Have I mentioned that I have a very odd job now? Not just the most recent incarnation of my state-level work, but just about everything over the past 15 months. (Guess I did do a short post on my Surreal Life a couple of weeks after embarking on this phase of my career.) As someone who has spent the vast majority of my adult life with the under-18 crowd in classrooms, working with adults all day is very different. Quite often, I wonder if I'm grown up enough to be doing this job. I'm probably not, but I keep trying anyway.

We don't do much out of state travel, mainly because of a "freeze" on such events. There are plenty of good things to attend on behalf of the state and reasons to connect with others across the nation. Some things don't cost the state any money (e.g. the feds pay), but the office paperwork to get permission to travel is so intensive and the process so nonsensical, most opportunities slip by. The recent trip to DC was almost one of these (the pic at left is as close as I ever got to seeing the sights as we were saddled with an unforgiving schedule). Here are a few things I learned last week while meeting with other educational technology folk from around the 50 states...

• The observation that Educational Technology is not "T Enough" to participate in STEM discussions is not limited to our state. This appears to be a problem around the country. Like Doyle, I am not a fan of "STEM for the sake of STEM," that is to say preferring economic goals over student-oriented ones. However, for those programs which put the needs of students first, I believe that online environments should be part of the mix. It doesn't mean that they're better or more appropriate for every situation, but open source engineering or collaborative tools for solving math and science issues are a piece.
  
• There are very few presenters in educational technology who can walk their talk. I find it depressing that the majority of my time in DC consisted of being talked at---not with. And not even about our more meaningful issues. I sat through several discussions about how to electronically collect and present educational data without a single person addressing what they were doing to support asking good questions about the data...let alone what to do with the information. Any number of presenters neglected to offer even one shred of evidence that their programs had a meaningful impact on students and/or teachers. Only one presenter (out of at least 30 I sat through) used any sort of good design for adult learners. Perhaps one of the reasons EdTech'ers aren't considered "T Enough" is simply because they're too wrapped up in the tools and have no understanding about what constitutes learning. If they want to be invited to the table with curriculum/instruction/assessment folks, then they need to show that they understand those pieces and not just the "Ooooo...shiny..." distractions.
  
• The US Senate has its own paparazzi. The distinguished looking gentleman in the center of the picture below (and the object of attention) is the Director of the National Science Foundation, Ardent Bement, Jr. He had just been by our table and was now ensconced with a virtual frog dissection beside us. I have to say that it is a rather odd experience to be surrounded by Very Important People (including a senator from our own state who stopped by to chat). I'm just a smalltown girl. Never expected to go to the ball. Mind you, I learned this week that VIPs do not introduce themselves. They will shake your hand while you say your name---but they expect that you must already know who they are. For someone who doesn't run in those sorts of circles, this is an impossible task. You know they are important due to the slew of cameras flashing around them...but there is no way to know their position, let alone their names. Perhaps being immersed in that environment means that it's best to keep all of your cards close to the vest...to listen and not talk.
  

• There are going to be a couple of big changes in terms of state leadership for science education in our state. As I noted back in May, I have been concerned that science education would be driven into the ground. While there are no guarantees that new leadership will equate to "better," I can say that there are a lot of sighs of relief happening. I never realized so many people were unhappy with the leadership. I have now heard many "survivor" stories from others who thought the path was the wrong one. Happy dances are ensuing. Personally, I feel like a huge weight has been lifted. There is a chance, now, that someone who puts the needs of students first will be leading. There is hope.

My odd job will no doubt bring other new things to learn this week. In spite of the time away from home (and working with students), I like this part of my job. I like being able to learn from all sorts of people and visit new places. My hope is that I can figure out how best to use it all for the classrooms depending on me.

Labels: werk

Do you remember me mentioning that I was gaining six hours a week this year? The amount of time cited represented what I save by telecommuting two days per week; however, there are far more benefits than that.

I save 40% on gas, maintenance, and wear and tear on my car...40% on bridge tolls and parking fees. Those are the obvious personal benefits. But I also save 40% on makeup, pantyhose, wear and tear on workclothes/drycleaning costs. In a biennium where there will be no pay raises for state workers, these savings represent a bigger and better benefit than any raise I could have ever had. And the thing is, it doesn't cost the state any more to give it to me.

It's true, I recover that time that I would have spent driving. There are other time benefits. I am not ruled by an alarm clock every work day. This does not mean I can sleep in as late as I want, but when one's "office" is 20 steps from the bed, I can "sleep in" until 6 (I usually have to be up at 4:30) and still easily be to work on time. My work ebbs and flows with the day. I can spend the first few hours of the morning on projects while my mind is most alert and active...and when I'm ready for a mid-morning break, I have a shower and breakfast. There are now three "Fridays" a week, because the evening before a telecommute day, I feel like I can relax and destress. I can actually be wild and stay up until 10 p.m. without fearing I will be dead on my feet the next morning due to lack of sleep.

I'm better focused and more productive on the days when I can sit in my kitchen with the sunlight and fresh air streaming in and can rest my eyes now and then on watching the tide move in and out. The fact is, I probably put in more hours at home than the office simply because I can use the time and space to best suit the needs of the tasks at hand.

I also am getting to reconnect with personal friends and projects. Without the 90-minute drive at the end of the day, I can finish up at 4 p.m. (my scheduled time) and meet someone for a brew at 4:15. I feel like I can be creative again. I'm a real person---not just a worker bee.

So, on one of these "Friday" evenings, as I see the time on the clock is past ten (and I'm okay with that), it just seems right to have a quick aside here to say how much I'm looking forward to spending more time here.

Labels: personal, werk

It's been a very busy couple of weeks. I started my new job and am very excited about a couple of the projects I'm gearing up to do. For the first time in a long time, I don't feel like I'm trying to make a silk purse out of a sow's ear. Stay tuned for details. Here are some other snapshots.

Sprinkled amongst the work have been some other efforts. I did go to visit my mother---making the 18-hour roundtrip one last time while she is still with us. She continues to decline (both physically and mentally), but is not in any pain. In fact, the fantasy world that she continues to build around herself is very much a happy place. When I left the rest home last Sunday, there was this beautiful (double) rainbow waiting for me.


My new job arrangement permits me to telecommute one - two days per week. Friday was the first day doing this. Below is a picture of my new co-worker.



She was quite happy to snuggle behind the laptop...then check now and then to see if I was ready for a coffee break.

And yesterday, my aunt (birthmother's youngest sister) married. It is the only big event with the family I've ever been to. I went primarily because my mother cannot. My aunt (who is only 5 years older than I) has been especially devastated by my mother's illness. So, I went to the wedding not so much for myself, but rather as proxy for my mother. It was a bittersweet day, to be sure. It was also a bit odd---a variation on P.D. Eastman's Are You My Mother? as I tried to determine who I was actually related to. I met two cousins, one of them a blonde version of me, for the very first time. To be an adult adoptee can make one a stranger in a strange land when birthfamily is involved. I get stared at a lot as relatives look to find traces of my mother and others in the family. This is not to say that I am unwelcome or excluded. All evidence to the contrary as I sit with the rest of the bride's family at dinner and am asked to be in family photos. Whether or not I had the benefit of growing up in that environment, the end result is the same: I belong.


Today, I plan to get out and enjoy some sunshine...catch up on my reading...and hopefully get a few new posts added to the blog queue. Perhaps the random snapshots that have been making up my days can be stitched together to make sense of a bigger picture.

Labels: personal, werk

Most of my friends are back in the classroom---summer vacation over and the frenzy of another school year beginning. My archives here hold some glimpses into my own first days of 2005, 2006, and 2007, as well as their impacts. I do remember sore feet and a sore throat from exercising my "teacher voice" after a summer of rest. I recall sleepy teens in the first couple of classes...and starving ones starting about 10 in the morning, their sense of time and energy jetlagged by the demands of a new school year.

There are things I miss about being in the classroom. Most of all, I miss working with the kids---in all of their adolescent glory. I no longer have any ebbs and flows to my year which are driven by the calendar: no "Winter Break," no counting down the days until summer holiday, no Homecoming Assembly, AP test weeks, or final exams. I have no more grading and reporting frenzies. However, there are things that I don't miss, such as fire/earthquake/emergency drills. I have yet to pine for the interruptions of the intercom and endless student passes from the office, along with every other aggravation known to administration and counseling. And I especially don't miss the pathetic union masquerading as professionalism and collective action.

However, for those of you who have looked longingly at the grass on the other side of the fence and wondered how nice it would be to actually have a lunch every day and/or use the restroom whenever you needed...well, I don't mean to burst your bubble, but it is not necessarily good times on the outside. You know that industrial toilet paper used in schools? It's ever present in government agencies, too. Being able to sneak off to the restroom is really not that much of a gift in that case. Lunch? Sure, I can choose to eat whenever I get hungry, but you don't always get a guaranteed space between meetings for that. And, oh, the meetings...and administrivia...and games played by anyone with a special interest to promote (which is pretty much everyone in my circles these days). Let me assure you that incompetent leadership can be found nearly everywhere outside of the schools.

All this being said, there are some nice things about being on the outside. I might not get the month of July off, but I can take a holiday nearly any time of year. Although I've had to travel a bit too much for my tastes in the past year, I do get to be out and about. I've gone all sorts of new places and met hundreds of new people. I get to work from home a couple of days a week. Those few parents who would make my teaching life miserable? Don't deal with them anymore (or the rare bad apple kid who caused night after night of insomnia). I have the opportunity to think about different things than I did in the classroom, which after all these years, is really a nice change.

I don't know that I can stay away from classroom life forever. And really, I don't know that I should. To do this job for an extended time and not walk the talk I'm putting out is hypocritical, at best. I can't support who/what I don't understand. But for the next year or so, I'm going to see if I can enjoy life on the outside.

Labels: werk

On Friday, it will be a year since I officially began the part of my career which exists outside of a school district. There have been a lot of changes and lessons learned during that time.

