpcV0B_mZJ-flCfOck7MBlvNYCvdPCYDi243Sv45l5iU4Qkl6_vAvPckFc78b-wJa0RPi0eX/s320/281933_783136786133_69200400_38636021_2802819_n.jpg" alt="" id="BLOGGER_PHOTO_ID_5629807382819683282" border="0" /></a><br />Although reeking of mildew, and unable to be used again in interviews, I have been drying them on my floor for the past week. Drying, reading, and preserving each one has been a reminder. An orange mouse of sorts.<br /><br />Those reminders have been continually cropping up over the past weeks as I withdrew from the job hunt. The students asked me to lead them on more Outdoor Club hikes. Unaffiliated with school of course. I happily obliged with parental consent and participation. You can never be too careful in situations such as that. I have another outing with the kiddos in a few weeks.<br /><br />Tomorrow, I am heading to my former school to join the Environmental Club students in a barbecue, next to the garden I helped them get. I abandoned the club after last year due to my percieved apathy of the students, and the mounting responsibilities of being a Department Chair. My co-sponsor more than came through with the club, and got the garden put in the ground. I decided to create a gift for her.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCpgWw91ZrqoyJedLPMRzqn6FtrHJqpQxDuQOb5rw6-LAZnQdCsITdwMitltv5AmA3mpHwjMxsNufaUQHPoayKz_qlEn0dmUHI8rRD4LtyT0X96YxYyYwgfam0Ibn9_9GikKFhixeltJES/s1600/270758_784071582793_69200400_38648029_1384614_n.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCpgWw91ZrqoyJedLPMRzqn6FtrHJqpQxDuQOb5rw6-LAZnQdCsITdwMitltv5AmA3mpHwjMxsNufaUQHPoayKz_qlEn0dmUHI8rRD4LtyT0X96YxYyYwgfam0Ibn9_9GikKFhixeltJES/s400/270758_784071582793_69200400_38648029_1384614_n.jpg" alt="" id="BLOGGER_PHOTO_ID_5629809028229405698" border="0" /></a><br />It says, "Never loose focus of whom you advocate for," and is all native plants. I created it from a toolbox I found in my basement. The person I made it for has recently run afoul of administration, as is their nature. The quote is meant to inspire her to remember she works for the kids, not the directive commandments from the Oz that is administration. She knows that well, and I'm hoping that garden proves motivational. I am going to give this to her tomorrow morning at the barbecue.<br /><br />I also created it for myself. I want one too, but I promised myself that I would give it away. I have continued my drawn out epiphany that I wouldn't change anything that happened to me, kind of. What happened reaffirmed my career/life choice. Now that stability is on the horizon, I can stop letting the anxiety take over, and really double down on what I've accomplished. After three years, a $10,000 federal grant for a community garden, an active outdoor club, politically active youth in school and out, and beating the system, albeit for a week only, I feel accomplished and proud. Teachers can be the most powerful force in a kid's life and can influence far beyond their classroom. Or, they can fill a space. The former is not me. My need to teach is driven by more than intrinsic value, it is activism. It was the students and community that gave that feeling to me. It is a feeling I will never forget.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-81927815491412450602011-06-30T21:16:00.004-06:002018-05-05T08:55:12.118-06:00Victory.Found a job. Boy, was I being dramatic.
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<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0dhpr_ZZnwLZgOo8I5JNN7-sC0qXYCVOxQwqgdTyVIgMrH0EzcmSNVAqGEPGTruKIdSmzj4nTLo-4HMcxvzV73w4yBeCAPNvp2CZq1GD39OH3A37ptNaGOgPlganq-DgQJ2bz3RbRvjVc/s1600/IMG_1883.JPG"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0dhpr_ZZnwLZgOo8I5JNN7-sC0qXYCVOxQwqgdTyVIgMrH0EzcmSNVAqGEPGTruKIdSmzj4nTLo-4HMcxvzV73w4yBeCAPNvp2CZq1GD39OH3A37ptNaGOgPlganq-DgQJ2bz3RbRvjVc/s320/IMG_1883.JPG" alt="" id="BLOGGER_PHOTO_ID_5624217983484497922" border="0" /></a>
<br /><div style="text-align: center;"><span style="font-size:85%;"><span style="font-style: italic;">Notice: the removed head</span></span>
<br /></div>Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com2tag:blogger.com,1999:blog-3926424334877154861.post-36289516448544116512011-06-22T16:08:00.005-06:002018-05-05T08:55:11.986-06:00Orange mice<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ4KoAY8aQN6g1xM4KvSpFI4vl1yS2UlIApYIatH4nu5jv4rmF-GUuZ6SyT3eEogUWeFbrv8D2YlJBWRotri3lTXKTiVUzEEmbnh020863q9XXN-jj2FQKd8MqkHMTxfoa57PjoP-4z9EC/s1600/IMG_1874.JPG"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ4KoAY8aQN6g1xM4KvSpFI4vl1yS2UlIApYIatH4nu5jv4rmF-GUuZ6SyT3eEogUWeFbrv8D2YlJBWRotri3lTXKTiVUzEEmbnh020863q9XXN-jj2FQKd8MqkHMTxfoa57PjoP-4z9EC/s320/IMG_1874.JPG" alt="" id="BLOGGER_PHOTO_ID_5621170541067991746" border="0" /></a>My cat has this very bizarre fascination with orange mice. Unlike other toy mice, the orange ones never disappear, and linger for months, until finally beheaded. I find them on the futon, under the covers, in the laundry, and in my shoes. Peter likes to hide them in places for me to find them, so I can then throw them and be reminded of his cuteness. For as long as I live, I will probably always associate orange mice with him.
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<br />My life now has the constant reminder of what I once was. Orange mice like facebook messages, places, people, and everything I have surrounded myself with, remind me of teaching. It is impossible to escape, or remove from my mind.
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<br />The job hunt thus far has been an anxiety ridden roller coaster ride. At the end is financial and personal doom. I am 0-7 on the interview front, persistently second place. Everyone is keeping my resume in case another position opens. That matters little, because you are either first or last. This blog has become another orange mouse. It is now something I will purge from my life until life improves. Teaching was never a job, it was a calling. And right now I cannot stand being marooned. See you in a week, or a year, who knows.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-28889402238148722212011-06-18T16:51:00.004-06:002018-05-05T08:55:11.954-06:00You know you're doing something right when...You find your students registering people to vote at PrideFest.<br />You find others there who say they are praying for you to find a job.<br /><br />Found another student in head to toe purple body paint and a feather headdress looking at the bongs for sale. Totally hysterical.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-89367241406635611242011-06-07T17:09:00.003-06:002018-05-05T08:55:12.140-06:00Interviewing update.I have been applying like mad for jobs in the area. The first round of interviews has resulted in one terrible offer of $18,000 no benefits, three denials, two pending, and one upcoming.<br /><br />I have a third round interview coming up in the next two days. Fingers crossed.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com1tag:blogger.com,1999:blog-3926424334877154861.post-33229633264079934292011-06-07T00:40:00.001-06:002018-05-05T08:55:11.963-06:00Not even the fucking dignity of a phone call.<span style="font-family: times new roman;font-size:100%;" >I hate job hunts.</span><span style="font-family: times new roman;"> Two interviews, and this is what I get.</span><br /><br /><p class="yiv1235230494MsoNormal"><b><span style="font-size: 12pt; font-family: Papyrus; color: rgb(9, 63, 183);">Per instruction from the interviewing committee for the job # 585413, I would like to thank you for interviewing with us. At this time you were not selected for this position. You are welcome to apply for future openings that we may have.</span></b></p> <p class="yiv1235230494MsoNormal"><b><span style="font-size: 12pt; font-family: Papyrus; color: rgb(9, 63, 183);">Thanks. </span></b></p><br /><p class="yiv1235230494MsoNormal"><b><span style="font-size: 12pt; font-family: Papyrus; color: rgb(9, 63, 183);"><br /></span></b></p>Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-43775694616662621182011-06-05T09:47:00.004-06:002018-05-05T08:55:12.036-06:00Summer "break"Summer is upon us. This is the time of year I am incessantly reminded by snide assholes that I get paid for doing nothing. The true welfare queens of the modern era. Nevermind the fact that my summer pay is payment for services already rendered, and districts stretch out the pay over 12 months so that teachers don't return in August emaciated and starving because they blew all their money in Vegas back in June.<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://upload.wikimedia.org/wikipedia/commons/thumb/7/72/Bezerro_mamando_REFON_.jpg/797px-Bezerro_mamando_REFON_.jpg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 350px; height: 263px;" src="http://upload.wikimedia.org/wikipedia/commons/thumb/7/72/Bezerro_mamando_REFON_.jpg/797px-Bezerro_mamando_REFON_.jpg" alt="" border="0" /></a><br />Ah, but I am now a welfare queen in more than one way. Unemployment insurance! Today I get to file a claim because I am officially unemployed. The government teat is sweet. Maybe I can milk this for 99 weeks and earn our bad reputation.