Thursday, March 24, 2016
Teachermusings: A Horse's Tail (with apologies to George Orwell)
Teachermusings: A Horse's Tail (with apologies to George Orwell): Once upon a time, there was a young filly who lived on a farm. Now this young filly was full of energy and loved to work with other animals ...
A Horse's Tail (with apologies to George Orwell)
Once upon a time, there was a young filly who lived on a farm. Now this young filly was full of energy and loved to work with other animals and the children who lived on the farm. She thought she was making a difference to all those she loved and worked with, and therefore, she willingly accepted more responsibilities around the farm.
As she grew into a mare, the farmer came and told her, "You are costing me a fortune! It's because of you I can't take as good of care of the other animals and my children! I need you to make a few sacrifices." Because the mare loved the others and understood the farmer's frustration, she agreed to a small reduction in her food. At first, she didn't notice she was receiving less food. She still had energy and enthusiasm, and was happy doing her part to help everyone.
But then the farmer came to her the next year and said, "It's because of you that I had to sell a couple animals! You are costing me a fortune! I need you to make a few more sacrifices." The mare willingly agreed again, especially when the farmer promised to make it up to her when his fortune improved.
Again there was a reduction in her oats, which she noticed this time, and there were new responsibilities placed on her. When she tried to object, the farmer told her, "I'm taking care of you; this is the least you can do for me. If you really loved me, the other animals, and my children, you would agree to these." Because the mare liked pleasing her master, she agreed to carry a heavier pack, work longer hours, and take another reduction in her oats. Her master pointed out that there was still plenty of grass, and if she didn't like it at his farm, she could go to another farm. However, the mare liked her farm, but she was beginning to notice her master wasn't so nice. She ignored those feelings of dislike and distrust, and continued working her hardest.
Although there wasn't a reduction in her oats the next year, there were more responsibilities placed upon her, including longer work days, heavier loads to carry, and jobs that had formerly been held by other animals. When she questioned the farmer, she was told, "If you don't like it here, I'm sure the grass is greener somewhere else." By this time, the mare was growing older and she was used to her farm. She quietly walked back to her stall and ate her smaller portion of oats. She was tired, she realized, but she wasn't certain why.
Several years passed, and although her oats portion improved, it wasn't the same amount she had been promised by the farmer. He claimed he still didn't have the money for her greater share of oats. Her responsibilities also grew, which she didn't think was possible, and the farmer began putting her through new tests. She was to jump a fence, which was constantly raised; she was to run faster, although the goal posts seemed to move each time she came close; and her packs were weighted heavier each time they were placed on her. She wasn't sure she could bear it, and she wasn't clear as to why. Why was it heavier? Why were her oats portions, albeit a little larger, still insufficient to fill her each night?
The mare was out running laps and jumping higher and higher fences one day when she passed a puddle of water. She stopped for a drink and noticed her ribs were showing, her coat was dull, and there were bald patches on her sides. Finally she understood; more work, more responsibility, less food were all leaving their marks. No more could she do her job sufficiently. That night, before the mare was in her stall, she hear nickering nearby. When she turned her head, she saw a new horse, younger and more energetic, at the next farm. The horse was given all the answers to its tests before it was tested. The trainer wasn't very good, fresh and inexperienced, but filled with energy for his new job. The mare shook her head and went to her stall.
Finally, one day, after new and improved tests had been scaffolded for her to implement, the mare was finished. She gave up the fight. The next day, a truck pulled into the driveway, loaded up the mare, and drove her away. The farmer had just invested in a new slaughterhouse, and she was his first "client."
It just goes to prove that if something is starved of its necessities and tremendous, virtually impossible responsibilities are placed on it, somewhere, someone can make money from it.
As she grew into a mare, the farmer came and told her, "You are costing me a fortune! It's because of you I can't take as good of care of the other animals and my children! I need you to make a few sacrifices." Because the mare loved the others and understood the farmer's frustration, she agreed to a small reduction in her food. At first, she didn't notice she was receiving less food. She still had energy and enthusiasm, and was happy doing her part to help everyone.
But then the farmer came to her the next year and said, "It's because of you that I had to sell a couple animals! You are costing me a fortune! I need you to make a few more sacrifices." The mare willingly agreed again, especially when the farmer promised to make it up to her when his fortune improved.
Again there was a reduction in her oats, which she noticed this time, and there were new responsibilities placed on her. When she tried to object, the farmer told her, "I'm taking care of you; this is the least you can do for me. If you really loved me, the other animals, and my children, you would agree to these." Because the mare liked pleasing her master, she agreed to carry a heavier pack, work longer hours, and take another reduction in her oats. Her master pointed out that there was still plenty of grass, and if she didn't like it at his farm, she could go to another farm. However, the mare liked her farm, but she was beginning to notice her master wasn't so nice. She ignored those feelings of dislike and distrust, and continued working her hardest.
Although there wasn't a reduction in her oats the next year, there were more responsibilities placed upon her, including longer work days, heavier loads to carry, and jobs that had formerly been held by other animals. When she questioned the farmer, she was told, "If you don't like it here, I'm sure the grass is greener somewhere else." By this time, the mare was growing older and she was used to her farm. She quietly walked back to her stall and ate her smaller portion of oats. She was tired, she realized, but she wasn't certain why.
Several years passed, and although her oats portion improved, it wasn't the same amount she had been promised by the farmer. He claimed he still didn't have the money for her greater share of oats. Her responsibilities also grew, which she didn't think was possible, and the farmer began putting her through new tests. She was to jump a fence, which was constantly raised; she was to run faster, although the goal posts seemed to move each time she came close; and her packs were weighted heavier each time they were placed on her. She wasn't sure she could bear it, and she wasn't clear as to why. Why was it heavier? Why were her oats portions, albeit a little larger, still insufficient to fill her each night?
The mare was out running laps and jumping higher and higher fences one day when she passed a puddle of water. She stopped for a drink and noticed her ribs were showing, her coat was dull, and there were bald patches on her sides. Finally she understood; more work, more responsibility, less food were all leaving their marks. No more could she do her job sufficiently. That night, before the mare was in her stall, she hear nickering nearby. When she turned her head, she saw a new horse, younger and more energetic, at the next farm. The horse was given all the answers to its tests before it was tested. The trainer wasn't very good, fresh and inexperienced, but filled with energy for his new job. The mare shook her head and went to her stall.
Finally, one day, after new and improved tests had been scaffolded for her to implement, the mare was finished. She gave up the fight. The next day, a truck pulled into the driveway, loaded up the mare, and drove her away. The farmer had just invested in a new slaughterhouse, and she was his first "client."
It just goes to prove that if something is starved of its necessities and tremendous, virtually impossible responsibilities are placed on it, somewhere, someone can make money from it.
Monday, March 21, 2016
Standardized Testing? What's the harm?
I loathe standardized testing. Not only do we give up instruction time for multiple days, but the wear and tear on students and teachers is sad. Since the passage of No Child Left Behind, I've proctored about a thousand hours of CSAP, TCAP, PSAT, ACT, PLAN, EXPLORE, PARCC. Our kids begin taking tests in third grade, and they take them each year through (until recently) 11th grade. 9 years!!! What profession requires 9 years of testing, 3-6 hours a session?
I loathe standardized testing for what it's reduced: thinking, problem solving, creativity, intelligence. It's also reduced extracurricular necessities like art, music, and phys ed. There are stories of schools reducing recess so students can practice more for state tests. How does this produce 21st century learners? When asked to form an opinion, many of my students cannot do so. They'll ask for multiple choice over essays because they're "easier". My students do well with multiple choice, unless there's complexity and inference within the questions. Then they don't know what to do. I have students with diagnoses of 'text anxiety,' and their parents demand 504 plans with unlimited time so their kids can finish a test without a panic attack. 17 years ago, there were few kids on 504 plans for test anxiety because we didn't have so many darned tests.
Critics think people like me don't like standardized tests because we don't want to be held accountable for student learning. Not true! I plan varied lessons each class to reach a variety of learners. I work hard at my content so students will be better readers, writers, thinkers, and speakers. A single measurement...a standardized test...does not assess what I do in my classroom. Nor does it show student growth accurately; it simply demonstrates how well a student can fill out a test form.
I loathe standardized testing because teachers are the only ones held accountable for the test results. We are. There is no student responsibility with test scores; we send home forms that parents might look over and then toss. Schools are rated on their test scores; teachers are evaluated on their test scores. But what about students who don't try? Who don't care? What about students who are in special education programs and don't participate in regular curriculum? They take the tests, and teachers are held accountable for their scores. What about non-native English speakers? Kids who've just moved to this country and need special services? They take those tests and we're held accountable for those scores.
I wish parents would wake up and actually research these tests. I wish parents would opt their children out and pressure their politicians to vote to eliminate the need for so much testing. However, our politicians are too busy voting for their lobbyists, honoring their commitments to ALEC and the Koch brothers, and playing with our children's futures.
The lessons our students are learning are not preparing them for their futures, unless their futures encompass sitting for long periods of time, bubbling answers. And until our parents truly understand what is really happening to their children, we will continue to to be subjected to the will of our politicians.