• I've actually had my job position changed three times in the past year. Twice was due to my original assignment being reduced/eliminated. This most recent time is by choice. The newest job has a start date---and an end date, because of the funding. I have twenty-one months to figure out what my next move is. I think I know the destination, but need to figure out the path.
• My successes this past year? Oddly enough, they were tangential to my job assignment(s). I poked people about grading practices as often as possible. The people tended to be science teachers (more often than not). If the feedback is any indication, there is going to be a lot of experimentation and rollout of standards-based grading in secondary science classrooms around the state. I may have been blocked in my position from providing a direct impact on the science part of science education, but I believe the seeds I've planted will be longer-lived and more important.
• I have learned a lot about considering the motivations of others before accepting certain tasks and offers. I am sure that I should have learned this a long time ago, but the kind of politics I'm up against are not found in the classroom---they wouldn't have come up for any school assignment I've been in. Now I understand that I was originally hired not as an assistant (and certainly not for any expertise in education that I have), but instead to run interference for someone that nobody---including the supervisor---wants to work with. It has been a sterling example of The Peter Principle...on steroids...to observe. As for the job I was gradually moved into (and am leaving)...I don't know what to say. I've learned a lot about the sausage-making factory that is state testing: everything from how items are developed to how tests are built to how student responses are scored. I loved the work, but the job is terrible and, in my opinion, the leadership has some major problems with its priorities. (Case in point: they are so against telecommuting that they would rather pay me to do nothing at home today than work from home.) The new job will have its own issues and hair-pulling opportunities, but at least my co-workers are competent.
• I have also learned that I am not so much a "science" person as I am an "instructional" person. I just changed offices in preparation for my new job and decided to take the science specific items I had home. It turned out to only be a box---while several carts of other items will transition with me to my new job. Having always identified myself as a science teacher, the realization that I am more about instruction than science itself is a very big thing.
• As for my failures over the past year, they are numerous. Some of them are due to my refusal to play The Game---a necessity at the state level. I'm sorry, but I think the ego trips and vanity projects need to be set aside and the focus of the work be on students and teachers. I can't give that up...and because I won't, I won't be allowed to have much of an impact. I should have fought harder to get resources to teachers. I was stifled at every turn by a boss who was too threatened by having someone competent around and therefore directed not to provide support and ideas. I was told "Next year..." Now it is next year and no one is better off.

We'll see what Year Two brings. I have a job that exists on the edges of my comfort zone, and I think that's a good thing. It will require me to be open to new thinking and opportunities...to grow in knowledge...to be humble as I serve. It is going to be a year of many personal changes, too. But I have always looked forward to this time of year. For educators, it is our time of beginnings and renewed hopes---not for looking back.

Labels: werk

Life since early May has been a bit of a whirlwind. I was on the road for nearly six weeks from May to late June...had a week or so to catch my breath...and was present in the office for only 6 days in July. The rest of my time (3+ weeks, including two Sundays) was spent working off-site. The work was relatively local and I was home each evening---but planning and executing several events in a row with no time to plan/regroup in between has been a real marathon.

Not to mention the record heat in western Washington this week. Sure, I have a southwest US pedigree, but five days of 95 - 103 degrees temps here (where air conditioning is a rarity) is miserable, at best. I dutifully watered my plants each morning and told them "Good luck!" while I drove away. At least the tomatoes are finally starting to ripen.

These past few days have also meant seeing many of my new friends for the last time. Now that I am changing jobs, I will no longer be with those who wish to nurture me to death or our other contractors, who have their own charms. I will miss working with them, but am looking forward to being able to socialize without the work entanglements.

I was taught a new mantra recently ("Not My Problem") and have been trying to take it to heart as I move on to new adventures. I realized this week as I sat in a meeting and listened to all the politics and personalities, that I am so glad I won't have this position anymore. I really didn't care about the discussion. I do care about doing good work and giving things my best effort while I am still in that position---but all the drama, diplomacy, and things that get in the way of doing what's best for kids (and only serve to make adults feel important): I'm SO over that. I have loved the work. The job, not so much. The teachers I've met recently have said that they can tell something is wrong with the job---five different people have left it within the last year. I can make little comment about what exactly is wrong with it. Not my problem.

In the meantime, I have been daydreaming about the future. I am looking forward to having a life again. I was told this week that my proposal to present at the 2010 ASCD National Conference was accepted (come get your grading on with me in March). I'm going to have some time off in August and hopefully some headspace to think about all sorts of things other than work.

The marathon is (nearly) over.

Labels: werk

Yes, it is.

I gained six hours this week. Well, not yet...but I will. And when I do, I will have six extra hours every week.

You see, I accepted a new job which will start on September 1: a job which will allow me to telecommute two days a week (meaning 6 fewer hours of commute time). Six hours might not sound like a significant change to you. For me, it will change my whole world.

The change means six more hours a week to work in my garden...or write my book...or spend with friends. It means that on Friday mornings, I can once again meet my elementary teacher peeps for breakfast and still be to work on time. It means 14,500 fewer miles on my car each year (and lots of money on gas and service). This change enables me to not have to take a vacation day so I can meet the plumber to fix my toilet (after 5 months of not working properly). I don't have to wait weeks to pick up my birthday gifts at the post office because I can now get there before 5 p.m. I can tell local schools that I am available to volunteer at after school events (or be there for early morning tutoring). For two days each week, I don't have to come home with a tension headache and completely fatigued from dealing with traffic. I won't have to pay bridge tolls or parking.

Some of the change is sad. For the first time in my career, I won't be working in the sciences. My role will be tangential to them---as well as every other k-12 content area. I will greatly miss the people I've been working with for years. I will also miss my current job---I really do love the work I'm doing, but the supervisor will not entertain my need for six more hours to have a life. When faced with a choice between an amazingly wonderful job (and no life) and a job I hope to grow to love (and have something of a life)...I picked having a balance. It's not a happy choice for me, but I feel like it is the only one I could make.

If the housing market was different...if the economy and job opportunities were different...if I had a spouse at home to take care of all the other of life's duties while I was away...then I might have other solutions to the 6-hour issue. But I can't operate under those uncertainties any more than I can in a job environment that insists I live an unhealthy lifestyle. I have to respect myself more than that. And with six more hours a week, I will.

Labels: werk

After being away for six weeks, I have enjoyed much of the last one at home. I am working some each day (no summer off anymore). July is shaping up to be another crush of busy-ness, so I am doing what I can to use my overtime and recharge myself.

One of the things I've enjoyed seeing around the edusphere is all of the energy of teachers on holiday: their plans for next year...their ideas for professional development over the summer...how their learning is continuing.

I have to admit that I haven't been very good about such things this year. I used to do far more professional reading and participating in learning circles. It is odd to me to work in a place devoted to education...and have no learning happening within its walls. It's all management. I don't think this is good. I can't change the workplace. I can change my own habits; or, rather, I can re-adopt my old ones and make a better effort to stay current with my reading.

As for learning circles? My in-person options are limited (at best), so I will probably look to more on-line conversations...or perhaps challenge myself to do more posting here. I think that my lack of posting this year hasn't been due to lack of experiences to share, but rather that my learning has been stunted in the workplace. I have allowed that to happen...but no more.

Labels: werk

I was reading Batman Villains and Cooperation: A Utility Analysis and this idea stuck out at me:

The theory is that as you add villains, working together will prove more difficult and planning more arduous. Therefore, the probability of getting Batman will increase, but by a marginally smaller amount with each villain added.

I had to stop at this point and wonder if this unusual application of economics might also apply to schools. Suppose we made a couple of substitutions:

The theory is that as you add [teachers], working together will prove more difficult and planning more arduous. Therefore, the probability of getting [student achievement] will increase, but by a marginally smaller amount with each [teacher] added.

or

The theory is that as you add [students], working together will prove more difficult and planning more arduous. Therefore, the probability of getting [group project completed] will increase, but by a marginally smaller amount with each [student] added.

Does the Law of Diminishing Returns have application to workplace dynamics? In this age where collaboration and shared decision-making are valued above individual work ethic---are we better off with a "divide and conquer" strategy for moving initiatives forward? One could argue that since education is not producing widgets, that the Law shouldn't apply where schools are concerned.

And yet, I can't help but think about whether the end product matters where diminishing returns are concerned. I remember a quote from the Seattle news coverage of schools that "Kumbaya consensus isn't leadership at all -- it's death by a gazillion selfish interests." Are those selfish interests any different (or more real) than expecting the Joker and Penguin to work in concert to off Batman?

For every cook we allow to stir the pot of student achievement, we gain communal support and buy-in to a common goal. These are worthwhile ends---but now, I am just wondering about what may be lost in the process.

Labels: werk

I've been in Cincinnati for a couple of weeks, shepherding the state science assessment through its scoring. Those pesky confidentiality agreements prohibit me from sharing the most important things I've learned during my time here, but there are some lessons learned that don't come with any legal ramifications.

For one, I am slowly being nurtured to death by the staff at the scoring center. This is not the worst way to leave the world---so I'm not really complaining. I just find it amusing. My understanding is that other states rarely send staff to the scoring centers...and those who do come are unwilling to interact with the scoring staff. Now that the 300 or so readers have figured out who I am and what I'm doing here, I am being regularly quizzed on my interactions with Cincinnati. Have I eaten at Skyline Chili? Graeter's Ice Cream? Did I visit Jungle Jim's? Had barbecue at Montgomery Inn and pizza from Dewey's? (Check. Check. Check. Check. and Check.) I was grilled about my cultural explorations. Yes, I've been to the museums at Union Station. I checked out that Krohn Conservatory and hung out at SummerFair. Sure, I'd go to the opera (if the season had started). Now that I've passed the Cincinnati sniff test, I am being brought all sorts of things: a box of Esther Price candies...a weekend planning guide...invitations to lunch at the Grand Finale...and so forth. If they're taking good care of me, then I think I can be confident that they will take good care of student responses, too.

I've learned that requiring high school students to write some summary statements about a rod involved in an experiment is not a good idea. The term "rod" is just too much of a temptation to digress...and doodle. Ahem.

I've learned that no matter what parameters you use to build a rubric, there will be thousands of kids who dance along its edges and cause you both amusement and lack of sleep.

I've learned that drivers in Ohio are incredibly impatient.

And finally, I've learned that as much as I am looking forward to the job change which lies ahead in the coming weeks, I will miss this part of my duties. It's been a great way to go out.

Labels: werk

This week there were different contractors to work with...and they were delightful. I have to say that I haven't laughed as much in the last several months as I did this past week. It was nice to have a collaborative and supportive environment---it reestablished my belief that there really are people working on the fringes of the educational world who actually make their decisions on what is best for kids. And it shed a very pale and unflattering light on the other environment in which I often work. The very same environment that reached out to me by phone this week to blithely remark that I'm being RIF'ed from it.

I suppose I should be upset, if not by the news than from the graceful way in which this whole event the past few months was handled. Instead, I'm rather ambivalent.

There are no easy truths here. What I can say is that I'll miss about a couple of programs I will not be moving forward with. I'm sad that teachers and kids aren't going to have someone reminding other leaders that we serve them---not the other way around. What's left will likely drive science education to very selfish ends. I find that heartbreaking. However, I am also a bit relieved that I don't have to be dragged down with it. No more waking up in the morning and wondering if I can call in sick rather than have to deal with certain individuals one. more. time. I will be free to speak my mind on any number of topics I have had to mute this year. This can only help teachers and schools make better informed choices. I can once again do what's best for kids, not best for someone else.