<br /><br />Since being placed on leave after the student protest, I have been an applying and interviewing fool. It brings back all the terrible memories of applying straight out of college. Over 100 districts, a dozen job fairs, no bites. Non-stop anxiety and confusion. This time around is different though, and I'm hoping I get picked up in the first round of interviews. Then I can enjoy my summer with the comforting knowledge that I will have a paycheck for the next twelve months.<br /><br />The other day, the students put in the $7,000 community garden from my club, and a teen political summit was organized by a State Senator who was inspired by my student's protest. Awesome accomplishments for a four year teacher I think. That State Senator now wants to give me a job working for her during the summer. Sweet government teat.<br /><br />One of the more striking realizations from the garden and political summit, was the complete lack of interest by the district or media, despite invites. I suppose it is just another painful reminder that nobody gives a shit about education anyway. They just wave their hand and expect magic to happen, and when it doesn't, they criticize and then forget. Oh, well. Perhaps that is best. Stay out of my way and we'll all be better off.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-9192880357719636072011-05-18T17:37:00.000-06:002018-05-05T08:55:12.147-06:00What's wrong with our schools? Part IIHow do we attract and retain effective teachers? Besides the obvious altruism or idealism, money matters. Unfortunately, there are many amateurs who are trying to change the way teachers are compensated for their skills. Performance or merit pay should be viewed with a healthy degree of skepticism. It cannot be competition, but only an incentive to keep and retain good teachers who otherwise might leave education to increase their income.<br /><br /><div style="text-align: center;"><a href="http://mt.educarchile.cl/mt/jjbrunner/archives/merit_pay.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 163px; height: 169px;" src="http://mt.educarchile.cl/mt/jjbrunner/archives/merit_pay.jpg" alt="" border="0" /></a><br /><span style="font-style: italic;"><span style="font-size:85%;">One day, you too can hold the stick<br /><br /></span></span></div>As a new teacher I made $38,000, minus $6,000 for health insurance, despite having the highest scores in the department. I used to make double that doing construction. I will make in 20 years what I could have made in my teens. I'm not complaining for myself. I know that by the time I retire I will be comfortable. However, other people who may want to be teachers will steer clear of education due to the lack of monetary reward.<br /><br />Those that are pushing for performance pay have a very controversial way to evaluate teacher effectiveness. Should a teacher get paid more because their students perform better on tests? According to <a href="http://www.pdkintl.org/kappan/poll.htm?t=A">Gallup</a>, 73% of Americans seem to think so, while at the same time 81% said they should be paid by whatever advanced degree the teacher had earned. What?! Looks like the American public is confused.<br /><br />First, standardized tests are <a href="http://fairtest.org/whats-wrong-standardized-tests">not a reliable</a> measure of what students can and cannot do. One, the students have no motivation to try on a test where there is no reward or grade. Second, each year teachers get a different mix of students. This year I could have very capable students, next year I could have many who need significant help. Different scores over the years are normal, and don't signify success or failure. Finally, standardized tests are inherently <a href="http://news.medill.northwestern.edu/chicago/news.aspx?id=35935">biased</a> against non-white working class students. For example, a test question that uses tennis as its setting benefits the kind of student that has been exposed the most to tennis. Or, when students must interpret an archaic piece of literature or historical document riddled with cultural bias. Standardized tests are not, nor have ever been a reliable or valid form of assessment.<a href="http://www.madisonteachers.org/wp-content/uploads/2011/03/meritstandard.gif"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 344px; height: 247px;" src="http://www.madisonteachers.org/wp-content/uploads/2011/03/meritstandard.gif" alt="" border="0" /></a><br /><a href="http://www.madisonteachers.org/wp-content/uploads/2011/03/meritstandard.gif"><br /></a><br />Those pushing merit pay disagree. California billionaire and public school meddler Eli Broad of the Broad Foundation paid for the first year of merit pay for NYC schools. Broad said <blockquote>...urban public schools are failing and must adopt methods from business to succeed, such as competition, accountability based on 'measurables' and unhampered management authority--all focusing on the bottom line of student achievement, as measured by standardized tests.</blockquote><br />Over half of all <a href="http://smallbiztrends.com/2005/07/business-failure-rates-highest-in.html">businesses fail</a> in the first four years. We can't afford half of our schools to fail, Eli. Unfortunately, these are the people with the money, the voice, and the influence. Despite all evidence to the contrary, Broad and his followers are "reformers" or "visionaries".<br /><br />The question remains though, can the possibility of more money increase teacher performance? It seems logical to us that yes, it would. If I could make another $20,000 by staying later and working on better lessons, I would. But, Dan Pink <a href="http://www.ted.com/talks/dan_pink_on_motivation.html">showed at TED</a> that incentivizing difficult or cognitive tasks actually does the reverse of the intended outcome. When people focus on the monetary reward, they lose creativity and the ability to step back and think, decreasing performance. He used the example of Google's 20% time for employees, where 20% of employee time is devoted to working on whatever that employee wants, and where there was no incentive beyond the intrinsic. Unfortunately, intrinsic motivation cannot be fostered by the proverbial carrot. The carrot only works in low cognitive tasks such as an assembly line. For most teachers, motivation for teaching is intrinsic, not monetary.<br /><span style="font-style: italic;"><span style="font-size:85%;"><br />Based on a </span></span><a href="http://www.emeraldinsight.com/journals.htm?articleid=837105&show=abstract"><span style="font-style: italic;"><span style="font-size:85%;">study</span></span></a><span style="font-style: italic;"><span style="font-size:85%;"> in Greece</span></span><span style="font-size:85%;"><span style="font-style: italic;">, teacher</span></span><a href="http://www.emeraldinsight.com/content_images/fig/0030260704012.png"><img style="float: left; margin: 0pt 10px 10px 0pt; cursor: pointer; width: 349px; height: 204px;" src="http://www.emeraldinsight.com/content_images/fig/0030260704012.png" alt="" border="0" /></a><span style="font-size:85%;"><span style="font-style: italic;">s are professional/technical</span></span><br /><br />Those findings are also <a href="http://www.mlive.com/news/grand-rapids/index.ssf/2011/03/harvard_study_says_teacher_mer.html">confirmed</a> by a Harvard study of New York's merit pay program. The study found no significant gains in student achievement, and little return for the investment in merit pay. Good job, Eli.<br /><br />So, if the incentive of more money wouldn't work to increase student achievement, why do it? There is still the problem of half of all teachers leaving education in the first five years. Education needs to attract, and keep effective teachers. Paying a highly qualified teacher, who society has placed a great responsibility, less than a bagger at Trader Joe's is socially irresponsible.<br /><br />The current pay scale for teachers rewards years of experience, and educational attainment level. It was created in a time where discrimination in the workplace was routine, which the pay scale combats. It is not obsolete, however. I still believe the current pay scale plays a role in assuring a level of job security, and to financially plan for the future.<br /><br />Merit pay could be used to supplement to current pay scales. Here is a fairly normal <a href="http://hr.dpsk12.org/dcta_salary_schedule">pay scale</a> on what teachers make<span style="text-decoration: underline;"></span>. I saw one interesting model where teachers were put in three categories based on performance called novice, professional, and expert. Within each category you have ranges of pay from year 1-35 and degrees from bachelors to PhD. In theory I could be a third year teacher with a bachelors, but be in the professional category, and thus be paid more than $38,000.