I loathe standardized testing for what it's reduced: thinking, problem solving, creativity, intelligence. It's also reduced extracurricular necessities like art, music, and phys ed. There are stories of schools reducing recess so students can practice more for state tests. How does this produce 21st century learners? When asked to form an opinion, many of my students cannot do so. They'll ask for multiple choice over essays because they're "easier". My students do well with multiple choice, unless there's complexity and inference within the questions. Then they don't know what to do. I have students with diagnoses of 'text anxiety,' and their parents demand 504 plans with unlimited time so their kids can finish a test without a panic attack. 17 years ago, there were few kids on 504 plans for test anxiety because we didn't have so many darned tests.
Critics think people like me don't like standardized tests because we don't want to be held accountable for student learning. Not true! I plan varied lessons each class to reach a variety of learners. I work hard at my content so students will be better readers, writers, thinkers, and speakers. A single measurement...a standardized test...does not assess what I do in my classroom. Nor does it show student growth accurately; it simply demonstrates how well a student can fill out a test form.
I loathe standardized testing because teachers are the only ones held accountable for the test results. We are. There is no student responsibility with test scores; we send home forms that parents might look over and then toss. Schools are rated on their test scores; teachers are evaluated on their test scores. But what about students who don't try? Who don't care? What about students who are in special education programs and don't participate in regular curriculum? They take the tests, and teachers are held accountable for their scores. What about non-native English speakers? Kids who've just moved to this country and need special services? They take those tests and we're held accountable for those scores.
I wish parents would wake up and actually research these tests. I wish parents would opt their children out and pressure their politicians to vote to eliminate the need for so much testing. However, our politicians are too busy voting for their lobbyists, honoring their commitments to ALEC and the Koch brothers, and playing with our children's futures.
The lessons our students are learning are not preparing them for their futures, unless their futures encompass sitting for long periods of time, bubbling answers. And until our parents truly understand what is really happening to their children, we will continue to to be subjected to the will of our politicians.
Monday, February 29, 2016
I work in the 'real world' too
As worked with students in previous years, I would tell them that in the 'real world' things work differently: rarely can you turn in late work without consequences; it's important to follow all directions; your parents can't call you in to excuse you from work; and it's necessary to take responsibility for yourself.
However, I've come to realize that the world of school is the 'real world' for my students. It's where they learn foundational information to move forward. It's where they make and lose friends, learning how to get along with others. It's where they learn how to function as part of teams; and it's where they learn responsibility.
Yet, there are plenty of critics who make statements like, "“In the real world, compensation is always tied to performance." Excuse me? The real world? Where do I work? I'm pretty sure teachers, like other professions such as first responders, nurses, social workers, also work in the real world.
I am curious as to what the 'real world' looks like! What is its definition? I'm not sure education critics have any clue as to what the 'real world' looks like for educators. It's not like we work in a world with rainbow ponies that fart glitter and candies out their bottoms.
What about administrators who deal with budget issues, staffing, evaluations, and student discipline? Does it count as the 'real world' when an administrator works to save a suicidal student's life only to have said student commit suicide? What about guidance counselors? Do they live in a world of pretend? The guidance counselors I know are busy helping students graduate on time, find a career and/or educational path, counsel students who are struggling mentally, emotionally, and/or academically. That's not the 'real world?'
What about teachers? We're not sitting in our rooms playing Solitaire or computer games; we're working with students, counseling them, answering emails and phone calls, setting and maintaining SMART goals, planning, grading, worrying about particular students. Let me say this: until an educational critic has to call Social Services because someone they care about (student) is being abused at home, you cannot tell me I don't work in the 'real world.'
And coaches? I don't think they're dialing their bookies or smoking cigars in their offices. Instead, they are teaching young people the importance of integrity, teamwork, and caring about others. Granted, they do get to wear comfy clothes and sneakers all day, but without our coaches, where would some of our young people find love, acceptance, and others who believe in them?
The fallacy about tying teacher compensation to 'real world' expectations leaves out the human aspect: students are not product nor are they machines. They are unpredictable and volatile. There is no 'bottom dollar' where humans are concerned.
I'm sure in the real world, bosses don't have to bandage bleeding fingers, or give a damn about someone who's struggling with the work or with their identity. It's easy to eliminate those who don't work as employers want them to (not something teachers can do).
Granted, I don't make a profit for some corporation, but I do make a difference. And that's real enough for me.
However, I've come to realize that the world of school is the 'real world' for my students. It's where they learn foundational information to move forward. It's where they make and lose friends, learning how to get along with others. It's where they learn how to function as part of teams; and it's where they learn responsibility.
Yet, there are plenty of critics who make statements like, "“In the real world, compensation is always tied to performance." Excuse me? The real world? Where do I work? I'm pretty sure teachers, like other professions such as first responders, nurses, social workers, also work in the real world.
I am curious as to what the 'real world' looks like! What is its definition? I'm not sure education critics have any clue as to what the 'real world' looks like for educators. It's not like we work in a world with rainbow ponies that fart glitter and candies out their bottoms.
What about administrators who deal with budget issues, staffing, evaluations, and student discipline? Does it count as the 'real world' when an administrator works to save a suicidal student's life only to have said student commit suicide? What about guidance counselors? Do they live in a world of pretend? The guidance counselors I know are busy helping students graduate on time, find a career and/or educational path, counsel students who are struggling mentally, emotionally, and/or academically. That's not the 'real world?'
What about teachers? We're not sitting in our rooms playing Solitaire or computer games; we're working with students, counseling them, answering emails and phone calls, setting and maintaining SMART goals, planning, grading, worrying about particular students. Let me say this: until an educational critic has to call Social Services because someone they care about (student) is being abused at home, you cannot tell me I don't work in the 'real world.'
And coaches? I don't think they're dialing their bookies or smoking cigars in their offices. Instead, they are teaching young people the importance of integrity, teamwork, and caring about others. Granted, they do get to wear comfy clothes and sneakers all day, but without our coaches, where would some of our young people find love, acceptance, and others who believe in them?
The fallacy about tying teacher compensation to 'real world' expectations leaves out the human aspect: students are not product nor are they machines. They are unpredictable and volatile. There is no 'bottom dollar' where humans are concerned.
I'm sure in the real world, bosses don't have to bandage bleeding fingers, or give a damn about someone who's struggling with the work or with their identity. It's easy to eliminate those who don't work as employers want them to (not something teachers can do).
Granted, I don't make a profit for some corporation, but I do make a difference. And that's real enough for me.
Friday, February 12, 2016
My students are my best defense
My students are my best defense against aging, sickness, and depression. That's a lot of baggage to place at their feet, but it's true.
At conferences last night, I realized--for the first time, really--that I am about the same age as their parents. And yet, I don't think I look as old as their parents (maybe it's my vanity?!). My students keep me feeling young because they share their vernacular with me; I can speak 'teenager.' Just as they spend time trying to outsmart me, I have to spend time keeping up with them, which keeps my brain sharp. I'm around the latest clothing trends, music tastes, and technology. All of which keep me feeling young, and if I feel young, I am young.
Cancer has sucked me dry, but going to school has motivated me to keep a positive attitude, to walk to keep my energy up, and to seek alternative treatments so I can go to school. The kids, overall, have been supportive, kind, and caring. They've made me hats, blankets, given me cards, and showered me with love. The other day, I told them it was their fault I was doing so well; it was because of them (and my family) that I had a reason to get better. It's true. Without them, I would have sat home, feeling sorry for myself. I've also been exposed to all sorts of nasty germs, thanks to them, which has successfully built up my immune system. I'm a fairly healthy person, thanks to them.
Depression and anxiety are ever-present, and many times caused by my students. I worry about them, I stress over them, and some of them make me anxious. Yet I can be present for them, support them, and shower them with a teacher-love that lets them know they are safe and cared for in my room. I can't control the world around them, but for 90 minutes every other day, they can come to my room and know someone loves and accepts them as they are.
My students are my best defense, and although there are plenty of times I still wonder why I teach, I have teens who lift me up, challenge me, and care about me.
At conferences last night, I realized--for the first time, really--that I am about the same age as their parents. And yet, I don't think I look as old as their parents (maybe it's my vanity?!). My students keep me feeling young because they share their vernacular with me; I can speak 'teenager.' Just as they spend time trying to outsmart me, I have to spend time keeping up with them, which keeps my brain sharp. I'm around the latest clothing trends, music tastes, and technology. All of which keep me feeling young, and if I feel young, I am young.
Cancer has sucked me dry, but going to school has motivated me to keep a positive attitude, to walk to keep my energy up, and to seek alternative treatments so I can go to school. The kids, overall, have been supportive, kind, and caring. They've made me hats, blankets, given me cards, and showered me with love. The other day, I told them it was their fault I was doing so well; it was because of them (and my family) that I had a reason to get better. It's true. Without them, I would have sat home, feeling sorry for myself. I've also been exposed to all sorts of nasty germs, thanks to them, which has successfully built up my immune system. I'm a fairly healthy person, thanks to them.
Depression and anxiety are ever-present, and many times caused by my students. I worry about them, I stress over them, and some of them make me anxious. Yet I can be present for them, support them, and shower them with a teacher-love that lets them know they are safe and cared for in my room. I can't control the world around them, but for 90 minutes every other day, they can come to my room and know someone loves and accepts them as they are.