So, it is a time of opportunity. I have half a job after June 30 (and full benefits). It looks like I can expand that half into a whole either through the department who still owns half of me...or through another department which has some interests in another area of my skillset. I might also be able to work full-time for a completely different department, moving away from science and into data use and educational technology. Or, perhaps I keep my half-position and beat the bushes for consulting and/or contract work. Maybe now is the time to hit the road with the standards-based grading show.

I am looking for balance at this point---work that fires my passion and time for my home, friends, and self. This is not much different than what other educators are continually seeking. And I am more fortunate than many these days---losing all of their job and benefits. I have choices and options at this crossroads.

Labels: personal, werk

I'm not a paid consultant (nor do I play one on tv); however, I do get asked by schools and districts to support their efforts. I see part of my work as listening carefully to teacher and student needs and then tailoring my message for those targets. The work teachers do is most important. I see my role as doing whatever I can to help things along.

I worked with a professional consultant this past week who did not see his role as one of support. It was an ugly experience...and if I ever make a foray into consulting, I will take the lesson from this week as one of what not to do. I'm not sure what was most offensive. Maybe it was the fact that the earnest questions of teachers (who had given up a week of time with students) were either ignored or responded to with cutesy platitudes. Or perhaps being talked down to was the worst part. Could have been the fact that I was looked upon as his personal slave: retrieving a soft drink for his lunch. But it might have been the third time in three hours that he asked me to check three rooms to see if anything was left on the walls. I'm not sure what he thought had magically sprouted there after the first time. Overall, for someone who came well recommended for the job, there was very little professional about the work...few pros at all to the situation. Just a big ole Con.

Labels: werk

It isn't that I haven't wanted to blog...or had relatively blogworthy events and ideas to probe as of late...but rather that I can't seem to get things to coalesce into anything resembling a real post. Longtime readers here will argue that this lack has not stopped me from writing before. Fair enough.

Some snapshots from the week, in no particular order...

• Finally met Jim from 5/17. We've each been blogging for several years. You'd think that with all the events for educators (and the fact that we live relatively close to one another) that we would have stumbled across one another before now. But, better late than never. It was fun to get to know him a bit better. Other than Dr. Pezz, I've now had the pleasure of hanging with most of the other Washington edubloggers. Dude, you're up!
• There seems to be a lot of bad news in the air. I enjoyed some time this week with a wonderful group of educators who will likely have to take different jobs next year. I also had to tell members of another enthusiastic group "No." to a lot of their ideas. This was due to budgetary restrictions, and it made me nauseated to have to deliver the message. When people are focused on what's best for kids and teachers, it makes no sense to put up roadblocks to this mission.
• I did another intro to grading presentation at an area conference. At the end, a teacher in the front row said, "I think my head is going to explode." Interestingly enough, this is not the first time I have gotten that type of feedback, along with variations such as "You're making my head hurt." or "My brain is really fighting with itself." as a result of this presentation. I'm not sure what it is that engenders these comments. Is the cognitive dissonance that jarring? It would be kinda cool if it was, but I suspect it's due to more of a confluence of events rather than the presentation itself. In other words, the presentation is just the proverbial straw and thoughts about classroom performance are the camel's back. Anyway, I'm still amused when I hear it.
• Today, however, was the first time anyone asked me if someone was out there blogging about grading practices. Another person said, "I tried to for awhile." I found it intriguing that (more) teachers are open to using blogs for information on classroom practices. I think this is a very positive step to see this sort of communication going more mainstream.

I do want to have some time to catch my breath and blog a bit about some resources I've run across, grades as predictors of college success, and a couple of other ideas that have recently been kicked my way. Because this long time between posting? It blows.

Labels: grading, werk

I watched a clash this week. It was a butting of the heads between those who have daily contact with kids and teachers...and those who do not (but think they know what's best for schools). As you can imagine, this wasn't a particularly pretty thing.

I don't know many teachers who aren't suspicious of higher ed and/or other "experts" in the field of education. Most of us have had the experience of how disconnected education courses are from the real work of teaching. While it would be unfair to expect that we would spring like Athena, fully formed from the heads of ed school, it would have been nice to have had a better connection between theory and practice.

I've more or less made my peace with this...or, to be honest, I've resigned myself to having a quiet standoff: I can't take them seriously because they can't walk their talk about best practices...and they don't listen to me because I'm "just" a teacher. So be it. I can't do anything about that situation, but I can go out to schools and work side-by-side with teachers and principals to do the best we can for kids.

But it's different when teachers new to this situation are in the room. It's also very hard to watch as classroom educators realize that schools are at the mercy of "experts." As one vented his frustration at this situation, I thanked him. Usually I'm the only one in the room speaking for teachers and reminding people that our conversations should end in action that is best for kids. It was good not to be alone in this voice, shouting across the great divide.

Labels: werk

This was a smashmouth kind of week. Monday through Wednesday consisted of 14-hour workdays (including travel around the state), while Thursday and Friday were full of crises to solve. There have been times with this new job this year that I have been terribly bored. This week was not like that---and for that, I am grateful.

I got to spend one day this week with an amazing group of teachers. I don't think I've met another department (and a large one at that with 15 people) who have the level of trust and collaboration that this group had. These were teachers who truly felt comfortable talking about anything related to professional practice---everything from true confessions, to feelings of despair, to thinking about loud concerning what they do in the classroom and why. What a wonderful experience. The focus of the conversation was on their grading practices. They have been working to implement standards-based grading and were experiencing some growing pains (along with their students). The day's conversation ranged quite a bit, but my hope was that we were being responsive to their needs.

One of the most interesting pieces was in talking about the feedback provided to students. Teachers aren't seeing the kinds of responses that they would like. In other words, the teacher takes time to craft feedback and communicate it...and then the student either never looks at it or does nothing with the information. We talked about the idea of teaching students to use that information---had anyone spent time with the class on this? There is an assumption that kids would just automatically know what to do. I don't think they necessarily do. Many teachers do not give meaningful feedback. Notes to students consist of "Great job!" or "See me." or something else that is non-descriptive. If the students finally encounter something narrative and supportive, that's a whole new ball game. The conversation reminded me of the one about "studying." How many of us have lectured students about the need to study more without actually explaining how to do that?

The remainder of the week was a flurry of meetings, questions about grants, response to legislative action, and Herculean efforts to stop the domino effects set forth by new leadership. Firefighting opportunities arrived in all sorts of shapes and sizes and it will be interesting to see how well I can keep up with the demand.

Next week, I am sneaking off to do some staff development at two schools. I am only "sneaking" in the sense that doing staff development is frowned upon; however, I see the direct support to teachers and schools as the most important thing I can do. Their needs should be placed above anything else we do as an agency. The fires I keep having to stamp out are more about what adults outside of education want as opposed to what the students within our schools need. I may not be able to change that view, but I can quietly travel to where I'm needed and do the very best I can for educators. As long as I take care of business back at the office, no one is likely to complain.

For now, I'm going to take off my asbestos undergarments, lounge on my sofa, and enjoy the sunlight streaming in through the windows. Monday, with all it's smoldering issues, will be here soon enough.

Labels: staff development, werk

Being in the classroom comes with a variety of blessings and curses. On one hand, you are shielded from most of the politics and intrigue that happen at the school, district, and/or state level in education. Ignorance in many of these particular instances can indeed be blissful. You also have the luxury of just shutting the classroom door and doing your very best for the students sitting in front of you. You are the most influential factor and have the most direct power for what happens in the classroom. But, on the other hand, the fact that you are left out of the conversations means that you often have very little say in many of the policies and practices which shape most of the other aspects of classroom life. These include everything from how much prep time you get, to the number of students in a class, to the money spent on supplies. In that sense, it feels like everyone but you has a say in how you do your job.

What I am seeing from my current vantage point is that we all need to be better negotiators. By "we," I mean anyone who is sticking their fingers into the education pie: legislators, teachers, policy people, budget-makers, etc.

For example, there has been a lot of talk about "opportunity to learn" in several meetings I've recently attended. The idea here is that unless students get to engage in science lessons, they won't learn science (and scores on tests won't improve). So the answer is just to do something to mandate/encourage more time on science, especially in the k-8 levels, right? I'm not so sure. I do think that more practice with scientific skills and content may very well result in better student performance---but just telling teachers to teach more isn't a magic bullet. If we do this, then we also need to make an offer. In other words, what will we take off of their plates? Are we willing to work with schools to identify how to make more pockets of time for science in their schedules? Are we willing to say "teach reading and math less"? Are we willing to provide more prep time---or pay for a longer school day? What support will we provide so that teachers can be successful with the "do more science" thing? Where is the spoonful of sugar that will make the medicine go down?

I don't mean to trivialize things---but I do think that we need to be mindful that when we ask for something, it should come with an offer of benefit as part of the negotiation. Imagine how much differently NCLB would have played out by now if the feds had taken that tact.

If you're not reading Organized Chaos, you should. It's written by one of the best edubloggers out there, in my opinion. She's passionate, committed, and as adverse to capitalization as e.e. cummings. Her school was recently targeted for some changes, all in the name of district budget cuts. I could understand all of the amazing reasons she and others don't want these changes to take place---the reasons are entirely student-centered. The unfortunate thing is that such reasons aren't enough anymore. They should be. What's best for kids should be the very bottom line of every decision made in schools, in my opinion. The reality is that budgets must be balanced---schools aren't allowed to operate like the federal government. I suggested to her that her school will have to negotiate. To just offer the "right" reasons not to cut won't solve the problem for the money people. They have an ugly job to do. Instead, offer them alternatives: "If you don't cut x at our school, we could do without y." Help them achieve their goal---which in its own weird way, will get you to yours, too.

I realize that union leaders might negotiate for benefits and working conditions, but that's not where most teachers need help these days. Teachers need to be able to navigate the other systems which impact the classroom---those factors which often make them feel impotent, overwhelmed, and uncared for. It means that we all need to be respectful and aware of our power to negotiate---to give, as well as expect a return.

Labels: teachers, werk

The picture on the left shows the scene on the mat by my front door this morning. Can you tell I left a bit of food out last night?

We had about 5 inches of new snow overnight, and it has continued to snow all day today (so far). This has really been the energizer bunny of storms. I notice that the Hedgetoad, who lives west of here, is also having her own weather saga. The governor is asking people to stay off the roads today---what that means for tomorrow remains to be seen. However, at least one of us who is snowbound here appears to be wondering if I will ever go back to the office.