<a href="http://hr.dpsk12.org/dcta_salary_schedule"> </a><br /><br />However, the problem remains, who decides, and how is it decided what performance tier a teacher is in. Administration is the most unaccountable and subjective group that power could be trusted with. Perhaps the only way would to be to allow an opt-in long-term portfolio based assessment of teachers. Has the teacher been given multiple opportunities and demonstrated success over multiple years over multiple criteria? If so, they deserve excellent pay and to be moved up the chain.<br /><br />Who decides? It would have to be a diverse group heavily weighted with good teachers. In a perfect world, schools would be 100% teacher run like <a href="http://www.csmonitor.com/USA/Education/2010/0901/School-teachers-in-charge-Why-some-schools-are-forgoing-principals">MSLA</a> in Denver. Teachers know good educators when they see them, nobody wants to teach with incompetent colleagues. Teachers motives for awarding merit pay would be proper student preparation, and an effective teammate. If we trusted our teachers to make the right decisions, and held them accountable for it, merit pay could be fair and just, while at the same time attracting mo<a href="http://neatoday.org/wp-content/uploads/2010/11/Screen-shot-2010-11-30-at-12.04.10-PM.png"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 390px; height: 279px;" src="http://neatoday.org/wp-content/uploads/2010/11/Screen-shot-2010-11-30-at-12.04.10-PM.png" alt="" border="0" /></a>re qualified individuals to become, and stay teachers. This of course, is only a model. It is not, and cannot be perfect.<br /><br />The problem arises when a top-down approach is imposed, and teachers are unfairly assessed by those that don't understand the profession. We need to trust our teachers, and allow for <a href="http://www.cta.org/About-CTA/News-Room/Press-Releases/2010/10/20101028_1.aspx">teacher led reform</a> of the system. Just because teachers don't have money, doesn't mean we shouldn't have influence. Unfortunately, the system has currently designed it that way, and those like Broad will continue to meddle and be unsuccessful in something they do not understand.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0tag:blogger.com,1999:blog-3926424334877154861.post-70663443640606347042011-05-18T15:35:00.007-06:002018-05-05T08:55:12.089-06:00My student's testimony to the boardIn early April, when the BOE was considering my non-renewal, the students showed up and saved my job for a week. This is their testimony. I have removed names to the best of my ability. I am Mr. _____. A simple _____ generally is the name of my school.<br /><br />G.L.P., sophomore at ________, spoke about her education in general, adding that you guys are all about our education.<br /><br />Students are constantly being told that what is important is our success, our education, and that is why you are all here. You are doing it for us, not for yourselves. If this is true, why are we rarely asked about things that are going on around our school? You guys are always saying, “You guys are most important to us and you guys matters to us.” You guys say it so often, but there are people who do not say it often, but mean it more. Teachers like Mr. _____ and Mr. _____ do not have to tell us daily that they care about our education because their actions clearly show it. Sometimes actions speak louder than words.<br /><br />Yesterday, we had a protest and it was a peaceful assembly. As far as I know, we have freedom of speech. All of a sudden, they started making a big deal out of us standing up for our rights. I read on the [school] website that they wanted us to leave our school prepared for the world and apply what we learned to our environment. When we tried to do that, they stopped us. Several students did a sit-in and were told that they would be suspended even though they were not yelling or being disruptive. We did not just go out and do this for no reason. We tried talking, but were not listened to; we are never listened to. You guys seem to think that we are immature and do not know what we are talking about. We tried talking to the principal and were ignored. This is our school and our education.<br /><br />They called our parents and said that we would be suspended. I don’t know why because we did not do anything wrong. They suspected that our teachers were the ones who involved us and it was their fault. What are they trying to say? Do they think we are stupid and can’t come up with something ourselves? We can’t stand up for our own rights? We are brainwashed by people and told what to do? We do not have brain, thoughts, feelings, or emotions? We can’t do something by ourselves and decide that this is not right and we want to change it? We were personally involved and wanted to do something about it. Now our teachers are being blamed and they had nothing to do with it. Thanks for listening to what we have to say and I hope you take it into consideration.<br /><br />A.R., junior at _____, shared that this protest had been planned for a couple of months. It started as a discussion in a classroom, specifically Mr. _____ classroom, because that was the first teacher who we learned about being unfairly let go. We conducted an investigation to find out what is going on with our good teachers who we feel inspire us and create the perfect image for learning as far as making it fun, enjoyable, and excitable. They give us the information we need in a new creative way that has not been introduced to us before. They also make the learning environment a stable place to learn. Their students are under control, focused, and nine times out of 10, you do not see a classroom that has almost 100 percent participation in what’s going on. I have been in a lot of these classrooms because I currently have some of these teachers or had them in previous years. A lot of these teachers are in full control of their students as far as willingness to participate or stepping out of their comfort zone to address an educational issue in which people tend to shy away from.<br /><br />As you all know, the protest took place during school hours. It did move outside because we felt that was best for our rights as far as not infringing on the school’s rights and moving it to a public forum. We also kept it outside so we would not disrupt the learning environment, but we wanted to make sure that we raised awareness in the streets. Some of us took our protest to the Colfax corner to raise awareness and asked drivers to honk for good and quality teachers.<br /><br />We feel that some of the teachers who are being let go are not the teachers that should be let go. We feel that the way that they were determined to be let go are not just means. We are asking you to reconsider and to let you know that we did a protest as a public statement and are willing to fight for these teachers because that is how strongly we feel about them. We are inspired by what they have created as far as the learning environment, and in that inspiration, we have decided to make it known as public as we can about what is going on.<br /><br />M.G., parent, commented that these students are fighting for their education and deserve the best teachers. He shared that schools outside [school's] neighborhood have everything and questioned why the best teachers were being removed. He noted that these kids are strong and have a right to protest, adding that this is the United States, not Cuba.<br /><br />MG is proud of the kids for defending their education and supports them. He has two kids who attend [school] and they are both hard workers.<br /><br />E.G., senior at _______, asked to clear a misinterpretation or room for misinterpretation regarding a comment made by A.R. in which he shared that the protest originated in Mr. _____ classroom.<br /><br />EG shared that what he meant was that when it was made public that Mr. _____ was being let go, the students were inspired and took it upon themselves to protest. The punishment for both the students and the teachers who supposedly instigated this protest was incredibly drastic because the students were simply expressing their opinion, like many of us said, the freedom of speech and the freedom of opinion. The teachers who have been punished severely, not necessarily for their support of the protest or the students ditching class, but for their support of students voicing their opinion and being able to speak out against it. I do not think that they should be punished for that. This was the only miscommunication that I wanted to make clear.<br /><br />State Representative RF thanked the Board for their service to ____. What you do and the decisions that you make are not easy.