My students are my best defense, and although there are plenty of times I still wonder why I teach, I have teens who lift me up, challenge me, and care about me.
Monday, January 25, 2016
No Fair!
Childhood was a time when I learned the world wasn't fair. I believed in equality for all, and I was good for tattling when I felt injustices took place. Instead of righting injustice, I was the one who was in trouble for being a 'tattletale.'
45 years later, I feel the same way. I've learned not to be a tattletale, but there is still a part of me that wants to right injustice. It's one of the reasons I became a teacher. I saw a tremendous amount of what I considered injustice when I was a student, and I thought I could become a positive influence in the lives of others.
However, with the current state of public education, I'm not sure I can right the injustices anymore. I'm not sure I want to try. Every time I turn around, there is another teacher in trouble, another law passed meant to undermine teachers, another something taken away from teachers just to make our jobs more difficult.
Children are more than test scores, more than the latest greatest technology. Billionaires have decided to do what they think is best for our children, but they are hobbling what we know words. In an effort to make money, corporations are creating charter schools with prescribed curriculum, churning out tens of thousands of students who will not be able to think on their own.
I fear for our education system. And what is happening right now is a far greater injustice than I'll ever be able to right.
45 years later, I feel the same way. I've learned not to be a tattletale, but there is still a part of me that wants to right injustice. It's one of the reasons I became a teacher. I saw a tremendous amount of what I considered injustice when I was a student, and I thought I could become a positive influence in the lives of others.
However, with the current state of public education, I'm not sure I can right the injustices anymore. I'm not sure I want to try. Every time I turn around, there is another teacher in trouble, another law passed meant to undermine teachers, another something taken away from teachers just to make our jobs more difficult.
Children are more than test scores, more than the latest greatest technology. Billionaires have decided to do what they think is best for our children, but they are hobbling what we know words. In an effort to make money, corporations are creating charter schools with prescribed curriculum, churning out tens of thousands of students who will not be able to think on their own.
I fear for our education system. And what is happening right now is a far greater injustice than I'll ever be able to right.
Friday, June 5, 2015
Teaching is a calling...and in need of advocacy
Other than my dolls and my baby brother, my first students were in Special Education. In fourth grade, I was chosen to go to the SpEd building (it was the 1970s, and SpEd was a separate building; a log cabin on the outside, a bright, cheery, busy room on the inside) and work with various students. I liked the kids; they were sweet to me and fun to be around. By sixth grade, my students were kindergartners, and my job was to work with them on the alphabet and reading. I loved their happy smiles and willingness to work with me. Some of my happiest times were in elementary school, teaching younger students.
One of my natural abilities is to help others make sense of what they're reading or help them figure out what and how they want to write. Kids have generally felt comfortable talking with me, sharing their concerns and problems, even looking for advice from me. It's an awesome feeling, knowing I'm making a profound, albeit brief, impact on someone's life, thinking, and skills. Even now, as old as I am, old enough to be the mother of my students, kids seek me out when they need an adult to listen to them and/or give them advice.
What troubles me isn't just the Jeffco School Board majority; what troubles me is the lack of respect given to the education profession by society as a whole. From politicians, to religious leaders, to the average person, people hold education in disdain, and they seem to hate teachers. Sure, there were teachers I didn't like when I was growing up, but I knew they were there to teach, and it was my job to learn. Now, it's like a battle between students, teachers, politicians, school boards, parents, and society in general. Fun phrases like, "Those who can't, teach;" or "I hated my high school;" or "I hated my _______ teacher," make me cringe. Negative run-ins with a few don't mean the entire profession is like that.
My third grade teacher, Mrs. Henderson, really didn't like me. I never knew why. She always seemed mean to me, refusing to call on me in class, not letting me read aloud, not letting me go to the bathroom when I really had to go. I wet myself during the ITBS, and then she was mean to me on the way to the office; I was crying and she was lecturing me about wetting myself. During the year, I caught the flu; after a seven-day absence, I just wanted to get back to school, but when my mother tried to bring me to class, Mrs. Henderson wouldn't let me in the room. She told my mom to bring a doctor's note before I was allowed to come back to school. She was hateful, but should my judgment of ALL teachers rest on my interactions with Mrs. Henderson?
NO! Because I had many other teachers who loved me, respected me, cared about me. Teachers who would stay late each day after school to make sure I understood my math homework for the evening. Teachers who encouraged me to pursue what interested me; teachers who challenged me. Over the course of my 13 years in public school, I can count on one hand the teachers I disliked...Ms. Green who was my math teacher, for example. I'd ask her questions, and she would embarrass me in front of the entire class. Then I'd get teary-eyed, and she'd ridicule me as well. But Mr. Trembath, who seemed really scary, would patiently explain math problems to me until I seemed to get them. Mr. Cisneros, who seemed to hate us all, ruined Old Man and the Sea for me; but Mrs. Samson restored my love of literature. And Mrs. Cormier, she was by far the most wonderful history teacher I ever had.
What all these school reformers seem to ignore is the passion teachers bring to their craft. I am lucky enough to work with tremendously talented teachers, but school reformers, including our school board and superintendent, will never know that. They are too busy persecuting teachers for the ills of society. And because teachers are not good at advocating for themselves, they allow these myths to perpetuate and do nothing to dispel them. Now, however, is the time to advocate for ourselves as we would advocate for our students. We would not allow our students to be bullied by others, but we will allow it for ourselves. Now is the time to stand up, to raise our voices in unison, to let people know we love what we do; we love our students; and we will not let education 'reformers' have their perverse way with us or our kids.
One of my natural abilities is to help others make sense of what they're reading or help them figure out what and how they want to write. Kids have generally felt comfortable talking with me, sharing their concerns and problems, even looking for advice from me. It's an awesome feeling, knowing I'm making a profound, albeit brief, impact on someone's life, thinking, and skills. Even now, as old as I am, old enough to be the mother of my students, kids seek me out when they need an adult to listen to them and/or give them advice.
What troubles me isn't just the Jeffco School Board majority; what troubles me is the lack of respect given to the education profession by society as a whole. From politicians, to religious leaders, to the average person, people hold education in disdain, and they seem to hate teachers. Sure, there were teachers I didn't like when I was growing up, but I knew they were there to teach, and it was my job to learn. Now, it's like a battle between students, teachers, politicians, school boards, parents, and society in general. Fun phrases like, "Those who can't, teach;" or "I hated my high school;" or "I hated my _______ teacher," make me cringe. Negative run-ins with a few don't mean the entire profession is like that.
My third grade teacher, Mrs. Henderson, really didn't like me. I never knew why. She always seemed mean to me, refusing to call on me in class, not letting me read aloud, not letting me go to the bathroom when I really had to go. I wet myself during the ITBS, and then she was mean to me on the way to the office; I was crying and she was lecturing me about wetting myself. During the year, I caught the flu; after a seven-day absence, I just wanted to get back to school, but when my mother tried to bring me to class, Mrs. Henderson wouldn't let me in the room. She told my mom to bring a doctor's note before I was allowed to come back to school. She was hateful, but should my judgment of ALL teachers rest on my interactions with Mrs. Henderson?
NO! Because I had many other teachers who loved me, respected me, cared about me. Teachers who would stay late each day after school to make sure I understood my math homework for the evening. Teachers who encouraged me to pursue what interested me; teachers who challenged me. Over the course of my 13 years in public school, I can count on one hand the teachers I disliked...Ms. Green who was my math teacher, for example. I'd ask her questions, and she would embarrass me in front of the entire class. Then I'd get teary-eyed, and she'd ridicule me as well. But Mr. Trembath, who seemed really scary, would patiently explain math problems to me until I seemed to get them. Mr. Cisneros, who seemed to hate us all, ruined Old Man and the Sea for me; but Mrs. Samson restored my love of literature. And Mrs. Cormier, she was by far the most wonderful history teacher I ever had.
What all these school reformers seem to ignore is the passion teachers bring to their craft. I am lucky enough to work with tremendously talented teachers, but school reformers, including our school board and superintendent, will never know that. They are too busy persecuting teachers for the ills of society. And because teachers are not good at advocating for themselves, they allow these myths to perpetuate and do nothing to dispel them. Now, however, is the time to advocate for ourselves as we would advocate for our students. We would not allow our students to be bullied by others, but we will allow it for ourselves. Now is the time to stand up, to raise our voices in unison, to let people know we love what we do; we love our students; and we will not let education 'reformers' have their perverse way with us or our kids.
Monday, June 1, 2015
Teachermusings: I don't want to go on strike; I don't
Teachermusings: I don't want to go on strike; I don't: I don't want to go on strike. I don't. I'm the primary support for my family, and if I have to go on strike, I won't be able...
I don't want to go on strike; I don't
I don't want to go on strike. I don't. I'm the primary support for my family, and if I have to go on strike, I won't be able to make my bills.
I don't want to go on strike. I don't. I teach AP and IB classes, and I don't want to miss time with my students. I will also teach an 11th grade section, and I don't want to miss time with them either. In fact, I cannot fathom a single teacher, paraprofessional, bus driver, secretary, or other school personnel thinking a strike is a great idea. None of us wants to miss time with our kids. I also don't want to lose precious days off to make up time lost from a strike. At my school, at least, the calendar is already out and parents are making plans for holidays/vacations. Should we strike and then have to make up those days, we will lose students to pre-made plans.
