With the election of Barack Obama to the Whitehouse many in the education world have lept with curiosity into where the first girls will attend school once they move to DC. The most recent article sprouts up after Michelle Obama toured private schools in the area, but has yet to appear interested in any D.C. public schools. Without question there is a lot of debate about Chancellor Rhee and her strategies. One article today in the Washington Post caught my attention. D.C. School Reform: The Backlash.
The quote that caught my attention states: "But new questions are being asked about whether Rhee's reforms--closing underpopulated schools, fixing up decrepit buildings, sweeping out underperforming principals, and hiring legions of energetic, if inexperienced young teachers--are really making a difference in the classroom."
Seriously?
You're right--closing underpopulated schools could be a risk. The district may stop wasting money on old buildings that are not being used and the could provide more money for things like textbooks and technology advances. What was Rhee thinking?
Fixing decrepit buildings?! The children of DC are expected to behave and pay attention in class. They don't need buildings that have adequate heat, ventilation, or ceilings. I mean...you are most likely are paid to work everyday and you would never expect those things...would you?
Why would she ever consider getting rid of underperforming principals? I mean everyone knows that the success of a school is irrelevant to the leadership there, right?
I guess I just find it interesting that that public demands that schools provide a place for students to be safe, warm, taught social skills, develop as future citizens, and learn a wealth of knowledge, oh...and pass assessment tests. However, when someone tries to provide these things she is attacked for being a "bull in a China closet". Why should this process be slow and gentle? Don't the kids who are in school right now need these reforms? I don't see how any children are at risk or "experimented" on by being place in more adequate buildings and given certified teachers.
Thoughts?
Wednesday, November 12, 2008
Wednesday, October 29, 2008
According to our grade scale...we are failing...
I received an email today from the administration where I am a student-teacher. It reads "60% of true freshman received all passing grades on their report card. 40% received at least 1 E."
According to the grade scale in my class...a 60% is not a passing grade...our school is failing.
This is truly disheartening. Only 60% of freshmen passed each of their classes during the first marking period of their high school career. I can't help but wonder what the teachers of the freshmen class are thinking when they receive this kind of news. I would think it would be very disappointing/frustrating. Clearly, the grades these students received are a product of their past educational experiences and I wonder if this data will be provided to the junior high and elementary schools that serve our district.
The first comment I want to make about this data is that it further calls into question the use of tests as measures of school success and teacher ability. How can our high school as a whole and teachers be held accountable for their students' test scores when the students they receive are failing immediately upon arriving in high school? Clearly, these students are already behind the learning curve and their public education has already failed them. The easiest way I can make a mental picture of this is using an assembly line analogy. It seems as though much of the legislation right now is punishing the guy at the end of the assembly line for a table not having all four legs when an employee up the line never put the first three on. We need to find a way to form more cohesion and teamwork from kindergarten up to senior high. We can't wait until high school to try and catch these kids up.
Also, I think as a next generation teacher I need to be ready to stand at the edge of a cliff. In other words...I have to call for my job to be fire-able. I don't think that the next generation of teachers can afford to cling to tenure. Now don't get me wrong...I think that we need to stand together and have some protection, especially when it comes to the manner in which teachers are held accountable. For example, I don't think tenure should be based on years of teaching or standardized test scores. But I also think that those of us who teach need to be confident in our abilities and accept a work enviroment in which we can be fired at any moment for poor performance. For example, if you are a bad engineer you are fired, if you are a bad cook you're fired, why should bad teachers be unfire-able after tenure?
Instead, why can't teachers be evaluated in the manner of other work places? For example, the administartion (or other individual, such as our field instructors for example) visits a classroom, watches the teacher, then submits a report about the performance. I don't see how this is different from a sales person having their presentations evaluated or an engineer having their reports judged. Of course, this means that a school district would have to provide training for those who would be evaluating teachers and evaluations would have to occur more then once a year, but the system would be much less arbitrary then test scores or passing grades. How about categories such as timelyness in providing grade reports and attendence to parents and administration, where the kids engaged, do your lesson plans align with state standards, have you shown an ability to be innovative in your methods?. Categories like this seem to get more at what teaching is about...
If we judged on valid criterion instead of arbitrary test scores maybe we wouldn't have to worry about "old dinosaurs" and "dictators" being irremovable from classrooms because of tenure issues. I'll put my head on the chopping block...if I'm a bad teacher I shouldn't be allowed in a classroom...but if I'm a good teacher I'll have the confidence and ability to pass these evaluations with flying colors (if they are structured correctly)
According to the grade scale in my class...a 60% is not a passing grade...our school is failing.
