Conversations need to re-focus. . .

I had some data brought to my attention today.  Since I was not sure who had compiled the data, I decided to go to the one source that would be most accurate, the US Census.  This is the report I found.  I think we need to change the conversation in eduction to "what we can do" rather than "what we can't do."  It is a paradigm shift.  It changes how we approach our issues.

http://www.census.gov/prod/2012pubs/p20-566.pdf

I also think we should start talking about the success we have had over the last decade.  Is all this uproar (i.e. teacher effectiveness, test scores, accountability) about who can have the largest part of the money pie?  I have witnessed personally a lot of waste in finances.  With the advent of Bill Gates and Race To The Top, is the uproar over who gets the cash?  I have seen many people paid many dollars for "new" educational practices that are not all successful, and some that are just not practical.

Again, when are they going to ask the people who do the job what is best to help the students succeed?  Research for many years, and practical experience have given us the answer over and over again.  Smaller classes, more teachers.  Done.  Hmmm, that didn't cost much.

Effectiveness of teachers. . .

I have been involved in discussions on measuring teacher effectiveness.  I am still not convinced on the best way to measure the effectiveness of teachers.  There are a tremendous amount of variables, it would have to be an extensive amount of work.  Basing effectiveness on one facet such as test scores is not viable.  You will never get the whole picture from one measurement.

I just read an article, that yes, and yet again, my profession is compared to other professions. . . hmm.  Apples and oranges?  Although this article did make some valid points, the most major one is that of teamwork.

It is worth reading and thinking about.

http://www.huffingtonpost.com/hunter-gehlbach/teachers-should-be-evaluated_b_1643211.html

Ok, so someone else is aware!?!

I came across this article on Yahoo news.  Ms. Bloom has apparently written about the state of education and what we, as a society are saying to our young people.  The article is well worth reading. . . .

http://lisabloom.com/site/lisas-books/swagger-excerpt/

I think the second paragraph pretty much sums up how it really is . . . not just perception.

OH MY! Arousal sensors!!!!!!!

I just read an article about a sensor that is being tested in schools this fall.  The sensor is supposed to inform teachers about which students are engaged in the lesson.

http://www.baltimoresun.com/news/nation-world/sns-rt-us-usa-education-gatesbre85c018-20120612,0,3007501.story


EPIC FAIL! 

What are we doing to education?  How in the world can we get past all the gimmicks and just go back to teaching the students?  What kind of crazy train are we riding?  I don't know about you all out there, but it really makes good sense to me to try and ask the people doing the job what would truly help.

Jus' sayin'.

A word about teacher evaluations. . . .

An evaluation is a stressful and overwhelming process.  The teacher, in some cases, is required to maintain a professional portfolio to be referenced for the evaluation (this is on-going throughout the school year).  The evaluation of the teaching depends on the number of standards that the state has developed/required and the teacher needs to at least "meet expectations" on each of those standards (or a certain percentage of the standards). The lesson should include all parts that are relevant to that particular day or unit of instruction.  Copies of all materials will need to be on hand for the administrator to review and or file.  This collection of documents can be very detailed and can included pre-assessments, assessments, rubrics, activity sheets, project examples, plans for modifications and materials needed for those, transition activities, the physical lesson plans with standards and curriculum cross referenced on the document, documentation and plans for any differentiation and any materials which will be needed for those students who require that, data analysis of students' success or challenges, and any other documents as requested by the administrator.  All of this takes place prior to the observation.  The teacher is also required to complete a pre-observation form, including demographics and other pertinent information and submit to the administrators in advance of the observation.  The teacher is required to meet with the administrator and discuss the pre-observation form and the lesson that is to be observed. At this point, the administrator observes a lesson. After observing the lesson and reviewing the materials, the administrator scores the evaluation, meets with the teacher, and discusses all relevant points or issues.

I have not mentioned that in many cases, the lesson could possibly be derailed due to the students' success or lack of success in previous lessons, the observation time slot can be re-scheduled with little notice, you could be sick on the day of the observation, or any other situation that can arise at any time.  If this is the case you are probably going to have to start all over at "square one" on a new lesson.  Ergo, teacher frustration.  Teaching is not a process of "one day we do the first step and the next day we do the next step."  Lesson plans can not be written in "stone;" the plans will always be fluid if the teacher is doing his/her job right.  The fluidity is based on the students, it can be very unpredictable.  Some days you can predict, others you can not.