I don't want to go on strike. I don't. Strikes require employees to make decisions that potentially divide one another. My school is like a family; we don't always get along, but we care about one another and support one another in tough times. I don't want there to be a division between those who choose to strike and those who don't. I also remember my sixth grade year when our teachers went on strike. We had substitute after substitute, none of whom knew a thing about what we were supposed to be doing. We weren't supposed to talk to our teacher, but we did anyway because we adored her. And none of us really understood then why our teachers were on strike.
I don't want to go on strike. I don't. I, like many teachers, have a deep fear of losing my job. Of persecution by the district/board of education. I can't afford to lose my job. What else would I do? I've been a teacher since I was 23 years old, and I'm not sure what else is out there. Am I employable in any other field than education? I don't want someone deciding whether or not I can keep my job; I want to make that decision. I want to retire from teaching because I firmly believe in finishing what I start. I have about eight years remaining in education, and I want to leave on my terms.
I don't want to go on strike. I don't. But I also don't understand why our district, our Board of Education as well, wants to destroy our schools, our morale, our teachers and support staff. Between the superintendent and his minions, and our board of education majority, they have demonstrated nothing but disdain and disrespect for teachers and support staff. They have perverted the notion of attracting the best teachers and retaining the ones already in place by consistently saying, "We want to attract and retain the best teachers," which implies our district is sorely lacking in 'best teachers.' Not only am I highly qualified, I am also highly effective. Am I not one of those 'best teachers'? Don't my years of experience and training count? Between the superintendent and the BOE majority, decisions are made that undermine our morale, such as giving the superintendent a raise but telling the rest of us there's no money to pay us. Or hiring new teachers at a greater rate of pay than some of our veteran staff makes. They also want to eliminate our bus drivers, cafeteria workers, and janitorial staff to bring in outside sources to perform the same jobs, but more cheaply. I imagine a greater turnover rate with bus drivers, cafeteria workers, and janitorial staff, which means greater instability for students and teachers. It's nice to know support staff. There's a camaraderie among us, the notion that we're all working for a greater purpose: students. Yet the BOE majority and superintendent want to destroy that. They also have disdain for students and have consistently demonstrated their disdain by bullying tactics, turning on the sprinklers, ignoring them when they try to speak to the board. In fact, attend a board meeting or watch a streaming of it to see what I mean. The two male board members never seem to pay attention to speakers as they are always writing, looking at the computers, or reading something in front of them.
I don't want to go on strike, but I will. I am a hard-working professional, and I deserve to be treated as such. I will go on strike for my students, and my support staff colleagues. And I will strike for my colleagues who feel they can't or who won't so we are all treated respectfully. Our students deserve the best teachers and support staff, and we're already here!
I don't want to go on strike. I don't. I teach AP and IB classes, and I don't want to miss time with my students. I will also teach an 11th grade section, and I don't want to miss time with them either. In fact, I cannot fathom a single teacher, paraprofessional, bus driver, secretary, or other school personnel thinking a strike is a great idea. None of us wants to miss time with our kids. I also don't want to lose precious days off to make up time lost from a strike. At my school, at least, the calendar is already out and parents are making plans for holidays/vacations. Should we strike and then have to make up those days, we will lose students to pre-made plans.
I don't want to go on strike. I don't. Strikes require employees to make decisions that potentially divide one another. My school is like a family; we don't always get along, but we care about one another and support one another in tough times. I don't want there to be a division between those who choose to strike and those who don't. I also remember my sixth grade year when our teachers went on strike. We had substitute after substitute, none of whom knew a thing about what we were supposed to be doing. We weren't supposed to talk to our teacher, but we did anyway because we adored her. And none of us really understood then why our teachers were on strike.
I don't want to go on strike. I don't. I, like many teachers, have a deep fear of losing my job. Of persecution by the district/board of education. I can't afford to lose my job. What else would I do? I've been a teacher since I was 23 years old, and I'm not sure what else is out there. Am I employable in any other field than education? I don't want someone deciding whether or not I can keep my job; I want to make that decision. I want to retire from teaching because I firmly believe in finishing what I start. I have about eight years remaining in education, and I want to leave on my terms.
I don't want to go on strike. I don't. But I also don't understand why our district, our Board of Education as well, wants to destroy our schools, our morale, our teachers and support staff. Between the superintendent and his minions, and our board of education majority, they have demonstrated nothing but disdain and disrespect for teachers and support staff. They have perverted the notion of attracting the best teachers and retaining the ones already in place by consistently saying, "We want to attract and retain the best teachers," which implies our district is sorely lacking in 'best teachers.' Not only am I highly qualified, I am also highly effective. Am I not one of those 'best teachers'? Don't my years of experience and training count? Between the superintendent and the BOE majority, decisions are made that undermine our morale, such as giving the superintendent a raise but telling the rest of us there's no money to pay us. Or hiring new teachers at a greater rate of pay than some of our veteran staff makes. They also want to eliminate our bus drivers, cafeteria workers, and janitorial staff to bring in outside sources to perform the same jobs, but more cheaply. I imagine a greater turnover rate with bus drivers, cafeteria workers, and janitorial staff, which means greater instability for students and teachers. It's nice to know support staff. There's a camaraderie among us, the notion that we're all working for a greater purpose: students. Yet the BOE majority and superintendent want to destroy that. They also have disdain for students and have consistently demonstrated their disdain by bullying tactics, turning on the sprinklers, ignoring them when they try to speak to the board. In fact, attend a board meeting or watch a streaming of it to see what I mean. The two male board members never seem to pay attention to speakers as they are always writing, looking at the computers, or reading something in front of them.
I don't want to go on strike, but I will. I am a hard-working professional, and I deserve to be treated as such. I will go on strike for my students, and my support staff colleagues. And I will strike for my colleagues who feel they can't or who won't so we are all treated respectfully. Our students deserve the best teachers and support staff, and we're already here!
Sunday, May 3, 2015
$65 a month?
What can I do with 65.00 a month?
I can put it in savings for those months when my husband, who is self-employed, doesn't work as much. It can accrue, and we can make bills.
It will buy me two tanks of gas for my car. Or a tank for my husband's truck.
My family and I can go out to dinner...someplace nicer like a steak place. Maybe my husband can have a beer.
$65 will pay for my medicines for a month. That would be nice.
We can put it toward retirement. Someday we'll retire, and it would be nice to be able to live above the poverty line.
New clothes would be nice, depending on where I go. I can also update my child's wardrobe as he's always in need of new clothes.
We need a new furnace; I can put it aside so in 77 months, we can afford one.
$65 can be put into a college fund for our child. By the time he graduates from high school, we'll have 3900.00 for college! Or we can put it aside for a nice trip...some day.
Or instead, I can put $65 a month toward my union dues to help my union protect me, bargain for me, defend me. I can easily waste $65; we all can. And yet, our union works for us, trying to make sure we have reasonable class sizes, a 30-minute duty-free lunch, decent compensation and benefits, and are treated as professionals, all for $65 a month. My union protects my future as an educator; in fact, my union protects the futures of both union members and non-union members alike. Without my union, what will happen to my salary? my class sizes? my 30-minute duty-free lunch? Who will protect me if I'm falsely accused of something? For all my union does, $65 a month is a reasonable amount to pay.
And the "I can't afford it" reason? My thought is this: you can't NOT afford it.
Saturday, March 21, 2015
My Master's degree isn't worth it?
Our 'esteemed' school board president and our superintendent of schools have decided to not reward high school teachers for their master's degrees in education. What? Apparently, they want teachers with master's degrees in their content areas instead because, according to their beliefs, those degrees make the most difference in student achievement. So the two and a half years I studied brain development, learning styles, and the best methods to reach those learning styles is 'useless'? I could have saved myself $11,000?
I am an educator, and my job is to educate. Yes, I teach English, and when I graduated with my Bachelor's degree in English, and 67 English credits, there were varying opportunities for me. I chose to teach, which meant I had to take--and pass--the required education classes. However, as an educator, I need to know how to reach various learners and recognize their learning styles or else they won't be successful in my classroom. I could have a Master's in English, but I'm a teacher first and my subject is English.
When I explored post-secondary options, graduate school, I wanted a program that would help me become a better teacher. See, teaching isn't simply about content; it's about the whole student. The whole student includes:what is happening at home; what is happening at school; how the student learns best; what struggles the student has; and the inner conflicts of each student. A Master's in English helps me know more material, but it doesn't help me know my students. My graduate program through Regis University helped me learn about brain development, learners and their learning styles, and how to improve my classroom to work better with more students. That's, in my mind, true achievement.
No graduate program is easy, including the one at Regis, and my summers, school nights, and weekends were devoted to this program, which paid off when I earned a 4.0 at its end. That's right; straight As. Since my employer does not pay for Master's degrees, I spent the next 10 years paying off my loan. Was the entire experience worth it? Definitely. My teaching ability changed for the better, and with the skills I learned at Regis, it continues to evolve. I am considered "highly effective" and my students have tremendous academic success in college.