I do have several exciting projects to work on. No, really. I'm supporting a few islands of teachers who are trying to implement best practices in grading---and I have some presentations coming up and some data manipulations I want to share. I am sure to steal some of Bill Ferriter's pivot table ideas to add to my bag of tricks. I am cogitating on ways to help these various islands of practice connect. They are sprinkled all over the state and are lonely in their own ways. Perhaps a Ning for them? I'm also working on my book proposal. I finished up my outline and have chunked out the introductory chapter. If I can finish that piece and write another sample chapter, I will be ready to test the publishing waters to see if I can snake a deal for the rest of the book. And there is always dissertation drama. I also have new things to think about as my job responsibilities start to lean more toward the area of assessment. Frankly, I'd rather work from home (and am more productive without the myriad of distractions offered by the agency) than make the long trek to the office. If the weather continues like this, I may just get my wish for Monday and Tuesday.

Labels: personal, werk

A colleague and I were chatting about resume-building the other day. What we noticed was that the generation made of 50+ year olds puts a premium on specialization. They appreciate that their own resumes show that they have a very finely honed skillset. The rest of us? We're interested in appearing well-rounded. We like to show that we've been successful in more than one environment, integrate different content areas, and have a broad base of knowledge to draw from. A singular focus is not for us.

For example, I have a healthy high school science background...but my Master's is in gifted ed and my doctoral work in motivation and grading. I've taught junior high and coached in elementary. I'm techie, so to speak. I have a lot of experience in designing and implementing professional learning experiences.

I'm not interested in being pigeon-holed, but older colleagues are. We have a resume gap.

Is that a function of all aging, I wonder? The more you experience, the more you hone in on what you like? Or, is it a matter of opportunity---and I've had a chance to learn from a variety of experiences which were previously unavailable? Do employers have a greater interest in one or the other? I can certainly see benefits and drawbacks for each.

What do you think? Would you rather work with a specialist or a renaissance educator?

Labels: werk

I've mentioned before that I'm not much of a kool-aid drinker. I respect and am thankful for every group that is making positive efforts on behalf of science education. I can't help but think that all of this collective action could make a difference for kids. My big but in all of this is that there are a few groups which get the lion's share of attention and voice---although they do not represent the majority of school districts. This same representation is present at every. single. planning meeting. I am really starting to chafe against this.

One person who is also new this group recently mentioned the alienation and frustration by many school districts who feel left out of the discussions. This is a dangerous observation. We cannot claim that we are interested in effecting change when just the same small clique makes all the decisions---and has been doing so for years and years. I understand the need to honor their commitment (and, in some cases, their economics and power base). I just think that continually tapping the same "expertise" is not the way to go. They've had a strong voice for several years---long enough to show some effects one way or another---and there is not much of an impact. Perhaps it is time for new minds and new alliances to be brought to the table. Perhaps people who have a direct line to the classroom need to be the ones with the greatest voice.

It's time to do some clique-busting.

Labels: werk

For the first time in several months, I have a bit of a break. Since I worked on Saturday, I was allowed to take today off in exchange. Since tomorrow and Friday are state holidays, I have a mini-vacation to enjoy. I have to say that for a short work week, the two days at the office were long.

• State budget cuts claimed three people from our department...and our boss will be gone in two weeks. I understand the financial bottom line, but the human element makes my heart hurt.
  
• I was more or less next in line to lose my job...and am still not 100% safe. However, I made a proposition to split my position with another department in the agency. I am now the state test queen (as half my job). I understand that this looks a bit crazy from the outside, but I've been pondering this for several weeks now. I could read the writing on the budget wall and knew that I had to make my own destiny. There are aspects of this deal that bring a smile to everyone who is involved and once I broached the topic, it went through in a week. What this means that the part of my "old" position that was funded with soft money will go away (breathe a sigh of relief) but the new part is "exempt," meaning that the new boss can decide to just fire the 160 of us in that position on a whim. All that being said, I'm still less likely to be standing in the soup line come Christmas. How long before the budget cuts get me is anyone's guess. If I'm still hanging in there by the end of June, I think I'll be okay for the next year or two.
  
• Someone from NSTA read the previous posts and contacted me about writing a book for them. We'll see if I'm ready.
• Several of my major projects were put to rest this week (all two days of it). I'm always glad to get loose ends wrapped up.
  

That's about the long and short of things at the moment. Best wishes to you and yours, should be celebrating American Thanksgiving this week. I am ready to snack, watch football, and ponder the Black Friday circulars.

Labels: werk

My basic philosophy of education is pretty simple: What happens in a classroom should be about every kid, every day. The needs of children should be at the center of every decision made at every level of the spectrum.

The thing I am discovering (or perhaps confirming) is that all too often, the farther removed someone is from the classroom, the more likely it is that they want to make decisions based on the needs of adults, rather than students. I realize that as adults, we are responsible for making decisions on behalf of kids. I also realize that there are any number of viewpoints out there about what qualifies as "good" educational practice and so there will always be opinions to debate and satisfy during a decision-making process. I'm okay with that as long as people make their point on behalf of what they believe is best for kids and not themselves.

I am finding that I am starting to be more up front with my philosophy. There is a lot happening with science education reform in this state. A lot of people want my ear. And what I am saying at the beginning of nearly every conversation is that statement of my philosophy: Every kid. Every day. I want them to know that if they're coming to me talking about personal/adult concerns, I an appreciate that, and am very willing to listen to whatever they have to share. I feel like it is fair, however, to be clear that unless they frame their comments around the needs of students, they will not carry much weight with me.

I'm not sure this is the right thing to do. From a personal standpoint, it is. It is as true to myself as I can be. As for my professional role---should I be harder to read? Is it better to just take in all of the information and quietly make judgments later? Do we need leaders who appear centrist...or ones who are direct (even if you disagree with their viewpoint)?

At some point, I will have to resolve this issue for myself. Whether or not I am overt in expressing my philosophy, it doesn't change that lens I'm using (or my frustrations with the selfish adults I meet along the way). And it doesn't change the need for every kid to have a positive learning experience in their classrooms every single day.

Labels: werk

I hate to say it, but this could just about be my cubicle at work. There's been a lot of shuffling of offices and other things...and each day, when I come in, there are even more boxes piled up around me. Not to mention that my large table space for working was taken away...and I'm supposed to remove my resource materials from the shelves and take them home.

In other words, I can't work at work.

And with state-wide budget issues, I don't think I'm ever going to be provided with a stapler (much less a red Swingline) so Milton here is one up on me.

It is times like these that I long for a classroom again with space to use my tools of the trade. I do like the work I'm doing and the world I'm moving in---so perhaps all of this is a sign that I need to push further into the digital realm and get to a point where I just need my trusty laptop and an aircard to be able to work.

What about you? How's your office space these days?

Labels: werk

I was at a workshop earlier this week. It was held in a hotel with several other events and groups engaged in their own work. At various moments, I found myself charged with watching our registration table. This was the perfect opportunity to people watch some of the other groups. Two particular men caught my attention---mainly because their behavior reminded me so much of some of the teens I used to work with. I had no trouble envisioning these guys as their student selves.

The first man I ended up seeing several times. Sure enough, as soon as lunch or break was over, he could be found wandering around in the halls...sometimes talking on a cell phone, but more often than not, just hanging out. I talked to him a couple of times, finally shooing him "back to class." I couldn't help but think that this was the kid who would always ask if he could go to the bathroom/locker/nurse/office to call mom every time there was work to be done in the classroom. This was the "frequent flyer"---the kid who tried to wrangle a hall pass every class period---and knew the longest route to every bathroom in the school. There he was, all growed up.

The other man was once a gifted boy, too smart to be left to his own devices. Not that he would do anything malicious, but so creative in his thinking that you know that when he starts getting quiet, trouble is brewing. Meanwhile, he likes to say things to test the boundaries---to see if you'll call him on the bull he occasionally spouts. He wants to know whether or not you're paying attention. And now? His behaviors are mature, but there is that gleam of mischief in his eyes. It made me laugh to see him---I didn't laugh at him, mind you. It was just the remembrance of students I had like this and being delighted that they might have turned into this type of grown-up.

When I've worked with adults in the past, I have rarely (if ever) thought about what their high school selves might have been like. Most of the time, the person I see in front of me has worked hard to mask earlier versions of the self. But these cases this week make me smile. I can't help but think that these men have known who they are for a long time, are comfortable with that, and happy with how they fit with the world. Perhaps we should all strive for that kind of security thoughout our lives.

Labels: werk

While I can jump to a conclusion as good as anyone, I'd rather spend some time speculating and pondering possibilities. Occam's Razor suggests that "All things being equal, the simplest solution is the best." But I don't feel like I can identify the answer with the fewest assumptions until I've considered a variety of options. Just call me The Devil's Advocate...or, if you like, Satan's Little Helper.

If nothing else, I am able to get people to take a time out before making a final decision. I feel like at the level I work at, this is critical. Policies and practices have the potential to affect thousands of stakeholders. I think they deserve to have us step back from a rush to judgment and think through things one. more. time. I would rather take the full allotment of time and do things right, rather than hurry through a process simply because five other issues are also breathing down our necks.

Call me what you will. I prefer to think of myself as a lateral thinker.

Labels: werk

My job includes mediation between a lot of different stakeholders---all of whom think they know what's best for kids. And while their passion is welcome, the truth about "what's best" lies somewhere in the midst of all the various ideas. I have to try and tease out just what that might be and be the peacemaker.

I find that I can't keep things at an impersonal level. You see, I have my own ideas about what's best for kids. I admit that I have certain biases. I am far more likely to listen to a classroom teacher who is working with children every day than I am to a college prof who has never taught a single day in a public school in her life. There are those who are all about the science, and not about the realities of life in the classroom---and others who are entirely focused on instruction, but differ on content. As for me? I think I'm more of the latter. Make no mistake---my job is about science education; however, I feel like I am being naive if I don't consider the pre-k through 12 spectrum, connections with ed tech, literacy, and so on. I am more interested in talking about practical applications and realities and people who understand them than I am about the theory behind science standards. I think it's good to be able to state these various proclivities. I'd prefer to be up front with people and let them know that when they come to the table with me, they're far more likely to have my attention and support if they have their thoughts organized, and are ready to focus on what will make as immediate and positive difference as possible for teachers and students.

The reality is, of course, that what I want and what I often get are different things. I am learning to adapt. For those who are random thinkers (or the occasional Big Picture type of person who can't deal with details), I let them ramble. The jumbled course of conversation grates on me, but I channel my energy into taking lots of notes. I organize the information in a way which lets me take some control of it. Then, I take a break. (This job means I am doing an awful lot of walking at lunchtime. LOL) I make a series of very specific questions to ask the person based on the "holes" in the conversation. Then, I go back and get the clarification I need. This strategy is working very well.