<br /><br />RF cares about education, students, the community and the types of decisions that are being made. The students and faculty at _____ should be extremely proud. I have had the opportunity to tour _____, and have talked to the principal and met some of the teachers. I am proud of the work being done at _____. I think that students’ minds are shaped by teachers. When you have students who are critically thinking about what is going on in their school and want to take a proactive measure to protest or voice their opinion about teachers and budget, it is a good thing. I represent the state of ______. At one point, we were looking at trying to make a $350 million cut to K-12 education. Today, there is a proposal to reduce that down to a $250 million cut to K-12 education.<br /><br />When I hear that, it makes me want to protest. It makes me want to sit down and have a conversation about why we are taking these drastic measures to cut the future, which is our kids. I can relate to the decision that these young people have made in reference to wanting to support their teachers and their learning. This should be celebrated.<br /><br />RF’s position at the state is to not tolerate a $250 million cut to K-12 education, adding that we cannot continue to cut to solve the problem. We need to have meaningful dialogue and discussion about what we should do moving forward. The student protest was just one way for these young people, families and the community to say that we cannot tolerate having these cuts impact the classroom and teachers. This is just a way for them to cry out to the administration as a way to be heard. I am here for the students and their families and am proud that they didn’t decide to drop out of school, but elected to engage the administration and have a dialogue about how to go about this. These students are saying that they care about their fellow students, teachers and their school. I want to make sure that they continue to have a say at the table because their voice is important.<br /><br />Board President reminded the audience that public comments are limited to three minutes. She shared that the Board cannot carry on a conversation with speakers as we are unaware of the nature of your comments. She commented that we talk about trust and transparency, but there are things that Board members are not allowed to say whether it is morally right or prohibited by law. She emphasized that the Board shares what is appropriate, and hopes all understand that the Board is listening to comments and take each into consideration before making a decision.<br /><br />RL, parent, has six children at various levels in district and is worried about their education. She understands budget cuts but questioned why quality education for students was being cut. She shared that problems at _____ are a clear example that children are fighting for a real education, a quality education. She noted that Superintendent _____ shared that cuts would be minimal at school sites a few days ago. She understands that there is limited funding, but questioned why the focus was on teachers who have an intellectual capacity in terms of education for our students and asked that the focus be on the quality of the education that is being rendered for our children.<br /><br />RL volunteers at several schools and expressed surprise that the majority of teachers who supposedly earned more are the ones being cut. She questioned if quantity rather than quality of education was being considered as this is what these teachers provide to our students. She shared that there are teachers who give additional time to find ways to help students understand was is being taught and other teachers who do not. She asked that the Board consider the education of our students and consider the future and quality of education in the United States.<br /><br />Me, teacher at _____, asked that data and letters from students and staff be provided to the Board.<br />I discussed the non-emotional part of why he wants to teach and why he is being non-renewed. During his first year at _____, he was asked to teach Latin American history, a brand new course without any curriculum, textbooks or preparation. Throughout the course of the year, he received commendations on how well he did it. He also shared that writing examples from his civics students were used as examples for the entire district. During his second year, he taught five courses, and his US history students earned 100 percent proficiency on the interim assessment. He received a commendation from Superintendent _____. His civics students also performed far and above any other students in the school. During his third year, he taught US history again and students are currently studying the civil rights movement. This year, he was recognized as a leader and became a department chair. He was asked to be the PLT leader for the professional learning team to help raise test scores in US history.<br />I created a Facebook page about his classroom in which kids debate history at the college level. He shared that it is not a threat to anyone’s power to reverse a decision, adding that the Supreme Court does it 81 percent of the time. He asked the Board to consider the facts in front of them. He has also written the Board a letter in detail in response to his non-renewal recommendation. He sincerely hopes that the Board listens to the students, parents and his colleagues. He concluded that there is only one person at _____ who does not want him there and hopes that the Board listens to the 99.9 percent of the rest.<br /><br />KK, sophomore at _____, shared that during her eighth grade year, Superintendent _____ came to her school and shared that his job was to make sure that their education was properly bestowed on them.<br /><br />These teachers have changed my life. I recently found out that my mom has breast cancer and Mr. _____ supported me through the entire thing. Teachers like that should be at _____, not the teachers who do not care about their students’ personal life and what they have accomplished. We love our teachers, and the ones that we love are the ones that they want to get rid of, not for budget cuts or professionalism. These teachers are so professional and use learning in a way that no one else can. _____ is who we are because these teachers make us believe that we can become lawyers, doctors and educators because they provide that knowledge. Without them, we would not have the strength because they put it in us. We have the power. Like Mr. _____ said, we are learning about the civil rights movement. We are telling you how we feel because there are other people telling you how we are supposed to feel. _____ shared that students know a good teacher when they have one. These teachers are good teachers. They are the ones that care and say what needs to be said to get work done. I hope you reconsider this.<br /><br />BJT, junior at _____, shared that teachers are being cut or their contracts aren’t being renewed because of supposed budget cuts. We understand that there are budget cuts, but we have seen things such as tardy carts and TVs that none of us even use. We’re getting five new mats that cost over $2,000 a piece. Why don’t we put this money toward things like our education? And you’re firing teachers that are unprofessional? If teachers can get the job done, and show performance on grades and test scores, I don’t think these teachers should be fired because you say they are unprofessional.<br /><br />Our gym and art teachers are being fired. Our principal base cuts on classes that don’t have many students. We are only allowed to take five classes since we’re juniors and seniors. Sophomores and freshman are only allowed to take six classes. If you need a class, you won’t be able to take the class that you want. But you’re going to fire teachers that do a good job, support kids that hate school completely and are coming to school just to see that teacher. You’re going to fire them?<br /><br />Our teachers should be fired based on whether or not their performance is good, and whether students like and learn from them. We have teachers who refuse to help students, and we’re firing teachers that spend hours and hours after school, before school, during their planning periods and lunch period to help students. We get that certain things have to be taken out because of budget cuts, but let’s take out things that we don’t need. We have Promethean boards in classrooms that don’t get used. All we need is a projector, the old school projector, a screen or a whiteboard. That’s all we need. We don’t need these high priced things. Earlier this evening, they were talking about video teleconferencing. We don’t need that. What are we going to use it for – to talk to somebody in China? It would be amazing for a foreign language class, but why do we need to talk to somebody in China in a math class. Thank you listening to us.