So now this degree isn't 'worth it'? I'm curious as to how a Master's in English would have made a difference in my job--teaching. A struggling student does not care about master's degrees; a struggling student wants a teacher who can reach her and help her learn. Students are not 'products;' they are human beings, and we need to know how to help them. This fallacious thinking from our Board president and superintendent (who has a Master's in education!) harms students more than helps them. Teachers take classes in their contents; I've regularly taken classes to help me know more content for my subject matter. I know a great deal about literature and writing. but my Master's in Education makes me a better teacher.
I find it a slap in my face that I'm not considered 'worthy' of compensatory pay based on my level of education. But I also believe this is yet another way our district "leaders" are trying to make experienced and well-educated teachers like myself leave the district. I was once a novice teacher, but I had master teachers help me grow into my profession. My Master of Arts Education: Learning and Teaching from Regis University furthered developed my abilities. What happens when only novice teachers are in the classroom? What happens when, after five years, these same teachers reach the 'top' of their salary scale? Will most leave? Definitely. What happens to our children when there are no experienced teachers working with them?
Do those in power and making these decisions care about our children? Our future?
I am an educator, and my job is to educate. Yes, I teach English, and when I graduated with my Bachelor's degree in English, and 67 English credits, there were varying opportunities for me. I chose to teach, which meant I had to take--and pass--the required education classes. However, as an educator, I need to know how to reach various learners and recognize their learning styles or else they won't be successful in my classroom. I could have a Master's in English, but I'm a teacher first and my subject is English.
When I explored post-secondary options, graduate school, I wanted a program that would help me become a better teacher. See, teaching isn't simply about content; it's about the whole student. The whole student includes:what is happening at home; what is happening at school; how the student learns best; what struggles the student has; and the inner conflicts of each student. A Master's in English helps me know more material, but it doesn't help me know my students. My graduate program through Regis University helped me learn about brain development, learners and their learning styles, and how to improve my classroom to work better with more students. That's, in my mind, true achievement.
No graduate program is easy, including the one at Regis, and my summers, school nights, and weekends were devoted to this program, which paid off when I earned a 4.0 at its end. That's right; straight As. Since my employer does not pay for Master's degrees, I spent the next 10 years paying off my loan. Was the entire experience worth it? Definitely. My teaching ability changed for the better, and with the skills I learned at Regis, it continues to evolve. I am considered "highly effective" and my students have tremendous academic success in college.
So now this degree isn't 'worth it'? I'm curious as to how a Master's in English would have made a difference in my job--teaching. A struggling student does not care about master's degrees; a struggling student wants a teacher who can reach her and help her learn. Students are not 'products;' they are human beings, and we need to know how to help them. This fallacious thinking from our Board president and superintendent (who has a Master's in education!) harms students more than helps them. Teachers take classes in their contents; I've regularly taken classes to help me know more content for my subject matter. I know a great deal about literature and writing. but my Master's in Education makes me a better teacher.
I find it a slap in my face that I'm not considered 'worthy' of compensatory pay based on my level of education. But I also believe this is yet another way our district "leaders" are trying to make experienced and well-educated teachers like myself leave the district. I was once a novice teacher, but I had master teachers help me grow into my profession. My Master of Arts Education: Learning and Teaching from Regis University furthered developed my abilities. What happens when only novice teachers are in the classroom? What happens when, after five years, these same teachers reach the 'top' of their salary scale? Will most leave? Definitely. What happens to our children when there are no experienced teachers working with them?
Do those in power and making these decisions care about our children? Our future?
Thursday, March 12, 2015
Teachermusings: No Union? No CBA? What is the worst that can happe...
Teachermusings: No Union? No CBA? What is the worst that can happe...: My first, full-time teaching job was at a middle school in Amarillo, Texas. I taught eighth grade honors English and creative publications-t...
No Union? No CBA? What is the worst that can happen?
My first, full-time teaching job was at a middle school in Amarillo, Texas. I taught eighth grade honors English and creative publications-the yearbook and newspaper class. I was fresh out of college and sure I could bond with every student and make my life in Texas. After two years, I was finished. I couldn't take the parents' harassment or the students' harassment. I was reported to the principal 12 times during my second year, and one of those times, other teachers reported student threats against me--and I was the one who was yelled at by parents.
When I came back to Colorado, I was still certain I wanted to be a teacher, but this time, I wanted high school only. I felt lucky when I landed a job at a prestigious and private high school, teaching 11th and 12th grades. It was an incredibly tough job; the department head threw away all teaching manuals, so I had to research (in the days before wide-access to computers and Google) each text I was teaching; we were required to assign a 2-3 page paper every week and have it graded quickly; we were to teach 20 words of vocabulary every two weeks; and finally, we were to teach grammar each day, including diagramming. Additionally, we were required to attend after school events and sponsor something. Plus we were expected to volunteer at school functions. I spent one fall volunteering at football games, taking tickets. Finally, the school decided to raise funds for construction by selling bricks, and we teachers were required to donate 100.00 for a brick per teacher. I made $19,000.00 a year.
I worked six to seven days a week, three to four hours per night. I couldn't afford to live on my own, pay bills, and buy groceries each week, so I learned to buy pastas, limit my driving, and live in the cheapest, most rundown apartment I could find. As for the brick, I had to ask my parents for the money because I couldn't afford it. But I was willing to do this because I knew I was teaching in a prestigious, private high school. Granted, I was barely living above the poverty line, and my grandmother would slip me $20 each week, which went for gas, but I was resolved to make this school work. Yes, I had to work summers to make ends meet because $19,000 wasn't enough to support myself.
The school also had a policy that we were not 'vested' in our retirement accounts until we had attained five years employment with school, but we were required to deposit a portion of our paycheck each month into "our" retirement account. During my first year, the scheduler 'forgot' to assign me a lunch period, but I was told I could use my planning period to eat lunch. However, there were no substitutes for this prestigious, private high school, so we teachers were asked to give up our planning periods to substitute-for no additional pay-for those teachers who were absent. Because I was one of the only people off during sixth period, I often subbed for absent teachers. But wait! I didn't get a lunch because they forgot to assign one. So I often ate after school.
During my first year, my seniors hazed me. They were rude, belligerent, made fun of me, refused to do their work, and blamed me for losing their assignments. They made rude noises in class and then denied doing so. It didn't help that I was a 'traveling' teacher-I had no classroom, so I had to use other teachers' classrooms. I also had colleagues who wouldn't leave their classrooms and let me teach; instead, they watched me, critiqued me in front of classes, corrected me in front of classes, and even when they were wrong, they would not admit to being wrong to my classes. I thought my second year would be better, but we lost a student in a tragic accident, and the school completely mishandled the situation, causing all of us more grief than necessary. I anticipated my third year as my best year yet, but even with that, I was sorely mistaken.
After Christmas vacation during my third year, I was approached by a student who asked me to change a grade. He insisted his college of choice changed admission requirements on him, and that my class was preventing him from attending that school. He offered to do an extra research paper assignment for me, but I told him no. I felt he had fairly earned his high B, and I wasn't going to allow him to do any further work for the previous semester. The next day, my voicemail was filled with long, obscenity-filled messages from his mother because of my refusal. Within the week, the head of our school board was in my room, threatening me with my job if I didn't change the student's grade. I refused him as well. By the end of the first three weeks of school, at age 27, I had high blood pressure, which I have today, and which could cause kidney failure as I age.
This student and his friend began to harass me. I went to the principal to ask for help, and he shut his office door in my face. The harassment continued; they were disruptive in class; they ditched and accused me of falsely marking them absent; they threw a rock through my classroom window, narrowly missing a student with the rock and sending glass fragments all over my room. My colleagues refused to speak to me; in fact, I was no longer allowed to sit at the faculty table during lunch. Eventually, I stopped eating in the lunchroom. I went home in tears each night. When I resigned at the end of the school year, the principal screamed obscenities at me over the phone and called me ungrateful. Then he hung up on me.
When I moved to public school, I knew I would get a raise; in fact, I had a 6500.00 raise in my first year. I knew what each teacher's salary was because we had steps and levels; there was no secrecy like at my previous school where an unqualified male teacher, one who didn't hold a teaching license, made more money that I did. I had good benefits. I had a union that protected me from harassment like I'd experienced at my previous school. I had decent hours, reasonable and doable expectations, and teachers' manuals! I had the necessities to do my job well. I had incentive to further my education because my pay would increase. And finally, when I left my prestigious high school, I forfeited all my retirement money, money I had earned, because I wasn't vested. I lost three years of retirement pay. Now I have PERA and a plan for retirement.
Teaching is an endangered career. We have corporations trying to take over, put us on pay 'bands,' reduce our benefits, and politicians bent on eliminating our retirement plan. Our master's degrees are considered 'useless,' and we are disrespected by our district and our board of education. We are losing our protections, and I fear, we are turning into private schools. Working in a private school taught me about the need for a Collective Bargaining Agreement and union protection. I would never return to working in a private school again. Without a union, without a Collective Bargaining Agreement, school districts and school boards can do whatever they want to teachers. And this is why, 23 years after walking into my first full-time position, I willing to do what I need to do so I never again have to teach in such conditions as my prestigious, private high school. Private schools may have changed over the past 20 years, but one fact remains: without a union, without support and protection, schools can require whatever they want from their teachers. Teachers have no protections in schools without CBAs, in schools without unions.
At this point in my career, I will fight to win against the corporate takeover of my school district.