This is truly disheartening. Only 60% of freshmen passed each of their classes during the first marking period of their high school career. I can't help but wonder what the teachers of the freshmen class are thinking when they receive this kind of news. I would think it would be very disappointing/frustrating. Clearly, the grades these students received are a product of their past educational experiences and I wonder if this data will be provided to the junior high and elementary schools that serve our district.
The first comment I want to make about this data is that it further calls into question the use of tests as measures of school success and teacher ability. How can our high school as a whole and teachers be held accountable for their students' test scores when the students they receive are failing immediately upon arriving in high school? Clearly, these students are already behind the learning curve and their public education has already failed them. The easiest way I can make a mental picture of this is using an assembly line analogy. It seems as though much of the legislation right now is punishing the guy at the end of the assembly line for a table not having all four legs when an employee up the line never put the first three on. We need to find a way to form more cohesion and teamwork from kindergarten up to senior high. We can't wait until high school to try and catch these kids up.
Also, I think as a next generation teacher I need to be ready to stand at the edge of a cliff. In other words...I have to call for my job to be fire-able. I don't think that the next generation of teachers can afford to cling to tenure. Now don't get me wrong...I think that we need to stand together and have some protection, especially when it comes to the manner in which teachers are held accountable. For example, I don't think tenure should be based on years of teaching or standardized test scores. But I also think that those of us who teach need to be confident in our abilities and accept a work enviroment in which we can be fired at any moment for poor performance. For example, if you are a bad engineer you are fired, if you are a bad cook you're fired, why should bad teachers be unfire-able after tenure?
Instead, why can't teachers be evaluated in the manner of other work places? For example, the administartion (or other individual, such as our field instructors for example) visits a classroom, watches the teacher, then submits a report about the performance. I don't see how this is different from a sales person having their presentations evaluated or an engineer having their reports judged. Of course, this means that a school district would have to provide training for those who would be evaluating teachers and evaluations would have to occur more then once a year, but the system would be much less arbitrary then test scores or passing grades. How about categories such as timelyness in providing grade reports and attendence to parents and administration, where the kids engaged, do your lesson plans align with state standards, have you shown an ability to be innovative in your methods?. Categories like this seem to get more at what teaching is about...
If we judged on valid criterion instead of arbitrary test scores maybe we wouldn't have to worry about "old dinosaurs" and "dictators" being irremovable from classrooms because of tenure issues. I'll put my head on the chopping block...if I'm a bad teacher I shouldn't be allowed in a classroom...but if I'm a good teacher I'll have the confidence and ability to pass these evaluations with flying colors (if they are structured correctly)
Friday, October 24, 2008
iTeach is born!
Hello! I'm a new teacher, but I'm also a twenty-something in love with clothes. I'm combining these two into a comprehensive blog with details of teaching philosophy, teaching technology, and sale items.
Currently, I'm student-teaching just outside of Detroit in Michigan. I'm enrolled in a 1-year accelerated Master's program in which I'm getting my teacher certification and MA in Education at the same time. It's a wild ride and I'll try to update this blog with the part that is all about career aspirations, job opportunities, and probably some college football news.
Why am I blogging if I'm not a teacher yet? Good question. The thing is that student-teaching is quite the perspective on teaching. I have wild-classroom management experiences, assignments that I hate involving taping my poor (they claim developing) teaching moments, and I have time to read things such as the NY Times, CNN, Newsweek, Time, and other teaching blogs. Therefore, I have plenty of opinions, young energy, and ambition to share with the world. So I blog!
The currently shopping focus: cell phone
The options on the table: the Blackberry, the soon to be Blackberry Storm, iPhone, or the free phone that comes with my plan...so practicality or fun? I feel that my cell phone may be serving as my reward for finishing school :0)
Until later...live life to the fullest!!
Currently, I'm student-teaching just outside of Detroit in Michigan. I'm enrolled in a 1-year accelerated Master's program in which I'm getting my teacher certification and MA in Education at the same time. It's a wild ride and I'll try to update this blog with the part that is all about career aspirations, job opportunities, and probably some college football news.
Why am I blogging if I'm not a teacher yet? Good question. The thing is that student-teaching is quite the perspective on teaching. I have wild-classroom management experiences, assignments that I hate involving taping my poor (they claim developing) teaching moments, and I have time to read things such as the NY Times, CNN, Newsweek, Time, and other teaching blogs. Therefore, I have plenty of opinions, young energy, and ambition to share with the world. So I blog!
The currently shopping focus: cell phone
The options on the table: the Blackberry, the soon to be Blackberry Storm, iPhone, or the free phone that comes with my plan...so practicality or fun? I feel that my cell phone may be serving as my reward for finishing school :0)
Until later...live life to the fullest!!
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