<br /><br />EP, sophomore at _____, shared that students are here on their own time, without obligation, to speak about what matters most, which is trying to save our valuable teachers.<br /><br />We are fighting for our future, future of students, and the future of our teachers and their goals to continue to enrich our knowledge as young adults. I am disappointed because the school administration excuses this choice by replying that it was based on their performance as other students have mentioned. They tell us it’s budget cuts. But, it is really because they are unprofessional in the classroom and I don’t disagree with that. I think that within our classroom, the way that they teach is customized to the way that we learn. We have different learners in the classroom, including visual, hands-on, and audio, and our teachers are willing to do all three. Even if they have to stay before school, after school or during their planning to figure out what helps us learn better.<br /><br />It’s really ironic how they are cutting our teachers months before they reach tenure. I don’t understand that. I am also aware that when the excuse of performance is used, teachers can no longer obtain a job in the [city] Public School district for five years. That is ridiculous. The false accusations would undermine their record. We cannot continue with cuts within our classroom because this will create an imbalance in the school as a whole. Cutting our teachers who have been with us these couple of years will leave the school with a lot of yearning souls. Students who have the capability to do more than they think they can. You cannot cut the teachers who have helped us grow as individuals; you cannot take this away from us. It will leave us with no more challenges, no more obstacles, and no more chances to create strenuous goals with the materials that they assign to us. They challenge us by adding additional work to the skeletal methods that the administration wants them to follow. They teach us through their procedures to understand the environment of societies; socially, politically, emotionally and mentally. I can honestly say that they’ve changed our ways of thinking and I can now observe everything through the techniques that they use to help us discover the absolute picture of a situation.<br /><br />Today, our teachers were suspended. The administration believes that it was not the students who organized us, as a whole, to protest and come here to share what we had to say. Today, I feel like there was a pause, a gap in our education. Without our teachers, it feels like there was no point in coming to school. It was a black and white environment.<br /><br />We speak for ourselves, with open minds, and without the influence of teachers, the administration, or those directly tied to this decision. We, as individual students, and I come together, motivated by our own thoughts and our own minds to rise up from below and finally take action for a situation that has been abused and taken advantage of in a capitalistic way.<br /><br />AM, sophomore at _____, was surprised about the possibility of some _____ teachers being fired. I know that I have not had them for a long time, but I know what great teachers _____ would be losing. They teach us in ways that make the material understandable and they make it interesting for us to participate in school. They have helped us strive.<br /><br />PR, sophomore and _____student, asked the Board if they had ever had a teacher who had a class that they were excited to go to and were actually passionate about learning. I have personally, along with other classes, but most importantly, Mr. _____'s US history, civics, and geography classes. I was enrolled in his class during my freshman year, two years basically. At first, I, along with my fellow students, asked “what did we get ourselves into?” Long informative essays and major readings; yeah, he was all about the big things. We all came to learn that was part of our education along with many characteristics of Mr. _____. He might be young, but he has impacted the lives of many students and teachers in ways you could only get if you knew him. When we first got our essay project for the quarter, we were like “what is this,” but we came to learn that we were well-prepared for what was coming. He said that these essays were equivalent to something that you would do in college and I have now improved my writing skills but how I learn. He goes beyond the box to teach his students, not just giving us worksheets and telling us how to do them. He explains ideas that I would never ever think about. You should see our hard essays, projects, interim assessments and many other classroom activities.<br /><br />The motto for _____ is “world class.” Is it really “world class” when you get rid of “world class” teachers? Mr. _____, along with many other favorable teachers at _____, are extraordinary and have improved our lives. Are you really supporting education by taking away these teachers? Does the higher power of administration really value student education at our school?<br /><br />SJ, sophomore at _____, has a 4.47 GPA and is the sophomore class president. She shared that the following is her own opinion and thoughts, and on her own accord. It has not been influenced by an adult, teacher or otherwise.<br /><br />The termination of Mr. _____ will only damage the instruction of students at _____. We are already feeling the budget cuts in the classroom and our school cannot afford to lose a valuable teacher like him. Students, along with parent support, have already proven what this man means to our education through petitions, meetings, phone calls, letters and emails. He is an MYP IB history teacher who expects the best from his students and pushes us to success. He is admired and cherished at _____. I can assure you that any one of his students, past or present, would be willing to vouch for him and the impact that he has had on our lives. His class and its environment is one that gives students a new perspective on history and life itself and prepares us for higher level classes in all subject areas. It worries me that incoming freshmen and sophomores will be deprived of having Mr. _____ as a teacher and deprived of the learning experience that his classroom gives. I ask that the Board look at the evidence of his capability as a teacher and to put the education of the students first. After all, today’s students are tomorrow’s future. Thank you.<br /><br />MA, sophomore at _____, is in the MYP program and will be in the IB Program next year.<br />I have come to this meeting for the same reason that many of us have attended. We have tried to communicate with our school many times, including a petition which got more than 600 signatures, and a student-organized protest. The protest was blamed on teachers and they were suspended; my sincerest apologies to the teachers who are suspended.<br /><br />According to our count, the protest had about 200 students. There are many variations as to why we’re here, but the bottom line is that we want to fight for quality teachers who are being fired. The news and publicity indicates that we are fighting for “our favorite teachers,” but that’s not exactly true. I want to emphasize that these are not only our favorite teachers; these are teachers that don’t just cram textbooks in our heads or make us study and memorize things that we will soon forget. They help us learn, push us beyond our comfort zone when we get stuck, and let us apply new knowledge to things in everyday life. Isn’t that what education is about? Well, these are the same teachers that _____ administrators are trying to fire. These teachers not only help us learn; they are involved school-wise. Doesn’t firing these teachers defeat the whole purpose of building a world class? We need to keep these teachers in our schools; not only for me and my fellow students, but for the next generation to come. This is why so many students are uninvolved as individuals. As unorganized as we are, as you guys may know, we came together and are taking a stand and fighting for this. Doesn’t that say anything?<br /><br />KB, sophomore at _____, shared that most our teachers were non-renewed today and suspended. When I went to class today, I didn’t feel like doing any work because I knew that our teachers were not there. They are there for us and love us. They love teaching and are here to help us. I’ve been struggling through school since ninth grade. Whenever I need help, I go see Mr. _____or Mr. _____and spend an hour after school each day with them until I bring my grade up to where I like it. As you guys might be able to tell, my voice is also gone because yesterday I was protesting to help keep my teachers.