I worked six to seven days a week, three to four hours per night. I couldn't afford to live on my own, pay bills, and buy groceries each week, so I learned to buy pastas, limit my driving, and live in the cheapest, most rundown apartment I could find. As for the brick, I had to ask my parents for the money because I couldn't afford it. But I was willing to do this because I knew I was teaching in a prestigious, private high school. Granted, I was barely living above the poverty line, and my grandmother would slip me $20 each week, which went for gas, but I was resolved to make this school work. Yes, I had to work summers to make ends meet because $19,000 wasn't enough to support myself.
The school also had a policy that we were not 'vested' in our retirement accounts until we had attained five years employment with school, but we were required to deposit a portion of our paycheck each month into "our" retirement account. During my first year, the scheduler 'forgot' to assign me a lunch period, but I was told I could use my planning period to eat lunch. However, there were no substitutes for this prestigious, private high school, so we teachers were asked to give up our planning periods to substitute-for no additional pay-for those teachers who were absent. Because I was one of the only people off during sixth period, I often subbed for absent teachers. But wait! I didn't get a lunch because they forgot to assign one. So I often ate after school.
During my first year, my seniors hazed me. They were rude, belligerent, made fun of me, refused to do their work, and blamed me for losing their assignments. They made rude noises in class and then denied doing so. It didn't help that I was a 'traveling' teacher-I had no classroom, so I had to use other teachers' classrooms. I also had colleagues who wouldn't leave their classrooms and let me teach; instead, they watched me, critiqued me in front of classes, corrected me in front of classes, and even when they were wrong, they would not admit to being wrong to my classes. I thought my second year would be better, but we lost a student in a tragic accident, and the school completely mishandled the situation, causing all of us more grief than necessary. I anticipated my third year as my best year yet, but even with that, I was sorely mistaken.
After Christmas vacation during my third year, I was approached by a student who asked me to change a grade. He insisted his college of choice changed admission requirements on him, and that my class was preventing him from attending that school. He offered to do an extra research paper assignment for me, but I told him no. I felt he had fairly earned his high B, and I wasn't going to allow him to do any further work for the previous semester. The next day, my voicemail was filled with long, obscenity-filled messages from his mother because of my refusal. Within the week, the head of our school board was in my room, threatening me with my job if I didn't change the student's grade. I refused him as well. By the end of the first three weeks of school, at age 27, I had high blood pressure, which I have today, and which could cause kidney failure as I age.
This student and his friend began to harass me. I went to the principal to ask for help, and he shut his office door in my face. The harassment continued; they were disruptive in class; they ditched and accused me of falsely marking them absent; they threw a rock through my classroom window, narrowly missing a student with the rock and sending glass fragments all over my room. My colleagues refused to speak to me; in fact, I was no longer allowed to sit at the faculty table during lunch. Eventually, I stopped eating in the lunchroom. I went home in tears each night. When I resigned at the end of the school year, the principal screamed obscenities at me over the phone and called me ungrateful. Then he hung up on me.
When I moved to public school, I knew I would get a raise; in fact, I had a 6500.00 raise in my first year. I knew what each teacher's salary was because we had steps and levels; there was no secrecy like at my previous school where an unqualified male teacher, one who didn't hold a teaching license, made more money that I did. I had good benefits. I had a union that protected me from harassment like I'd experienced at my previous school. I had decent hours, reasonable and doable expectations, and teachers' manuals! I had the necessities to do my job well. I had incentive to further my education because my pay would increase. And finally, when I left my prestigious high school, I forfeited all my retirement money, money I had earned, because I wasn't vested. I lost three years of retirement pay. Now I have PERA and a plan for retirement.
Teaching is an endangered career. We have corporations trying to take over, put us on pay 'bands,' reduce our benefits, and politicians bent on eliminating our retirement plan. Our master's degrees are considered 'useless,' and we are disrespected by our district and our board of education. We are losing our protections, and I fear, we are turning into private schools. Working in a private school taught me about the need for a Collective Bargaining Agreement and union protection. I would never return to working in a private school again. Without a union, without a Collective Bargaining Agreement, school districts and school boards can do whatever they want to teachers. And this is why, 23 years after walking into my first full-time position, I willing to do what I need to do so I never again have to teach in such conditions as my prestigious, private high school. Private schools may have changed over the past 20 years, but one fact remains: without a union, without support and protection, schools can require whatever they want from their teachers. Teachers have no protections in schools without CBAs, in schools without unions.
At this point in my career, I will fight to win against the corporate takeover of my school district.
Sunday, March 8, 2015
Powder Keg
Being a teacher in the US right now is like being in the middle of a powder keg, awaiting its explosion. Why? Because there are groups of people, average citizens to politicians, trying to destroy public education as we know it. What puzzles me is why.
Teaching is a profession requiring years of education and post graduate education. Moreover, teachers are expected to stay current with educational trends, integrate technology into their classrooms, and focus on 21st century skills our students will eventually need. No one has adequately identified these 21st century skills for me, but as a teacher, I'm supposed to KNOW.
On one side of this powder keg issue are administrators, building and district level. The pressure is on them to produce results at their individual schools and in their districts. Pressure comes from communities, boards of education, and the state and federal governments. I cannot imagine the level of stress our administrators cope with daily. Because of federally mandated testing, I'm sure their frustration levels are running high. Our principals are 'at-will' employees, meaning, regardless of their education and abilities, they can be fired at any time. They have no protection from lawsuits or from our school district. Because of the pressure they are under, they must pass that pressure onto us. I understand that. But just as this type of stress is hurting them-as effective leaders-it also strains the professional working relationship we should have, making it difficult for teachers to want to go to school.
On the other side of the powder keg is those trying to destroy public education. I'm not paranoid; I've been reading and researching public education 'reform,' and I honestly believe the root of the problem lies within political groups (both Democratic and Republican) destroying a foundational element of our country: public education. It appears in groups with harmless sounding names such as Bloomberg, Independence Institute, Leadership Program, Great Schools, APlus... Politicians bandy about buzz words like: "21st century skills," "data-based,""school-choice," "charter," and "student engagement." They talk about how teachers are failing our students, how schools are failing. Chances are good most of the reformers haven't stepped foot in a public school in years, if ever. Reformers want to eliminate collective bargaining between teachers and their districts and issue 'contracts' that will allow school boards to choose any type of payroll scheme. Remember, teaching is a profession and requires years of education. A veteran teacher, like myself, with a master's degree can make as little as $38,000 a year, depending on his contract.
Because a powder keg is round, there is of course another issue: compensation. Americans value their children, but they simply don't want to pay for them. For example, daycare costs are astronomical. Yet daycare employees make a pittance for all the work they do. Teachers are paid a nominal salary and yet are made to feel guilty for wanting more--enough to make a decent living and pay all their bills. Again, teaching is a profession, requiring a great deal of education. Moreover, those who work with children-from newborns through high school-emotionally invest in their students. They become second parents, or in some cases, parents to those children with whom they work. Teachers spend money on their 'kids,' making sure they have food, Kleenex, school supplies, clothes so those kids can be successful. Yet, when teachers ask for more pay, they are vilified for this request. However, an actor wants a million dollars an episode for their sitcom, no one bats an eye.
One last thought about our powder keg; run all the veteran teachers off, bring in inexperienced teachers with little training (Teach for America?), and what will happen? How will our schools turn around and be able to compete on a global scale? I'm certainly not the teacher I was when I first walked into a classroom. I'm better. I'm exemplary. I think I can reach more students because I have grown and matured. I've practiced. When, not if, our little educational powder keg explodes, what will come? Will we move to private education? Who will educate everyone? What are the consequences of destroying our public schools?
Teaching is a profession requiring years of education and post graduate education. Moreover, teachers are expected to stay current with educational trends, integrate technology into their classrooms, and focus on 21st century skills our students will eventually need. No one has adequately identified these 21st century skills for me, but as a teacher, I'm supposed to KNOW.
On one side of this powder keg issue are administrators, building and district level. The pressure is on them to produce results at their individual schools and in their districts. Pressure comes from communities, boards of education, and the state and federal governments. I cannot imagine the level of stress our administrators cope with daily. Because of federally mandated testing, I'm sure their frustration levels are running high. Our principals are 'at-will' employees, meaning, regardless of their education and abilities, they can be fired at any time. They have no protection from lawsuits or from our school district. Because of the pressure they are under, they must pass that pressure onto us. I understand that. But just as this type of stress is hurting them-as effective leaders-it also strains the professional working relationship we should have, making it difficult for teachers to want to go to school.
On the other side of the powder keg is those trying to destroy public education. I'm not paranoid; I've been reading and researching public education 'reform,' and I honestly believe the root of the problem lies within political groups (both Democratic and Republican) destroying a foundational element of our country: public education. It appears in groups with harmless sounding names such as Bloomberg, Independence Institute, Leadership Program, Great Schools, APlus... Politicians bandy about buzz words like: "21st century skills," "data-based,""school-choice," "charter," and "student engagement." They talk about how teachers are failing our students, how schools are failing. Chances are good most of the reformers haven't stepped foot in a public school in years, if ever. Reformers want to eliminate collective bargaining between teachers and their districts and issue 'contracts' that will allow school boards to choose any type of payroll scheme. Remember, teaching is a profession and requires years of education. A veteran teacher, like myself, with a master's degree can make as little as $38,000 a year, depending on his contract.