What about pushy people whose egos barely fit into the room? The ones who are legends in their own minds? I have run across only a handful of them...and am grateful that they are a rarity. I can respect their opinions without catering to their whims. But making it clear that I am not going to kow-tow to certain demands requires a certain type of skill I've never had to exercise. My district position was such that I had all of the responsibility and none of the authority for the projects I was charged with. Now, I have both. That is not reason for me to abuse the level of authority that I have (any more than it is okay for the Ego Brigade), but it is comforting to know that I do not have to negotiate everything. I am good at give and take on a lot of things, but those rare few that I am willing to go to the mattresses for? My ace in the hole is to just be able to say "No." If the egotists want to have a hissy fit, so be it---nothing will change their view that everything in life is an all or none proposition. So far, I've only had to exercise my right to say "No." once, and there is nothing on the horizon which suggests that another similar situation is coming soon. I'd much rather compromise, and most other personalities would, too.

I'm learning to delegate, another skill which most teachers don't have to develop. We don't get secretarial support for our classrooms. There aren't people who take care of our travel, mail, copies, supply orders, and so on. With the new job, it's hard for the control freak in me to let go enough to trust someone with some of the tasks on my plate...and yet, there is no way I could possibly do them all. I need someone who understands how to navigate all of the bureaucracy and chase down the details. Fortunately, there is wonderful support in this area, and I am teachable. I'm getting the hang of having partners with the efforts. My problem, however, is I'm much more interested in getting in and getting my hands dirty. I want to do the professional development with teachers. I want to get out and work with coaches in classrooms. I want to participate with various groups. But my new role is one that is more heavy on the idea side---that I should come up with these things and then find people (and trust them) to properly carry out the work. I'm not ready to do that, yet. And, frankly, I'm not sure it's desirable. If I don't keep my feet in classrooms somehow, how will I ever know the changing needs of teachers and schools?

After three weeks on the job, the training wheels are starting to come off and I am being expected to manage the load given to me. It is a staggering amount of work and the scale is enormous. Slowly, but surely, I'm learning to balance the needs of competing stakeholders, job expectations, and my own vision for the work. I'd like to think that all of that can fit neatly with the rest of my life...that it will all just get along.

Labels: werk

Now that I've been on the job for a couple of weeks, I'm getting a lot of questions about it. As in, "What is your job?" I'm still figuring that out, but am starting to get my mind wrapped around some pieces of it. When I'm asked about what I think of my new role and work, the best answer I can give is that "It's surreal."

You know those ed policymakers you see or read about in the news? These people are now at the table when I go to meetings. I might have heard Mr. Such-and-So's name hundreds of times during the years I've been in Washington; but until now, I never moved in the kinds of circles which would have provided contact with him...much less talked strategy and science. Teleconference with a well-known scientist? One you have to get a bit toe-to-toe with over some upcoming professional development? Um, yeah, I can do that. (And did.)

The days are a string of events like this, all wrapped up in the greatest amount of bureaucracy that I've ever encountered. I was warned that it would take two weeks to get a pencil. I fear that person may be right. Knowledge is assigned in very discrete units---no two support staff know the same things...and to get some information updated or changed nearly requires a legislative mandate. But, it's all good. I have no interest in fighting the system. As it is, I'm just marveling at the machinations. What a challenge it is to navigate, let alone, understand them.

While I can't speak to any specific examples, I will say that I am very impressed with the quality of people who work in the agency. That's not to say that everyone gets along---and make no mistake, starting a new job like this is akin to marrying into a very large family with both favourites and black sheep---but everyone is passionate about doing what is best for kids. This singular focus on students is a positive one. We might disagree now and then about what this will look like...or squabble over the limited resources to achieve the goal...but you can't fault people for keeping kids at heart. I respect that. If I could change anything about how people do business there, it would be to encourage them to step outside the "echo chamber," and network more. If I just stay in the science circle, then I've limited what I can learn and apply. I think teachers and kids deserve more from me than that.

I keep thinking that this job will sink in at some point. As teachers, we are often too humble about our profession. "I'm just a teacher." And while that is not the best approach to take, it does become part of our self-image. I am still a teacher, but I am also one in a very different kind of role now. As surreal as it may seem, I get to sit at the same table as some of the people who have had a hand in setting the course for classrooms around the state all these years...the "them" we sometimes shake our tiny fists at. I have to overcome the "just a teacher" mentality on behalf of my peers and do what I can to improve their classroom realities.

Labels: werk

It's been a very busy first week at my new job. As with all fresh starts, it takes awhile to settle in. Most of my time has been spent studying up on various programs and initiatives, meeting people, and dealing with logistics (workspace set-up, meeting people, learning some "how to's"). The other major part of my day is my commute. By the time I get home in the evening, I have very little energy left, especially for blogging. My hope is to put some posts in the queue over the weekend so I can freshen things up around here.

I've been valiantly trying to keep up with my Google Reader feeds, a task made more difficult by Google. As you might know, they have a bit of the Amazon.com approach of "If you like this...you might like this one, too." I end up adding at least a couple of blogs each week, and I don't remove very many from my list. My recent discoveries include Secrets of a Middle School Secretary (about darned time we heard from their ranks, don't you think?) and two math teachers: f(t) and Teaching Statistics. Ms. Frizzle has re-emerged and is now blogging at Gotham Schools with another editor.

The edusphere theme of the week has seemed to be "Back to School." There are lots of posts on the horrifying ritual of meetings to start the year and pretty pictures of classrooms all ready for students. My favourite reads, however, have been those posts from new-to-the profession teachers. This is the first year I have seen them. Student teacher bloggers have finally graduated into the ranks of the profession...bringing their blogs with them. I admire the trailblazing they're doing, but I also like the documentation of the transition they are providing. Blog on, Full of Bees! and Not Quite Grown Up.

As for me, I'm still working on getting my sea legs in terms of my job and other changes. I hope to do a lot of catching up over the weekend.

Labels: blogging, werk

Do you remember that fantasy you had when you first decided to go into teaching? It comes right after you believe that you are the one who will save the world. It's the one where you just know that your kids will hang on your every word. You'll be up in the front of the room doing your thing and every functional eye and ear in the room will be enraptured by your teaching.

Then, you get into a real classroom with real students...and you don't live the dream life.

I have to tell you, though, that the biggest lesson I've learned so far in my new role is that one should be careful what one wishes for (or dreams about). Like E.F. Hutton, when I talk, people listen. I'm used to working with teens. I'm not used to seeing a whole table of people stop and turn to look at me and listen to every word when I'm just wanting to make a small contribution to the discussion. (My BFF mentioned that this is akin to an Alan Greenspan effect...or perhaps the papacy. Same thing, right?)

What this means is that I can't really participate with teachers the way that I like to. I just want to be a collaborative voice at the table. A font of wisdom, I ain't, but they view me as such. Any training I mention or resource I might have seen in the last 17 years is viewed as "The state is recommending...", when that certainly would not be my intention. It is an odd position to be in. I have ideas I'd love to share, but if I do, it may end up being like some version of The Telephone Game...so instead, I withhold information. I'm not thinking about work in progress or other information which shouldn't be shared freely. I'm thinking about a book that might support some work a district science person is doing. Do I share the book idea and risk the information being overblown...or do I keep quiet and hope the teacher figures it out on their own. I don't know how to balance all this yet, so I'm erring on the "quiet" side. I don't like that, but until I can find the middle ground, I also don't have to worry about getting myself (or the office) into trouble.

I don't have my head wrapped around this job yet. Am I expert enough to merit all the eyes and ears that are on me now...and make some dreams come true for teachers along the way?

Labels: werk

Yesterday was bittersweet. The elementary kids were a delight to watch---their pride in their school and enthusiasm for summer gave me nothing but smiles. Turning in my keys and saying good-bye to all my new friends and colleagues? Not so much fun. School budgets being what they are, there is no room for someone in my position.

Today is the last day for my morning school and my duties will be complete at 9:30. Grades, keys, and my parking tag have been turned in. I was fortunate to have great kids this year in my classes and I wish them all the best as they move onward with their lives. As for the adults who are only interested in doing what’s best for themselves and keeping the status quo, I don’t think I will be giving them a second thought.

It is time to say “Goodbye.” to the 2007 – 2008 school year. But more importantly, I’m ready to say “Hello!” to summer.

Labels: werk

This is the prep room at my school. Beauty, eh? This is its typical state---doors to the chemical cabinets flung wide open...drawers of supplies pulled out...and used materials just sitting around. It makes it incredibly difficult to find anything in order to put together a lab for my own students. If you're wondering why I don't do something about this mess, well, it's not mine. If no one else cares...should I?

Labels: werk

Thursday went very well. The various arenas of my life all seemed to meet up quite nicely, and I have to say I truly enjoyed the side-by-side comparison of the districts I work for.

But first, let me just say that Ryan is as thoughtful and amusing in person as he is on-line. We didn't get to have much in the way of conversation because he had laryngitis (poor man). I did way more talking than he did (again, poor man), but he did bring some really fun pictures of his near 2-year old daughter. What a cutie she is! He's going to be presenting at WERA next year, so get those meetings on your calendar now.

As for my presentation? I SO rocked it. I can't claim that it was well-attended (at least compared to the two sessions I sat in on), but I had a very enthusiastic audience. In fact, I had my own personal cheering section, composed of three people from my afternoon district (including the ass't. supe), excellent questions to discuss, and I only neglected to mention a few ideas from my notes. I have thought about using Slideshare to put a copy of my powerpoint here, but I don't know if it would make all that much sense. I'm not one of those Death by Powerpoint people. I have a brief outline present on the slides to guide discussion---as opposed to using the powerpoint as a text to read aloud to the group.

Anyhoo, as I mentioned mere sentences ago, the ass't. supe of my afternoon district was on hand, which meant that immediately following my presentation (which exceeded the standards), she went into the hallway to make some phone calls on my behalf. While my morning district took more than two months to think about my research proposal for my doctoral study before turning me down, the afternoon district only needed an hour to see what I have to say "Yes." I'm still not officially allowed to research (yet), but I just need to file the paperwork. Other phone calls which will be of help to me were also placed...but I can't talk about those right now. :)

Here are some other interesting things about the experience. My morning school district (where I have worked for 12 years) had about 15 people from various walks-of-education attending the conference. The number of people who came to support me in my session? One---who was really there out of curiosity about grading. (To be fair, I told one friend she didn't need to come to my presentation as she already knew what I would be saying.) The afternoon district (where I have worked for two months) had three people other than me attending. They all came to the presentation to support my efforts. My morning district paid no expenses for me (although they did for their other attendees). My afternoon district? They paid no expenses, either; however, they are going to have me do part of my presentation in some of their schools and will pay me for that in order to reimburse my personal costs for Thursday. When the day was done, the morning district peeps took off for their own devices. The afternooners? They invited me to join them for a frosty beverage and asked me to dinner.