<br /><br />AR, sophomore _____ student, shared that if you are a teacher and you can bring students to tears because you are going to leave a school, you can obviously see that it is going to hurt the school. I really hope that you would reconsider. I was going to try to count how many students were at the protest yesterday, yelling their brains out. I lost my voice and when I woke up this morning, I could not even say hi to my grandmother. You can tell when a student is dedicated to keeping their teacher’s job when they are outside from 8:00 a.m. to 4:00 p.m., feet hurting, starving because you can’t get back on campus to eat lunch, head hurting and back hurting. I actually have a bit of a pain in my bicep from fist pumping too much. I hope that you see that these students are dedicated to their teachers and much as these teachers are dedicated to their students. Whether it was a teacher that particularly understood their educational needs, every teacher has touched their lives. They have gotten many of us through school, and at times, were the only reason some students even came to class. However, _[district]____has shown that these things don’t matter. They are teaching our youth profits over pride, and that is not okay. This is the same youth that we expect to one day run our country better than the previous generation that has destroyed the environment. Adults have only themselves to blame for what our children become. The administration’s greed, I don’t mean to insult you, but I have heard about the conference room. Yesterday, there were 20 to 30 students who handed their IDs over knowing that they would be suspended. These are [program], IB, AP and Honors students who know that a suspension on their record will hurt them. Commonly described as [school] hoodlums, these kids stood outside yesterday, protesting for the teachers who they love. I am expecting and somewhat know that these teachers love us too. It would me a detriment, not only to _____, but to [district] as well.<br /><br />LB, freshmen at _____, does not have any of the teachers who are up for suspension, but is very upset that she will not have them next year.<br /><br />I have met Mr._____ once and I saw the relationship that he has with his students. He has given them opportunities to express the way they learn. It upsets me that students are brought to tears because they love their teacher so much. I know what it feels like to lose teachers and I know what they are going through. I’m here for [district] students and parents who supported us. I’m here for education. We are not allowed to exercise our rights to assemble peacefully and state our opinions. Granted, our assembly was slightly disruptive, but the passion and dedication of the students and parents was there. We are not only fighting for our education, but for our rights as Americans as well. It outrages me that a parent was told that her daughter loses her civil liberties as soon as she walks into [school]’s doors. Regardless if this is a view of the district or not, a staff member who would state that should not be hired to work in an environment with children. Quality teachers, like the few being let go, are what gives us the tools to succeed in our future and the motivation to learn. We want to be able to go to school and know that we are getting what we need to excel, including good teachers and an administration that is behind us. Let’s not be hypocrites. For example, when the school tells us not to use much paper, but they then send our schedules on full pieces of paper. Our slogan states “Flight Above the Rest,” but we cannot fly above the rest if we are repressed or punished. The slogan on the wall behind states “Graduate Every Student With The Choice to Attend College Without Remediation.” If students do not pass high school, how are they supposed to get to college? We need teachers who will give us the attention we require and teachers who speak to us rather than at us. In order to obtain the proper education, we need support from quality teachers.<br /><br />RB, is a parent and former [district] graduate. Her daughter, AR, is in the IB Program and is a student of Mr._____.<br /><br />Barley hopes that the Board will not let these quality educators leave. They are helping our children make a difference in their future and lives. Our children are our future and will decide our medical care some day as senior citizens. By keeping the teachers in our classrooms, I feel that our children will better themselves in society as doctors, lawyers and educators for their own children. It is your choice who our children will be with the educators we have right now.<br />Barley is not just here for Mr. _____, adding that she met him and he is an awesome teacher. My daughter is more comfortable in his class than in any other educator’s class that she has been in. I hope you make a good decision and decide to keep him. It affects me because I see what my daughter goes through when she comes home from school. Her grades are good and she will be inducted into the National Honor Society on Monday. From a personal standpoint, my daughter lost her father four years ago. She is doing so well now and I don’t want her to lose this. Mr. _____ is a good teacher and I hope you decide to keep him.<br /><br />JN, sophomore at _____, expressed concerns about the valuable teachers who are being laid off at _____.<br /><br />Hundreds of students, including myself, find these teachers to be some of the most inspiring, dedicated and contributing teachers at _____. They constantly motivate the student body and do their jobs as professionally as possible. This issue was conducted by doing a petition in which we gathered about 600 signatures and presented it to the principal and other administrators at _____. We were told that there would be no further discussion about it. Letters were also sent to the Board as well. Students believe that the protest and the actions that we took were necessary since nothing else that we had done was considered. The grand majority of us who are against these decisions are part of your distinguished IB Program and [special district Program]. You do not see us doing things like this ever, but it shows the immense importance of the issue to us. I would also like to say that no teacher forced us to conduct any activities. The students of _____ request to have all teachers back and resume their responsibilities. Mr. Superintendent, you want us to learn – right? Then, we need our teachers for that.<br /><br />KV, sophomore at _____, shared that Mr. _____ is one of her favorite teachers and has been there for me.<br /><br />Mr. _____ pushes us each day in class to do better. I do not know what your version of unprofessional is, but in my opinion he is professional each day in class. The only aspect that I think changes is that each day he brings fun to his class and we want to be there. I know that he was suspended today and when I went to class no one wanted to do any work. We thought that we would have a packet or something when we went to his class. Kid refused to do anything because of what happened to him and literally wanted to walk out of class. We ended up watching a movie, but no one wanted to be there because Mr. _____ wasn’t there. I know Mr. _____ personally, but Mr. C_____, Mr. S_____ and the other teachers have a passion for what they are teaching. I have friends in Mr. S and Mr. C’s class. My friend looks forward to Mr. S’s class every day. She has trouble at home, and Mr. S has helped her through it. I know that by firing Mr. _____ and letting these teachers go you will affect us and our future. Mr. _____ makes us want to be at school and by letting him go, you are letting go of one of our reasons to be at school I have other teachers who make me go to class and all we do is take notes. We do not want to go to their class anymore. In Mr. _____’s class, we have projects, we have fun, we watch movies about the subject, and we talk about what is going on. I am in his MYP IB history class and we relate things that happened 70 years ago to things that are happening today. We see how we can change what is going on and by doing that, he is teaching us how to create a better future for not only us, but for generations to come. I really think that you guys should change your minds about letting him go.<br /><br />VO, parent, shared that her son is a sophomore at _____ and was in Mr. _____’s MYP IB civics and geography class last year. She shared that her son is stronger in math and sciences, but loved Mr. _____’s class and would come home and share his experience. I do not know how a teacher can go from being an excellent performer to a poor performer in a school year. I feel that these teachers were targeted. I do not know for what reason, but it was not for their performance.<br /><br />VO currently has a daughter who attends [other district school] and will be going to _____ in three years. She is now rethinking about enrolling her at _____ because she is not happy with the current situation.