Because a powder keg is round, there is of course another issue: compensation. Americans value their children, but they simply don't want to pay for them. For example, daycare costs are astronomical. Yet daycare employees make a pittance for all the work they do. Teachers are paid a nominal salary and yet are made to feel guilty for wanting more--enough to make a decent living and pay all their bills. Again, teaching is a profession, requiring a great deal of education. Moreover, those who work with children-from newborns through high school-emotionally invest in their students. They become second parents, or in some cases, parents to those children with whom they work. Teachers spend money on their 'kids,' making sure they have food, Kleenex, school supplies, clothes so those kids can be successful. Yet, when teachers ask for more pay, they are vilified for this request. However, an actor wants a million dollars an episode for their sitcom, no one bats an eye.
One last thought about our powder keg; run all the veteran teachers off, bring in inexperienced teachers with little training (Teach for America?), and what will happen? How will our schools turn around and be able to compete on a global scale? I'm certainly not the teacher I was when I first walked into a classroom. I'm better. I'm exemplary. I think I can reach more students because I have grown and matured. I've practiced. When, not if, our little educational powder keg explodes, what will come? Will we move to private education? Who will educate everyone? What are the consequences of destroying our public schools?
Wednesday, October 22, 2014
Fallacies of Standardized Testing
The first round of standardized testing season is almost upon us, which I know because our lead SAC (school assessment coordinator) has made her rounds to let seniors know what they're going to be taking this year. I feel sorry for her; although she was an English teacher by training, and she's a darned good administrator, she has the stress-filled job of mining data and understand state assessments. Here, in my humble opinion, are the fallacies of standardized testing:
1. Our schools are failing. Standardized testing shows what students can and cannot do.
Let me say right now, I don't think ALL public schools are failing. Are there some? Sure. But standardized testing does not help those schools, except by identifying their struggles. Poverty? English language learners? Large class sizes? Lack of parent involvement? Violence? Societal ills? Sure, those contribute to failing schools, but the greater issue is societal. A standardized test doesn't measure whether a child had breakfast or not before coming to school. Nor does it measure an argument with a parent, a night sleeping at a relative's house, or an inability to complete homework. Our schools are merely reflective of a larger picture, society, and that is failing.
2. Everyone will read and write at grade level by _____(fill in the year). Not everyone is doing this in our schools. Why? Well, it's not because teachers are lazy and aren't doing their jobs. How about the student who arrives at a school, unable to read, speak or write in English, and then is expected to perform at grade level? How about a student who comes to first grade and doesn't know numbers, letters, colors, or have other basic skills? What about primary classrooms that are so full, a teacher cannot reach each student and provide individualization?
3. Comparing one year's test scores to the next year's test scores. Interesting tactic. Let's see, one year I have a class that thinks, speaks, writes at or above grade level, and the next year, I have a group of students barely able to concentrate work. It makes no sense to compare one year to another. It makes greater sense to follow those students from year to year to see how they improve or why they don't. However, our current system of standardized testing does not allow us to truly track those kids. Sure, we have programs like SOARS, a program that keeps the data in one place for our perusal, but when we sit in our meetings and discuss our performance as a school, no one is focusing on the individual student; instead, the focus is on one year to the next. To wit: last year our juniors performed extraordinarily well on the ACT. This year, the district has set our performance goal at or above our score from last year. Never mind we aren't working with the same group of students.
4. Standardized tests provide data for college readiness. No they don't, here's why: many of our students refuse to comply with the standardized test in front of them. I've watched them finish a test that's supposed to take sixty minutes in 15 minutes. I've seen answer sheets where students took a tremendous amount of time and effort to bubble a pattern of obscenities. Even the ACT in Colorado is required by the test, therefore our ACT scores are usually lower than the national average. Not every student wants to go to college nor should go to college. Plus, unless college has changed since I was an undergrad and a graduate student, not many colleges ask me to bubble my answer. Few standardized tests require critical thinking. Fewer standardized test require difficult reading material or complex writing skills. If I recall, those were the skills I needed in college, not how to bubble an oval/square/rectangle accurately.
5. Releasing tests to teachers will result in more teaching to the test. Well, duh. If our jobs are on the line, and we are expected to produce amazing results within our maelstrom of humanity, then we will use those tests as guides for our curriculum. I teach Advanced Placement and International Baccalaureate classes, and we have assessments at the end of our courses. However, those groups actually and shockingly release tests to teachers. Do I teach to a test? Sort of. I have an idea of the test's structure, but I have the freedom to chose how to approach a variety of material and skills to prepare my students for those tests. I don't spend exorbitant time strictly prepping for a test; instead, we write, discuss, and work on critical thinking and analysis.
6. Putting standardized test scores on student transcripts will encourage them to try harder. This makes me laugh. Most high school students know which tests are necessary for college admission and which are not. They will try only on those that are important to them. The PARCC test is not important to them, nor is it important to colleges and universities. It is only important to the Department of Education and school districts.
Here are some realities about standardized testing:
Since we began standardized testing, I've noticed those held accountable for scores are teachers. Students grow stressed as pressure is placed on them by teachers and administrators to do well on these. Our jobs are tied to student performance, and for many teachers, so is our pay.Students are not held accountable for doing poorly; they are passed from one grade to another, and the only ones who are lectured, demeaned, told they aren't working hard enough are teachers. Administrators' pay is also tied to how students perform on these tests. No growth, no bonus, at least in my district. I hear parents and community leaders gripe about how young people don't know how to problem solve, write, think for themselves. And while I'm not silly enough to believe standardized testing is solely responsible for these problems, I do believe it is part of the problem. Standardized testing is expensive and cuts time from classrooms. How many billions of dollars have been wasted with state testing? How many billions of dollars could have been spent elsewhere rather than on tests?
Most concernedly, there is talk about tying graduation to student performance on standardized tests. I am concerned about drop out rates. If a student can pass classes but doesn't test well, how fair is it to refuse graduation? Will dropping out become preferable to trying to pass a state assessment?
We Americans have fooled ourselves for the past 14 years of No Child Left Behind and standardized testing. Our students aren't better; they are simply better test takers.
1. Our schools are failing. Standardized testing shows what students can and cannot do.
Let me say right now, I don't think ALL public schools are failing. Are there some? Sure. But standardized testing does not help those schools, except by identifying their struggles. Poverty? English language learners? Large class sizes? Lack of parent involvement? Violence? Societal ills? Sure, those contribute to failing schools, but the greater issue is societal. A standardized test doesn't measure whether a child had breakfast or not before coming to school. Nor does it measure an argument with a parent, a night sleeping at a relative's house, or an inability to complete homework. Our schools are merely reflective of a larger picture, society, and that is failing.
2. Everyone will read and write at grade level by _____(fill in the year). Not everyone is doing this in our schools. Why? Well, it's not because teachers are lazy and aren't doing their jobs. How about the student who arrives at a school, unable to read, speak or write in English, and then is expected to perform at grade level? How about a student who comes to first grade and doesn't know numbers, letters, colors, or have other basic skills? What about primary classrooms that are so full, a teacher cannot reach each student and provide individualization?
3. Comparing one year's test scores to the next year's test scores. Interesting tactic. Let's see, one year I have a class that thinks, speaks, writes at or above grade level, and the next year, I have a group of students barely able to concentrate work. It makes no sense to compare one year to another. It makes greater sense to follow those students from year to year to see how they improve or why they don't. However, our current system of standardized testing does not allow us to truly track those kids. Sure, we have programs like SOARS, a program that keeps the data in one place for our perusal, but when we sit in our meetings and discuss our performance as a school, no one is focusing on the individual student; instead, the focus is on one year to the next. To wit: last year our juniors performed extraordinarily well on the ACT. This year, the district has set our performance goal at or above our score from last year. Never mind we aren't working with the same group of students.
4. Standardized tests provide data for college readiness. No they don't, here's why: many of our students refuse to comply with the standardized test in front of them. I've watched them finish a test that's supposed to take sixty minutes in 15 minutes. I've seen answer sheets where students took a tremendous amount of time and effort to bubble a pattern of obscenities. Even the ACT in Colorado is required by the test, therefore our ACT scores are usually lower than the national average. Not every student wants to go to college nor should go to college. Plus, unless college has changed since I was an undergrad and a graduate student, not many colleges ask me to bubble my answer. Few standardized tests require critical thinking. Fewer standardized test require difficult reading material or complex writing skills. If I recall, those were the skills I needed in college, not how to bubble an oval/square/rectangle accurately.
5. Releasing tests to teachers will result in more teaching to the test. Well, duh. If our jobs are on the line, and we are expected to produce amazing results within our maelstrom of humanity, then we will use those tests as guides for our curriculum. I teach Advanced Placement and International Baccalaureate classes, and we have assessments at the end of our courses. However, those groups actually and shockingly release tests to teachers. Do I teach to a test? Sort of. I have an idea of the test's structure, but I have the freedom to chose how to approach a variety of material and skills to prepare my students for those tests. I don't spend exorbitant time strictly prepping for a test; instead, we write, discuss, and work on critical thinking and analysis.