I'd do a Venn for all of this, but there's really not much to compare...is there?

In total, it was a long, but very worthwhile, day. I got to shake myself out as an educational researcher. I got to know lots of fun new people. I got my project back on track. And I got to see who loves me, baby. In case you were wondering, I'm doing just fine.

Labels: EdD, meetings, werk

The science WASL will take place in about three weeks. After Spring Break, I've set aside a few days to do some targeted review with my kids. We'll look at some released items, along with good and bad student examples, scoring guides, and ideas for checking their work. I also break down the test so they know how many questions there are, how to answer them, and how many points they need to get to pass. Although my students don't need to pass the test to get a diploma, they can use good scores for free tuition at in-state universities and various scholarship opportunities. I want them to do well. I know that most of them can do it if they make the effort to apply themselves. I've been talking to kids about not closing doors. Maybe they're not sure about going to college right now, but who knows what they might want in a couple of years? If they make some good decisions now, they'll have lots more choices later---with or without college.

I was talking to the Bad Neighbour about this. He hasn't done any labs with students this year and doesn't teach any inquiry or application associated with science. The kids just answer questions out of the book (and the school wonders why science WASL scores lag). Anyway, he said that he wasn't going to bother do any prep with students because "they" are going to change the test in a few years.

I pointed out that even if the science WASL changes or goes away in the future, our current kids have to deal with the current version. Besides, at least some of them might qualify for support for college because of their scores.

"None of my students are going to college."

At this point, I was done with the conversation. What do you say to a teacher who has already ruled out any sort of opportunities for the kids sitting in his classroom---both in terms of teaching to the standards and preparing kids for life beyond high school? I'm sure that not all of them will go to college, but I'd bet that at least a few are thinking about it. After all, he apparently managed to earn a degree. The students probably could, too, if he cared enough to give them a chance.

As teachers, we might not like the standards. We might even disagree with the testing and how the results are used. But we owe it to our kids to do the right thing by them and help them learn what we're asked to teach. I really wish that those who are just showing up to pick up a paycheck and surf the internet while kids fill out another worksheet would get out of field and make room for other teachers who care about students.

Labels: teachers, werk

Wish me good fortune. I'm off to WERA this morning and the various worlds I move in will be in one place at the same time for the first time ever:

• co-workers and friends from my morning school district
• co-workers from my afternoon school district
• Ryan from the Edusphere
• and me, presenting my doctoral study and some classroom info

I'm sure it will all be a bit surreal. I feel like the missing link between all of the pieces. I'm hoping that we can meet somewhere in the middle and have a great conference.

Labels: blogging, EdD, werk

The new principal hire was announced today. The district had promised a nationwide search to fill the position. The school is, after all, on Newsweek's Top 500 list. I'm not sure what happened to all of the promises, but the school has ended up with one of the assistants moving into the job. I taught with this man at one time...and I've seen him in (in)action as an admin for the last few years. He's not the sharpest tool in the shed, if you know what I mean. And now, he's going to be in charge. Oy.

A friend in another school called me yesterday to ask how the hiring process would lean. Since the committee was stacked with people who just wanted the status quo, would district admin have enough vision to select someone who would be interested in the 1000 of our kids who are not enrolled in AP? Would they have the courage to select someone who has a strong interest in doing what's best for kids? Would they see all of the changes on the horizon with possible school closures and restructuring...budget cuts and program alterations...redistricting and more...and pick someone to lead the school into a new age and open possibilities for students?

Um, apparently not.

Labels: admin, werk

This week, I organized and presented my first staff meeting in nearly a year. While classroom teaching is its own form of presenting, I had to shake off a bit of ring rust where working with adults is concerned. This is still very much a new-to-me staff and we are learning how to play well together. I did the kinds of things I would normally do---made sure that treats were available, set out some supplies (highlighters, sticky notes, pencils...) within reach at every table, and constructed a short powerpoint using a pretty template. There was some music playing as people wandered in. We had some opportunities to vent about some things and laugh about others. I don't know that I hit a home run, but I think we all learned a lot about working together along the way.

I learned that I planned one too many activities, but at least I know where the line is now. I learned which person on the staff is the barometer---when that person starts to show stress, it's time to pull back and wrap things up. I now know who The Paper Grader is and have identified those who are going to hang in there with things every step of the way. I know where people expect to sit. Those are all good things for me in my presenter/facilitator role to keep in mind. But I also learned more about what a dedicated group of teachers they are. This is not a group to make excuses about why kids might not be learning---this is a group who looks for solutions.

In the meantime, I'm pleased to be finding out that I have very good instincts for this coaching gig. There's a lot that I don't know---it is, after all, an elementary school and I have been in secondary for my whole career. It's a different district with its own unique demographics and approach to supporting student learning. But the issues which are getting tossed my way seem to have simple solutions---which I find later to have been the right choices to make. This includes everything from how to work with kindergartners on their abilities to distinguish which quantity is larger/smaller to helping second graders recognize when it's okay to play with the math manipulatives and when it is time for math business to developing some talking points so one teacher has the confidence to work with another on testing decisions. I am sure to make some wrong choices here and there, but overall, I'm not as afraid that I'm going to be a total screw-up.

There is a lot of fun to be had along the way, too. I got to watch a gym full of second graders do The Chicken Dance this week. I saw some first graders get their very first Easter baskets. I laughed with my principal and met many of our families at this week's Math Night festivities. I helped a kindergartner tie his shoe while he excitedly told me all about his new Spiderman shirt. I think once my staff development ring rust is finally gone and my instincts for elementary honed more finely, there will be even more joy to find in the job.

Labels: coaching, werk

As I write this, I can hear the first frog of spring croaking outside the window. He has apparently awakened from his long winter's nap and is looking for a little action. The songbirds have returned, the bulb plants are blooming. Renewal is the theme of the moment. Spring has sprung.

In the schools, there is a different sense of purpose. It is time to think about next year. No, the current year isn't over yet. (We're somewhere around 70% complete.) Budgets, hiring, and "I wish we would have..."'s from this year need to be contemplated before schools go into their summer estivation mode. It is as if we reach a point in the current year where it is too late to make any significant changes in course, so we just have to plan to do things better the next time around.

Working for two districts---and in two different roles and school types---has given me a different look at these processes. In one district, it's every teacher/program for itself. The goal is to be as cutthroat as possible in order to preserve yourself. It's not very pretty and while I don't think that anyone feels good about it, I haven't seen any leadership to make things change. The other district is more interested in instruction. There are budget issues there, too, but it is not the only thing that is talked about. The discussion begins with "What's good for kids?" and then goes from there. That makes a lot more sense to me.

I have always liked the "do over" aspect in education. I like knowing that there is another chance just a few months away...that someone else will take your kids and move them to the next level while you work your own magic with a new batch. We get to try, try again.

To celebrate spring, why don't you head over to this week's Carnival of Education at So You Want to Teach? You might also visit the Students 2.0 blog. Here is the description: We are students: the ones who come to school every day, raise our hands with safe questions, and keep our heads down. Except, now we have a voice—a strong voice—to share our ideas through a global network. What an awesome and powerful thing to have a group of students join the dialog, adding in their classroom perspectives. Go have a look!

Labels: Carnival, werk

During winter break, I was chatting with someone about my role of instructional coach. The person I was talking to does not work in education and I did my best to talk about the purpose behind this role within a school---the idea that coaches work to support teachers in their classrooms. She then said, "Oh, I get it. You're a tool."

Usually when one is referred to as a "tool," it is not meant to be complimentary. I admit that I was caught off guard, but I also have to admit that she was right. I'm such a tool in my afternoon school.

For now, being a tool isn't so bad. I get to work with great teachers and an awesome admin. Eventually, however, I'd like to work myself up to "fairy godmother" status. While I certainly do what I can to promote good instruction and serve teachers, the ultimate goal (for me) is to keep their passion for the classroom alive and make all of their profession-related dreams come true.

I wonder, do tools ever get to say "Bibbity Bobbity Boo"?

Labels: werk

My morning school is on the hunt for a new principal---and the staff attitude is rather disheartening. They were asked to develop a list of qualities the new admin should have. Instead of considering a vision of the future and what the school could become, the answers were entrenched in the past and present. The number one thing they want is someone who won't change anything about the school. The number two thing is a principal who stays in his/her office and doesn't venture into classrooms. I could list a few others, but they all have the same bent. Hey, they all run perfect and engaging classrooms where all students learn, right? Who needs instructional leadership?

Not a single one of their ideas has anything to do with kids.

I wish that the school district would recognize this and hire based on what's best for all students at the school. At some point, you'd think someone would put the smackdown on the narcissistic scree emitted from the place. For once, shouldn't the kids get what they deserve?

Labels: admin, werk

I had someone ask me this week how I was handling the very diverse halves of my day. By morning, I'm a high school science teacher...and in the afternoons, an instructional coach for an elementary in another district. It's a short drive between the two jobs and is the time I make a bit of a mental shift. You see, this week I spent a good chunk of my mornings talking about the evolutionary biology of sex. It makes for great conversation with the 16-year olds and helps build our understanding of the mechanisms of evolution. But I have to go from talking about why homosexuality could be adaptive and how having a child with your cousin might not have as many negative consequences as you think to chatting with a fourth grader about why they predicted that a penny would hold 3 drops of water while their partner thought it would be 10 drops. Whiplash can ensue, but I have to say that it's really not that bad. I like the diversity of the tasks and conversations. My afternoons are full of incredible learning opportunities. I come home absolutely exhausted---but smiling. How am I handling the parts of my working days? Very well, thank you.

Labels: werk

One of the most precious commodities teachers talk about is time. We want and need time to plan lessons...time to mark student work and provide feedback...time to contact parents and deal with administrative tasks...time to collaborate with peers. The reality is that teaching is usually a private and solitary profession: it's just you and the kids. And while we understand how to do our planning, marking, phone calling, and paperwork on our own---not very many teachers have a protocol in mind for working together.

This district, like several others in the state, has one-day per week where students are released early in order to give teachers some common planning time. There is always a pull between administration and teachers about this time. Teachers would like to self-direct and admin would like some accountability. I'm quite sure I'm in the minority about this, but I don't think admin's request is unwarranted. There are hundreds of thousands of dollars wrapped up in salary and benefits for non-student time. If teachers truly think they need this time for something, it's not too much to ask that it be tied to professional goals.