As a teacher, I have some issues with administrators who have or had not been in a classroom as a teacher for an extended period of time.  It is a very common practice for administrators to be placed in administrative positions with only 3 to 5 years classroom teaching experience.  As a veteran teacher, I can honestly say, that in a period of 3 to 5 years you will not have "seen it all."  I am still seeing and learning new things about education and students on a daily basis. As a veteran teacher, I have difficulty in taking advice from an administrator that has considerable less experience and in many cases less educational college/research experience than me.  These administrators rely on what they are told by others, read, or attend seminars and conferences on “what good teaching looks like.”  Weak administrators do not have the hands-on experience to actually know what good teaching does look like.  

I have had the opportunity to observe many teachers. I have seen some very good lessons.  I have seen some mediocre lessons. I have seen some elaborate “dog and pony shows” where all stops are pulled and the individual teacher is in a hyper compliance mode.  I believe, in most cases, that the “dog and pony shows” are only for the administrators’ sake and for the sake of a good evaluation.  The more emphasis which is put on compliance to “do this” and “do that” to exhibit good teaching will only encourage bitterness and burn-out; thereby defeating the purpose of mentoring a teacher toward new growth.

What are you reading?

School is almost over for the year and summer vacation is just around the corner.  What are you planning to read this summer?  I still have one more novel to read before summer, then I will be buying something new to enjoy during those lazy afternoons.

The book that I have left on my list is a Jack Whyte's novel, Order in Chaos.  I am finishing up Phillip K. Dick's novel, Do Androids Dream of Electric Sheep?   I am very eclectic in my reading selections.  I will endeavor to read any genre and any author. 

How do you choose you reading selections?  I choose by author, sometimes by genre, many times I choose simply because of the title, and sometimes by the illustrations on the cover of the book.  I don't know about other folks, but I love a good book store.  I love to browse and see what strikes my fancy.  That is why I really am not a fan of reading digital books and books on line.  I love the feel of a book in my hands.  There is so much more to reading than the ease of the digital format.  Now, I have read books on line and have enjoyed it, although, I have a tendency to read only authors I am familiar with for example Jules Verne, H. G. Wells, and others. 

Comment and let me know how you choose books or why.  Happy reading!

So, just how many people are teachers?

As a teacher, I always cringe when someone who is also a teacher makes the news in a negative story.   The media has influenced how the public views teachers.  At one time, I did not tell anyone I was a teacher.  If I was in a social situation, outside of school, and the conversation turned to the topic of careers, I did not participate.  I had, on too many occasions been verbally challenged about the public school system and "why didn't teachers do a better job."  After a while, that became really "old."  So, I didn't tell anyone what my chosen career was, a job that I frankly loved.

I was younger then and not as confident as I am now.  I tell people I am "just a teacher."  I do not elaborate or encourage any discussion, because I know it will degenerate into negativity. I wonder if someone else feels this way? I wonder just how many people in the United States are employed as teachers?  I wonder what is the percentage of "bad teachers" that make the news?  So, I have tried to find out.

I can not really locate a good firm number.  One number that I have discovered is:

"7.2 million

Number of teachers in the United States in 2009. Almost 3 million taught at the elementary and middle school level. The remainder included those teaching at the postsecondary, secondary, preschool, kindergarten levels, special education and other teachers or instructors.
Source: U.S. Bureau of Labor Statistics as cited in the Statistical Abstract of the United States: 2011, Table 615 <http://www.census.gov/compendia/statab/>"  Retrieved May 2012 from: http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb11-ff15.html.


That is a lot of people.  So, now when I see a news story that is negative about ONE teacher, I will not feel quite so bad.  I know that our schools employ great teachers, who day in and day out do their job without recognition from the media, public, administrators, and communities.  There are hundreds of thousands of teachers who continue to return to their classrooms, day after day, without any praise, pay raises, or incentives.  (I know in my district teachers have not received a raise for 5 years, and this year our contract is being cut by 2 days).  I am really discouraged by our political leaders who creates legislation to make everything better in education, when those political leaders are not veteran educators (the specialist in the field, the people in the trenches).

Yes, I am sure with a group as large as 7.2 million, you might find some mediocre or even bad teachers, but for the most part, we are all trying to do our best by working in a system that is broke and is becoming more so as each new piece of legislation is passed.

The one group of "stakeholders" that does recognize our efforts and our caring and our selflessness is our students.  That is what makes a teacher go back into the classroom day after day, our kids.  Even when we feel defeated. Even when we feel no one is going to do the right thing. Even when we can not see the good we are doing anymore.

So, long and short, think twice before you "dis" another teacher.  We are doing more with less, and we are only doing what we are directed to do.