6. Putting standardized test scores on student transcripts will encourage them to try harder. This makes me laugh. Most high school students know which tests are necessary for college admission and which are not. They will try only on those that are important to them. The PARCC test is not important to them, nor is it important to colleges and universities. It is only important to the Department of Education and school districts.
Here are some realities about standardized testing:
Since we began standardized testing, I've noticed those held accountable for scores are teachers. Students grow stressed as pressure is placed on them by teachers and administrators to do well on these. Our jobs are tied to student performance, and for many teachers, so is our pay.Students are not held accountable for doing poorly; they are passed from one grade to another, and the only ones who are lectured, demeaned, told they aren't working hard enough are teachers. Administrators' pay is also tied to how students perform on these tests. No growth, no bonus, at least in my district. I hear parents and community leaders gripe about how young people don't know how to problem solve, write, think for themselves. And while I'm not silly enough to believe standardized testing is solely responsible for these problems, I do believe it is part of the problem. Standardized testing is expensive and cuts time from classrooms. How many billions of dollars have been wasted with state testing? How many billions of dollars could have been spent elsewhere rather than on tests?
Most concernedly, there is talk about tying graduation to student performance on standardized tests. I am concerned about drop out rates. If a student can pass classes but doesn't test well, how fair is it to refuse graduation? Will dropping out become preferable to trying to pass a state assessment?
We Americans have fooled ourselves for the past 14 years of No Child Left Behind and standardized testing. Our students aren't better; they are simply better test takers.
Wednesday, October 15, 2014
Underestimating teens
I know a lot about teenagers. They are often self-centered, but that's because of their brain's development. They want to be treated as adults unless they feel unfairly treated, and then they prefer their parents intervene. They want good grades but don't want to work too hard. Their social lives rule them. However, they truly hate when an adult bullshits them.
One of the saddest parts of this entire school board debacle is to see students, people who feel invincible, struggle to convey their message to the board. Instead of getting attention, they are dismissed, called "pawns," and told they don't understand what is going on. No one likes being treated with condescension, but it is particularly difficult for teens. As the board continues to treat them dismissively, our teens are increasingly riled by this behavior.
Today, for example, the board president visited our school to answer student questions. However when my students came to class, they were more frustrated than before the meeting. Out of all students who attended this meeting, only four questions were asked, and they felt as though their questions were not answered. One student was irate by the seemingly inattentiveness of the board president, while others were unhappy with the circuitous and meaningless answers both board members gave them. Why bother to attend these meetings if the true idea is the importance of our 'pawns.' Adults who don't work with teens seemingly don't understand they hate bullshit. Those same adults underestimate teens' capacity to grasp complex problems and critically think about them. However, if our district continues to move toward limiting subject matter and testing more, soon no one will have to worry about grasping complex problems or thinking critically.
Our board president stated that he doesn't think teens are tested enough, and he advocates MORE standardized testing rather than less. This is the problem with politics in education; more testing does nothing for students and though politicians of his ilk seem to believe teachers will magically have more time for teaching with more standardized tests, any educator knows this isn't true.
The sheer stupidity and condescension exhibited by our board of education and our superintendent make me angry. Even more, our students are angry, and they too pay taxes. Soon, they too will be able to vote. And with any luck, they will research backgrounds of politicians and understand the ramifications of amendments and bills, and be smart voters.
One of the saddest parts of this entire school board debacle is to see students, people who feel invincible, struggle to convey their message to the board. Instead of getting attention, they are dismissed, called "pawns," and told they don't understand what is going on. No one likes being treated with condescension, but it is particularly difficult for teens. As the board continues to treat them dismissively, our teens are increasingly riled by this behavior.
Today, for example, the board president visited our school to answer student questions. However when my students came to class, they were more frustrated than before the meeting. Out of all students who attended this meeting, only four questions were asked, and they felt as though their questions were not answered. One student was irate by the seemingly inattentiveness of the board president, while others were unhappy with the circuitous and meaningless answers both board members gave them. Why bother to attend these meetings if the true idea is the importance of our 'pawns.' Adults who don't work with teens seemingly don't understand they hate bullshit. Those same adults underestimate teens' capacity to grasp complex problems and critically think about them. However, if our district continues to move toward limiting subject matter and testing more, soon no one will have to worry about grasping complex problems or thinking critically.
Our board president stated that he doesn't think teens are tested enough, and he advocates MORE standardized testing rather than less. This is the problem with politics in education; more testing does nothing for students and though politicians of his ilk seem to believe teachers will magically have more time for teaching with more standardized tests, any educator knows this isn't true.
The sheer stupidity and condescension exhibited by our board of education and our superintendent make me angry. Even more, our students are angry, and they too pay taxes. Soon, they too will be able to vote. And with any luck, they will research backgrounds of politicians and understand the ramifications of amendments and bills, and be smart voters.
Thursday, September 25, 2014
Teachermusings: The Power of Student Voices
Teachermusings: The Power of Student Voices: I know there are plenty of critics regarding our district's student protests, but I, for one, am in awe of what they have accomplished i...
The Power of Student Voices
I know there are plenty of critics regarding our district's student protests, but I, for one, am in awe of what they have accomplished in such a short time. We teachers have tried to bring attention to the duplicity of our school board, but we have often been discounted as 'alarmists' or 'union thugs.' Accusations hurtle through the internet and other media, calling us 'greedy' or stating that we are afraid to be held 'accountable.'
But for the past week, the sheer numbers of students who have decided to inform themselves of board actions and take their own action has overwhelmed me. Plenty of critics have suggested students are 'teacher pawns,' that we are putting them up to their protests. And sure, some of the kids walking out just want to take time off from school. But I have students who have repeatedly written to the board about some of its action who have never been acknowledged. I have students whose parents teach in my district who are well-informed about what is happening. I have students who have the ability to read, think critically, and comprehend the reprehensible and duplicitous actions of our board of education. Those are the students who motivate me and remind me why I'm in education.
I am proud of our students. I am proud to be a teacher.
But for the past week, the sheer numbers of students who have decided to inform themselves of board actions and take their own action has overwhelmed me. Plenty of critics have suggested students are 'teacher pawns,' that we are putting them up to their protests. And sure, some of the kids walking out just want to take time off from school. But I have students who have repeatedly written to the board about some of its action who have never been acknowledged. I have students whose parents teach in my district who are well-informed about what is happening. I have students who have the ability to read, think critically, and comprehend the reprehensible and duplicitous actions of our board of education. Those are the students who motivate me and remind me why I'm in education.
I am proud of our students. I am proud to be a teacher.
Monday, September 22, 2014
Teachermusings: Of course it's about the money!
Teachermusings: Of course it's about the money!: Denver news anchor: on average $100,000 a year. Well-known Denver meteorologist: $400,000 a year. Well-known Denver news anchors: $500,00...
Of course it's about the money!
Denver news anchor: on average $100,000 a year.
Well-known Denver meteorologist: $400,000 a year.
Well-known Denver news anchors: $500,000-$700,000 a year.
Denver Bronco's coach: $3.5 million a year plus a one million dollar bonus for winning Super Bowl.
Well-known Colorado Rockies player: $45 million to $118 million from 2008-2020.
Peyton Manning: $96 million over five years.
Governor of Colorado: $90,000 a year.
Superintendent of largest Colorado school district: $220,000 a year plus $60,000 in bonus money and retirement benefits.
Jeffco high school principals: $91,182 to 126,768 a year.
Jeffco Sheriffs: $69,000 (average) a year.
Average teacher salary (with 10 years teaching experience and a B.A. plus 20): $50,000 a year.
Granted, no teachers can throw like the Bronco's quarterback, or field like the Rockies player. We don't make between $100,000 to $700,000 a year sitting at an anchor desk. But to see the average teacher salary in Jeffco at $50,000 is a travesty. It's not wonder younger teachers often take second jobs to make ends meet.
What bothers me most is the perception of a Jeffco teacher as "greedy" and "selfish" for wanting respect and decent pay. The current Board of Education is not interested in either respecting teachers nor paying them a living and sustainable wage. Instead, the Board majority is more interested in blaming teachers for 'not working with them' or in 'using students to further their cause.'
The Board majority neglects the facts: JCEA and the BoE negotiated a financial agreement in April, which the teachers ratified. The Board majority refused to honor the tentative agreement, which meant Union reps refused to negotiate further, asking instead for a mediator. The district and the union each paid half to a Factfinder to help solve this problem. When the Factfinder was finished, the results were no surprise: they found the evaluative process was unfair and needed to be revised before BoE could tie our pay to our evaluations. Additionally,Human Resources suggested not implementing a pay-for-performance plan, and the new superintendent also suggested not implementing their pay plan as it would potentially reduce morale and prevent teachers for applying to our district. Within minutes, the BoE called for a vote, and not surprisingly, it passed 3-2.
I am amazed that teachers are trusted with our most valuable people-children-and no one wants to pay us for what we do! Instead, we are 'selfish' and 'greedy' because we want to earn a living wage. Our job is as important as any listed above. We might not be entertaining, but we spend a great deal of time working with and for our students. We grade on weekends and after hours; we answer their emails nights and weekends; we stay after school and work with them. We counsel, advise, plan, and do the best work we can do.
And we aren't worth paying a decent wage for our level of education and experience?
We should be ashamed.
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