We support teacher collaboration in terms of time---but not in terms of professional development. In other words, we don't provide training in the structures surrounding collaboration. How do we have productive discussion around student work? Standards-based lesson planning? Interventions for struggling students? Best practices in literacy and/or content instruction? There is an assumption that teachers naturally know what to do when they meet to make these discussions happen. In my years here, however, I've rarely seen rubber meet road during these common planning time sessions. We need to take the time to train and support teachers in the culture we expect them to adopt before we expect them to be able to have meaningful collaborative conversations.

Labels: werk

Until today, it had been nigh on 30 years since I had been in an elementary school on Valentine's Day. When I got to school, I mentioned this fact to the school secretary. I was feeling nostalgic. She was already feeling a headache coming on by 10:30. "You see these?" she said, pointing to a bag of Hershey's kisses. "There's at least a bag of these for every kid in the school...and the contents are being exchanged all day." I understood. Even high school kids don't miss the opportunity to get sugared up.


Some things about Valentine's Day in an elementary haven't changed in the last three decades. Kids still exchange cards. There are still paper bags to decorate to hold the cards. And, of course, there is still drama over who got the most cards. Some changes I noted were that the cards are of poorer quality---through no fault of the kids. No envelopes are included with the package of cards and the artwork lacks a lot of character. (To properly stroll down memory lane, go visit 15 Minute Lunch's post on cards from his elementary years. Samples are included and hilarity ensues.)

Even with all of the changes, I feel refreshed by the experience today. Yes, I know that I didn't actually have to be in the classroom at 3 p.m. with the children who had had all day to wind up. But there is something about their enthusiasm which does my heart good. I hope you have had a good holiday, too.

Labels: personal, werk

I had decided to take some time off this spring to focus on my doctoral study. I need some headspace in order to manage my research, as well as the opportunity to read and write about it. So, I took a part-time leave of absence...and then, as Fate would have it, the perfect job opportunity came along. It fits my schedule and allows me to keep a lot of the mental space and energy I need for my dissertation.

It's been a long time since I've fallen in love with a school, but that is exactly what I have spent the week doing. My heart skips a beat when I finish my morning duties and can race to see my new partner. My face hurts from smiling by the end of the day. It is truly a joy to be able to work there. For confidentiality reasons, I can't say much about what I'm seeing in the classrooms, but I can tell you that I have a wonderful opportunity to make a real difference with a population of needy students and a building full of dedicated teachers...all led by a principal who truly believes that what happens in a classroom should be about kids. What's not to love?

Labels: werk

The first semester is finished...and so is my full-time tenure at "the f'ed up school," as my friends call it. There is a non-student day tomorrow and things begin afresh next week.

As for me? I'm looking forward to having more time and headspace to do my doctoral study. I am working on collecting data and analyzing data this spring. There is more literature to read and insert into my drafty chapters. All of this will be a lot simpler without the additional 60 students...plus all of the adult drama to be had at that school. I have sought out a bit of part-time work to supplement the bank account, something that will also feed and nurture my educator's heart and soul.

Mr. McNamar recently posted the need to feel some sense of ownership in a school. I know exactly what he means. I see the sneers when people refer to "my school." I usually jump in and remind them that other than showing up to teach, there is nothing of myself there. It is not mine...not a place I would ever claim on a resume or be proud to say that I was associated with. My afternoons from now on, however, will be very different---and very positive. There will be a building where the needs of children are considered to have the utmost priority. It is a place where there is intellectual curiosity among the staff and ideas have value, even in the face of great odds for its students.

Raise your glass tonight. Make a toast with me. Let us not be gleeful over the passing of first semester, but hopeful in the coming of Spring.

Labels: personal, werk

• When I started my M.Ed. in '93, part of the requirements included a class on multiculturalism. It was taught by Felipe de Ortega y Gasca, an expert in Hispanic studies. At the time, the concept of "multiculturalism" seemed new, so much so that the focus of the course was more about the nature and purpose of education in general---rather than looking at how to understand the needs of diverse learners in order to help them achieve the educational goals.

• There was a recent outcry by Jay Greene that schools of education were requiring more hours of coursework in diversity than mathematics for teachers in training. Nancy over at Teacher in a Strange Land has an excellent commentary on this, and her point is well-taken. Without the ability to build relationships in the classroom with students of varied backgrounds, there's not much of a chance to help kids learn math. It's one piece of differentiating in the classroom. The ultimate goal for every child is the same (meeting the standards), but without understanding the point each child must start from, teachers cannot construct the necessary scaffolding to move kids forward.

• And then there's this article published in the Washington Post last week about studies that show that most diversity training is ineffective. In fact, in the business world, places of work end up becoming even less diverse after training has been implemented. The article does not reference ed schools or the working world of education, but there may be some lessons from it. Voluntary training does yield positive results; forced training does not. "Marc Bendick, an economist who researches diversity at Bendick and Egan Economic Consultants in the District, said his surveys suggest there is a role for conventional sensitivity training. But he agreed that the training is likely to be effective only in the context of an organization genuinely interested in cultural and structural change. 'If you ask what is the impact of diversity training today, you have to say 75 percent is junk and will have little impact or no impact or negative impact,' Bendick said."

Ouch.

• There are a few people pushing a diversity agenda in my school district. Two work in my building, and one in particular is likely part of the 75% junk training. While he has bullied other staff members into participating in lit circles around diversity issues (teachers are genuinely afraid of this man, therefore they feel that they have to participate), he also managed to work his way into a training for admins and counselors. I think my favourite comment that resulted from that was the presentation set the school district back at least three years because he alienated so many people with his program that people shut down and don't want to talk now. Great. There is a new "diversity specialist" with the district, as well---and while the district is giving this person some high visibility at the beginning, there are already rumblings that she, too, is a terrible presenter and has no skills for working with staff. Chalk up another trainer to the 75%.

• We also have a "diversity question" that must be asked in every interview. It is something along the lines of defining diversity and explaining how it affects you in the workplace. While there is not a specific right answer for the definition part, the second piece of the question is looking to see if people understand that diversity is something to be aware of in daily interactions. I like that better than people trying to explain how color-blind they are. Let's face it: we're all different. And while those differences should never be used as excuses or reasons for underperformance or special consideration, they are points to respect. I think that the reason so many diversity training opportunities fail to make a difference is that the underlying message is the reverse of this. People are overwhelmed with all of the things they are now supposed to remember and do (which causes the backlash..."Screw it. I'm not adjusting to everyone else. They can accommodate me."), rather than being helped to see that we just need to recognize that everyone has needs.

• I received Managing Diverse Classrooms as a perk of my ASCD membership this week. I haven't had a chance to look at it much, but I found the timing of its arrival interesting considering all of the other sources of discussion at the moment. It looks like a very practical resource, something I like. I would love to be able to provide a better learning environment for all my students...just tell me what to do. I don't have the time or headspace to figure it all out on my own. This book looks like it might actually have the kind of support that I want. I'll let you know more after I have a chance to do some reading.

Labels: articles, werk

As I moved into another classroom this week, I walked in on a young man with his head down on a desk. He had fallen asleep in the previous class, and the teacher was looking at the kid with a look of bemusement.

The kid roused himself and started to explain. He hasn't been getting any/much sleep at night because he has so much work to do for his classes. And, he's stressed out about finals. To top it off, he was now worried about the test he would have the next day in the class he'd fallen asleep in. He asked the teacher if he could come in for tutoring.

The teacher never said "No," but what was worse was that he never said "Yes." Instead, he told the kid just to get some sleep (good advice, for sure) and just do his work for the class. I think the teacher meant well, but the bottom line is that he wasn't hearing what the kid was trying to say. The kid wanted to actually learn the material, not just fill out the worksheets---even though that was enough to satisfy the teacher. The student tried asking a couple of different ways to no avail. I did tell the student that if wanted help to find me after school. I meant it, too. I was angry with the teacher, but just smiled and counted to ten. "If you can't be bothered to help a student," I wanted to say, "then just send him/her to me."

(As an aside to this story, the kid also made a comment about how the teacher who sent this e-mail makes him feel like crap all the time. Gee kid, I thought it was just his co-workers he treated that way.)

I didn't see the student after school that day. I did see him again the morning of the test. He was still working on answering questions when I arrived in the room for my class. His teacher left him with me to finish his work, so I sat him off to the side and did some cheerleading for him to get things completed. What I learned in talking to the kid to prompt his thinking is that he's pretty bright. He had a good handle on concepts and vocabulary---but after yet another night without sleep and stressing about things, answering questions on paper was not going well. I told him to relax...to move onto the remaining items he knew and to go back to the others later. He actually did okay once I got him calmed down. We'll see what his teacher thinks about the test.

As for the kid? He's coming in after school on Monday to get some tutoring before finals. I think I can help him acquire some tools for studying and test-taking that will help him make the most of his smarts. I can't claim to be superteacher---I don't have success with all of my students, much as I might like or how hard I try. But this kid is one I can make a difference with, even if he isn't one of my own students. In the grand scheme of things, I always hope that for those in my own classes that I am unable to reach, that there is another teacher there who does have a strong connection. Obviously, it won't be the teacher next door.

Update: The kid saw me on Monday morning and gave me a big hug. He was very happy with his test score. I'm happy for him, too.

Labels: classroom, werk

...Who's the most narcissistic school of all? Why, if you said "The School Where the Science Goddess Works," you're a winner.

To give you some background, let it be noted that the student population at this school is mostly from privileged families---privileged in the sense that there are two-parent households and middle to upper income. And white. The school, however, takes a great deal of pride in touting its achievement scores, very little of which has to do with the instruction provided at the school. The faculty delights in trashing other schools in an effort to make themselves look even better.

I think my favourite recent example of this was a teacher who went on and on about how the other high school should get an alumni association, too. You see, the pretty school (with its wealthy background) has one, so it gets all manner of technology for the classroom through the funds wealthy graduates provide. But now the pretty school isn't getting as large of a chunk of the district technology pie because they don't need it. There was a great deal of whining about how unfair it all is. The real kicker is the guy who went on and on about this is an alumnus of the other high school. Um, if it's that meaningful to you, how come you don't get off your butt and change things?

And then on Thursday, everyone at the high school was treated to this e-mail:

Greetings!!! Over the past year or so, I have noticed a pattern of disrespect that seems to be aimed at [our school]. Whether it is comments made by staff in other buildings, district administrators, or parents and students from other schools, there seems to be an attitude of putting down the accomplishments of [our school] and using terms like "arrogant," "AP High" (and much more) to describe this building.