<br /><br />RP, junior at _____, shared that we, the student body at _____, gathered for a peaceful assembly yesterday. We stood outside for eight hours, sunburned faces before you, to beg you to save our teachers. I have never had Mr. _____, Mr. S or Mr. C, but I feel cheated because I see the love that the students have for them and I wish that I had had the privilege to sit in their class.<br /><br />Ms. T and Mr. H are two P.E. teachers who I had this year. Ms. T actually got me to run, and if you can get RP to run, you have made an impact in my life. I hated gym and now look forward to it each day. I decided to join cross country next year because of her. She was there when I needed her as more than a teacher. When I needed a shoulder to cry on and motivation each day, she was there. Mr. H makes the class fun and makes the day go by a lot easier. I do not dread going to his class and actually enjoy it. You are cutting teachers who make _____ a school that should be tops, number one in the district because of its teachers. Every single teacher who is on the cut list, just so happens to be the best _____ has to offer. It we had not come together yesterday, I don’t think _____ would have ever been positively heard on the news. We’re also portrayed negatively, but _____ is world class because we have teachers who teach because they want to, not because they have to. I want you to overlook every teacher on that list and listen to us. We are not doing and repeating this to be a broken record; we are doing it because these teachers deserve to teach. Not every teacher has that privilege, but these teachers do.<br /><br />MA, junior at _____, has been open enrolled at _____ since the ninth grade.<br />I would like to point out that since my freshman year, the only teachers that have changed my life are here tonight. Whether they are on the line or not, they are the only ones that I will remember. They are the ones that actually push me to do stuff. Last year I went through a lot and Mr. _____'s room actually became a haven for me as it has for a lot of students. Ms. T and Mr. H, teachers who are getting fired, don’t only impact _____ they impact the community around them. Mr. H has a charity where he provides dinners and Christmas toys to kids.<br />I would also like to point out that the teachers who were suspended, were suspended for unjust reasons. They had nothing to do with the protest. Five people, students at _____, started this protest and it grew. Students who had never talk or seen each other, stood together across the street from _____ because cops were preventing us from going back into school. Students inside the school who probably never shot us a second glance were cheering for us for taking a stand. _____ has pushed us around long enough; our administration has implemented rules that don’t even make sense. They take away things that are important to us. I personally put my open enrollment on the line, I put my IB diploma on the line, and I put my prom on the line. I never got into trouble before and I put a suspension on my record just for these teachers and to prove that these teachers are more than what the administration is making them seem to be. They don’t deserve to be fired when their performance has always been above and beyond. I was in Mr. B_____’s class last year, and I promise you nobody in his class loved him at first. We all hated him because he made us do so much work, but it paid off. He is somebody that you learn to love because he doesn’t tell you “oh no, you can’t. “ This year, I have a lot of teachers that have told me I can’t make it anywhere in life just because they don’t want to be teachers. I have a teacher that doesn’t want to go back, but has tenure and can ride it out. I also have a teacher who will not help when asked and will not stay after school. I am an IB student and a gymnast, and do not have all the time that everybody else does. I’m about to go to college and I feel that Mr. _____ and Ms. E are the only people that have actually prepared me for those courses.<br />The people who were suspended, did not get suspended for the right reason. They were suspended because they took us food because they knew we had been out there since 7:00 a.m. I was at the sit-in at 7:40 a.m. when there were only twenty people, and I willingly handed over my ID knowing how much trouble I was going to be in. I just want you guys to know that our administration is not who we are; the students are who we are. I think we proved that we can stand together for the greater cause.<br /><br />AN, sophomore at _____, understands that there are budget cuts and everything revolves around the economy right now.<br /><br />I don’t understand why some of the most innovative and thoughtful teachers are being let go. Their Facebook pages are so much better than the presentation that was presented earlier this evening because we’re all on Facebook 24/7. For him to put up discussions and homework assignments for everyone to discuss, comment on and be part of are great ideas. We interact with each other that way, learn that way and can relate to other students and teachers.<br />When the administration threatened us with suspension and told us we would have to come up with excuses or reasons for why we have a suspension on our record because of yesterday, made me think that we are fighting for our education. All of us are IB and [program] students and we had to come down here and fight for what we want. We want an education, and it’s not fair that we have to come down here and demand it. Like the State Representative (RF) said, everyone should be proud of what we did because we stood up for what we believe in, we didn’t drop out, and we fought back because we want an education. My theater teacher told me that once you have knowledge you can never go back to ignorance. Mr. _____, Mr. S, and Mr. C gave me that knowledge. With them being gone, we won’t get that knowledge anymore. I feel that it is unfair that they are being let go because they’re in that leap for tenure. I also feel that this “unprofessionalism” that they are talking about is just an excuse. If our administration cared about us they would be with us right now. There are teachers in this room who are tenured and they are standing next to us. But, I don’t see Ms. [Principal] and I don’t see Mr. [Assistant Principal] here.<br /><br />GT, sophomore at _____, shared that she did not have Mr. S at the beginning of the year. I was in a normal Spanish class and I didn’t really know what I was getting into. To be honest, I didn’t really communicate in Spanish at home. I am ashamed to say that I talk to my parents in English<br />they encouraged me to take Spanish. When found out that I was being placed in MYP Spanish with Mr. S, I really thought that I wasn’t going to make it. I thought that I was just going to die because I wasn’t really that fluent in Spanish. As I went to his class, I started having so much fun. He made Spanish so easy. I actually loved it and started talking Spanish at home with my parents. When I found out that he was suspended today class wasn’t even fun. We watched a movie in Spanish, but without him it was not normal. It was different and you could feel the emptiness.<br /><br />Mr. _____’s class is awesome and fun. I purposely walk my friends to class just because I like visiting his class. He is really fun to talk to and I wish that I had taken his class because he seems like an awesome guy. You are letting two good teachers go and more teachers behind us. It’s not fair. Adults have always told us to speak up for what we think is right. We’re doing that now, but you’re ignoring us. We stood up for what we believe in and we’re still standing up for what we believe in. Because of these teachers, we have all done good. We are not bad kids even though it might seem like we are because of what happened yesterday. You guys need to reconsider that. These are good teachers and you shouldn’t let them go. Because of Mr. S, “Hora habla espanol.”<br /><br />MM, parent and [district] volunteer, shared that she is a supportive mom, but corrects her children when they are wrong. She shared that her daughter is an excellent student, but was lazy and unorganized until she attended Mr. _____’s class. He was able to help her with organization and influenced her to read. She used to make fun of me for watching the history channel, but is now watching it with me thanks to Mr. _____.<br /><br />Martinez shared that Mr. _____ may not have conventional methods of teaching, but that is what makes him unique and special, and is what makes all of these teachers special. She also shared that Ms. T is also amazing. She is aware that her daughter is a gymnast and encourages her to practice and has developed different warm up exercises for her. Her daughter has various medical conditions and was in severe treatment last year. She always made sure to let me know that we had to go in early as she did not want to miss Mr. _____’s class. For my daughter to say that, it was shocking. I have never seen her so motivated as she has been since going to Mr. _____’s, Ms. T’s and Mr. H’s classes.<br /><br />MM shared that if there must be budget cuts, take out the electric signs in front of the school. The school does not need to look pretty. It just needs books, which they do not have thanks to budget cuts, and quality teachers. I have tried to meet with my daughter’s English teacher multiple times, adding that he has no people skills or time to speak to parents. He has been on Facebook every time that I have attended parent/teacher conferences. She remembers when she first came to the United States from Germany and the impact that her teachers had on her.<br /><br />LS, sophomore at _____, noted that all three teachers who spoke tonight were suspended. She was not able to go to her classes today and enjoy them because they were suspended for unfair reasons.<br /><br />Mr. C, Mr. S and Mr. _____ are all amazing teachers. I have never had one moment where I ever looked and thought “Why am I here?” “Why do I let these teachers teach me?” “They’re no good?” Mr. C makes fun of me a lot, but he is one of the best English teachers that I have ever had. I go to his class each day and look forward to it because it is fun. Mr. S, I don’t know Spanish, but I’m doing pretty good. He’s taught me so much and I have just succeeded in his class. Mr. _____, I hate History. But everything that I have ever learned in his class I have shared with my mom or grandpa, who was very good at History before he passed away. To hear that these teachers may not be at _____ next year is terrible. I may not have them next year, but incoming freshmen and sophomores might need these teachers. I have experienced it and know for a fact that these teachers can do anything. They can motivate any student to do what they want, be what they want, and do their very best. Without these teachers, students are going to be missing out on so much good English, good Spanish, and good history lessons. I think that it is sad that future students will not be able to experience what I have and what many other students here today have experienced. I believe that we should reconsider who we cut, why we cut, and things that we are cutting. Like many students have previously commented about the budget, there are a lot of unnecessary things that we can get rid of rather than quality teachers who provide quality education and help motivate students. It’s not about teaching; it’s about what they make their students believe and how they make their students feel. I believe that those teachers present tonight have done so much for me and so much for all of these students. I think that we really need to reconsider their position at _____.<br /><br />JR, sophomore at_____, shared that when she feels stared at it makes her think about her little sister and her problems focusing.<br /><br />It’s is hard to know how I actually feel, and sometimes I do not have anyone to talk to since my mom’s been out of the country. The teachers present tonight are the only ones that are going to help me get through this quarter. They are the only ones that are going to tell me that I will get through it. I talked to my tennis coach today and she also said that it would be OK. She did not make me feel like I was carrying a weight or a load. They actually make me feel like there are people who I can lean toward on.<br /><br />I worry about my grades and education. My little sister is seven years old and gets these packets with so much work in it. I sometimes ask her to explain the work, but she says no. She has problems focusing, but at the same time, why do they give her so much work. I know that she leans on me. I feel like my little sister because I’m the one that leans on my teachers. Without them it is so hard. It is hard to focus when there are so many things going on around you and the only thing that you can think of is that you will have their class tomorrow and can speak to them then. Knowing that I can do this not only for my mom, but for my little sister means so much to me. I think it’s important to not only think about the criteria and books, but also how teachers make you feel and understand everything. They balance everything, including personal issues and school issues and know how to control both. They make us feel stable and secure. They know me better than my friends. My principal does not know me; she knows me by the number on my ID. How do you think we feel? There are gates around the school; it’s like a prison. After school they try to move us out. But when that day comes for them to get money for students, they text us and tell us to come to school. The only teachers that care are right here. Why aren’t the rest here? Why isn’t the principal here? It’s unfair. I think that if so many people want to talk to you about the issues and give you statistics about what’s going on, you should give us more than three minutes. You should really get to know things before speaking to the principals or the people who think they know. But in reality, like we all said, we’re the students. They might lead, but the only people that they’re really leading are the teachers. The teachers lead in a way that works for us, and like they said, it’s just amazing how we all came together. You guys see and hear us crying, but we don’t care because we are explaining to you how much we care about our teachers. I just love these teachers and even though I’m going through so much, they are here for me and help me every single day.<br /><br />Board President asked for the number of students, staff, and community members in the audience in support of the teachers to raise their hands.<br /><br />VG counted 35 supporters.<br /><br />BI, president of the _____ Education Association, thanked the Board for providing time to speak.<br />In this country, we talk a lot about wanting to have a quality education for all students and that is being upheld by the president, secretary of education and voices across the country. We talk about wanting the very best teachers to educate students and to be sure that all students, regardless of their income or color of their skin or race have the opportunity for a quality education. In order to do that we know that we need teachers who empower students, engage them and encourage them to see that education offers them a different route and a different path in life and that they can have what they want and need to be successful.<br /><br />I don’t think that you would have seen this number of high school students speaking to you from the heart tonight if they did not know that the teachers who are sitting behind me and who I have had the pleasure of representing do just that. They bring their passion and their commitment to class every day and they do what’s necessary to engage these students and help them understand that there is a bigger and a better world out there for them, and if they stay in school and do the work that is necessary that the world will be waiting for them with open arms and will encourage them to be successful. We have something wrong in our system that says that based on the determination of one individual that teachers can be told that they are not a fit for a school. This is not about a budget issue because these positions will be refilled. And yes, we know that we have a budget crisis going on, not only in the state and school districts, but that is not what this is about. This is about probationary teachers who are being told that they’re being non-renewed and about the students. All of these students who are sitting here and the ones who have already spoken have said that these teachers are making a difference for them and that’s what we want. Yet we are ushering them out the door. We lament the fact that probationary teachers are leaving this profession within the span of five years, but we don’t talk about the teachers who we help leave because we say that when they get to year three it’s time for them to go. We don’t want to keep you.<br /><br />I hope that you are thrilled by the students who came tonight. I think that we should applaud them all because they were remarkable. I think that what they said needs to be taken into consideration. This is their future and this is their life that we’re talking about. I hope that the Board will take into consideration the words that were spoken tonight.<br /><br />B plans to vote no because of the students, Martin Luther King Jr., Cesar Chávez and so many other people who have stood up for their rights and for good people. I admire every single one of these students and teachers who had the courage to come forward and speak to the Board because it was not easy.<br />S shared that the _____ students make her proud to be a _____ graduate.<br />Roll Call:<br />The consent agenda was not approved on a vote of 5-2.Educational Encountershttp://www.blogger.com/profile/12136317945991030295noreply@blogger.com0