We have seen examples of a 'leveling' process in operation. Instead of providing the leadership to help other buildings to improve their academics, or work more diligently with their alumni, or to encourage their students and staff to work harder to build a program unique to their building, we've seen areas of unfairness directed at us from the same folks who trumpet [the district mission statement].

I have specific examples and anecdotal items that suggest a very disturbing pattern. Do any of you see the same? Are any of you bothered by the behind the scenes disrespect that seems to have been in operation for quite some time? If a new principal comes on board next year are any of you concerned that we may see changes that may imperil accomplishments and improvements we've made over the past years?

I could be way off in my perception, but I've heard many of you voice the same concerns. With Finals coming I am not suggesting we do anything right at the moment. I believe a staff meeting down the road may be in order for us to come together and see where we are with respects to what we see happening. It may be much ado about nothing, but we won't know unless we meet and dialogue [sic]. Maybe our building reps can give us info on what they are hearing at Rep Council meetings or invite union leadership to our building to give us some insight [on] what they are seeing........

With the possibility of big changes next year it is important that we at least know where we are all coming from. I can honestly say that I do not have any faith that the central administration will make decisions about [our school] that will be in the best interest of [our school]. While I know that they have to consider the larger interests of the district, I do not believe any attitudes or policies that try to promote equity by stripping away working, productive and proven strategies that we have implemented (and continue to improve upon) is the best solution.

Anyway, just some thoughts and concerns.......Maybe sometime early-February to mid-March would be a good time to get together. The only time now would possibly be next Thursday (not sure what is on tap for [meetings]).....and need to meet before the WASL, AP TEST time period hits us..........

This is wrong on so many levels, it hurts my head to think about it. I don't know where to start describing my reaction. I did share this message with others outside of the building who, like me, are tired of this sort of thing. I asked the author to please not include me with any future messages...and I am counting down the days (there are 8 left) until I am no longer a full-time teacher at that school.

Labels: werk

I don't know when it started, but as I pile and organize papers at work, I label them with commands: "File me!" "Grade me!" I very nearly made a slight faux pas in my zest for labels today, as "Do me!" almost snuck onto one of them. LOL

Life is crazy at the moment. It is a real struggle to manage the end-of-semester demands at school...while pondering teaching a brand new class starting in February. Plus my current grad class with its neverending posts and essays and reading. And then my other grad class which has me revising chapters 1 and 2 and working on chapter 3, as well as the IRB forms and other necessities. And data collection in a couple of months. And more.

I know, it's about this point when you start asking me if I want any cheese with my whine. :)

I'm hoping for some changes to my working schedule which will allow me to have the time and headspace everything deserves. In the meantime, I'm going to have to work hard to not answer "Bite me!" to any requests that come my way.

Labels: personal, werk

Over the holidays, I got to see a former teaching buddy that I don't get to see too often anymore. He teaches in Beijing now, so as you might imagine, getting together for lunch is usually impossible. Anyway, he was visiting in the area and joined a friend and I for a meal. When he asked about how things were going with the district, my friend rolled his eyes and I sighed---and we said the same thing: there is rarely any mention anymore about what is good for kids---any and all discussion is around Budget. Yes, the dreaded B-word. And it's getting to be a sore (and very boring) subject.

By law, schools have to have balanced budgets. We can't be like the feds and run up a deficit and exist on credit. Districts must live within their means. In the case of my district (and others in the area), declining enrollment and property tax fatigue mean smaller coin amounts in the coffers. We can't ignore budget issues. We have to make hard choices and stakeholders in all programs and walks of school-life have to be involved.

But does The Budget have to be the focus of every conversation and meeting that takes place? Isn't it time that we got back to talking about kids?

Labels: werk

You might remember me writing about issues with the district Mordac(s). This has been an ongoing drama over the last couple of years, taking on various forms. In recent days, I was told that the chief Mordac was going to block my classroom wiki from being accessed at school because "wikis are unsafe for kids." (Keep in mind that this is the same man who thinks that blogs have pop-up ads which will cause young male adolescents to get erections...therefore, there should be no blog access for kids at school.) There was no explanation about what it is that is unsafe, nor will any be forthcoming. I told my principal that it was fine if he wanted to block the link. After all, the link is for kids and parents who need information outside the school day. Being able to see things from a school computer isn't necessary.

The chief Mordac has some serious control issues and does not appear to live in the same educational world as anyone else. He singlehandedly banned all games (even educational ones) from being accessed...then decided that some might be all right, but they had to be evaluated by Curriculum staff. Um, teachers have all manner of supplementary printed materials (including games) which do not have to have Curriculum approval. I can go out tomorrow and buy a book of biology crossword puzzles and no one will raise an eyebrow. But I have to document, plead, and get a brazilian signatures if these same puzzles are in a digital format.

Shouldn't the Mordacs of the educational world be promoting features of Classroom 2.0? I remember sitting in a district budget feedback session last year. Mordac and his department were in front of me---and they were shocked (!) that out of all of the comments staff were making about the need for various programs, people, and departments that not a single one addressed technology. They didn't seem to make the connection between their fiefdom and how that is viewed by everyone else...how often they stand in the way of teachers using technology with students rather than supporting it.

I thought about just deleting my classroom wiki. The fact is that I haven't updated it in some time or promoted it much. I thought now that the district uses the Microsoft version of a wiki (known as "SharePoint") that Mordac would be on board. But I see this most recent display of ignorance and arrogance on his part as a wake-up call. It's time to drag him kicking and screaming into the 21st century.

Labels: technology, werk

The major theory behind my dissertation work is Achievement Goal Theory. Without boring you to tears, the basic idea here is that students will pursue one of two goals within the classroom: mastery which values learning for the sake of learning or performance which values learning for the sake of external indicators. These students associate success with how their performance appears to outsiders, doing better than other kids, and achieving success with as little effort as possible. Performance goals lead to a greater amount of cheating, less cooperative learning, and students who pick the easiest tasks available (or are the first to give up when faced with difficult tasks). On the other hand, mastery goals have been linked with the development of new skills, an increased confidence in abilities, the preference for challenging work (and greater persistence in the face of difficulty), and a stronger sense of school belonging. Teachers have an enormous influence on the goal structure of a classroom. Even if kids walk in the door with a performance orientation, teachers can cause them to become focused on mastery goals.

I've recently been thinking about this in a bit broader terms. Do schools as entities also put forward a particular goal structure---and what might be the impact to kids? The educational research is replete with studies showing that the greater the performance focus, the greater the student dissatisfaction with school.

Here's a hallway bulletin board from my school:



What does this communicate to you?

Personally, I feel very uncomfortable with the message. "Simple" or "easy" tasks are to be valued. "Good grades" should apparently inspire gratitude---but why? Does this idea reinforce that grades are given via some mystical process, not earned by learning? Are teachers who do these things to be considered "nice"?

I guess I'm just a mastery girl working in a performance school world. It makes me sad to think that messages like the one above are all over the building---and yet the faculty is clueless as to why student dissatisfaction with their experiences at the school increases over time (as indicated by survey data from all three grade levels).

Although my research will be looking at grading practices through the lens of mastery and performance goals, it is certainly not the only area where we as teachers communicate our values and goals to students. What does your classroom and school say about what you value?

Labels: EdD, werk

Live Science is publicizing a new study about the effects of an abusive boss---one of which is that workers tend to slack off. What is unknown is whether slacking is caused by bad bosses...or if having slacker workers leads to bosses taking on more tyrannical approaches.

Employees with difficult bosses checked out in the following ways:

• 30 percent slowed down or purposely made errors, compared with 6 percent of those not reporting abuse.
• 27 percent purposely hid from the boss, compared with 4 percent of those not abused.
• 33 percent confessed to not putting in maximum effort, compared with 9 percent of those not abused.
• 29 percent took sick time off even when not ill, compared with 4 percent of those not abused.
• 25 percent took more or longer breaks, compared with 7 percent of those not abused.

The study looked at traditional businesses, not schools, but the findings are still of interest to me. I can honestly say that I took a sick day last year (I called it a "mental health day") because Boss Lady 2.0 was just awful enough that I needed a day away from the office.

What constitutes a "bad boss"?

Employees say that abuse from bosses includes put-downs in front of others, ignored e-mails and other correspondence and being berated.

Hochwarter and his colleagues conducted another survey in 2006, in which they polled about 700 people in a variety of professions about supervisor treatment, finding:

• 31 percent reported their supervisor gave them the "silent treatment" in the past year.
• 37 percent reported their supervisor failed to give credit when due.
• 39 percent noted their supervisor failed to keep promises.
• 27 percent noted their supervisor made negative comments about them to other employees or managers.
• 24 percent reported their supervisor invaded their privacy.
• 23 percent indicated their supervisor blamed others to cover up mistakes or to minimize embarrassment.

Yep, been there...experienced nearly all of that, unfortunately.

How many students, I wonder, have teachers that might fit this profile? If so, would this be a possible cause of "slacker effect"? This article reminds me of the study released this summer that two out of three workers have seen bad bosses either rewarded or never penalized. There seems to be little question that not everything that rises to the top is cream...or what comes first in developing these situations. The real question is what we do about it.

Labels: articles, werk

This is the 900th post to Ye Olde Blog. A milestone like this probably deserves some profound reflection, but if you've been hanging around here for any length of time, you know that there is very rarely much in the way of deep thinking to be had. This is a place to put my stuff. The modern version of a cabinet of curiosities. I really try not to be negative here very often. Being an educator means that there are plenty of things to gripe about; but for you, readers, it's not much fun to read about---and it's not respectful of the fact that you have your own problems to deal with. "We know that teaching is damned hard work. What else have you got?"

Sometimes, however, I just can't help myself. And this is one of those times.

I'm working in a school which prides itself on its Newsweek Top 500 high schools in America ranking, but whose science WASL scores have gone down every year. In fact, it's the only school in the district who has lost ground each year. It is also the school which consistently has resisted any attempts at professional development. In fact, they brag about how few meetings that they have. Okay---so I'm not interested in having meetings just for the sake of themselves...but when you have achievement issues, shouldn't you be talking about them? Your AP kids might carry weight with Newsweek, but that is only one-third of your student population. What are your plans for the other 1000 kiddos?

There was actually a meeting today---ostensibly to refine the school improvement goals for the year. The science department, as usual, turned out some really poor work. The consistent lack of student achievement is everyone else's fault. "But our AP kids do so well." At this point, I couldn't resist saying "Maybe that's because the curriculum and instruction for those classes is aligned with the assessment."

This comment went over their heads. One teacher thinks the biology textbook is the curriculum ("I can't possibly cover the standards, because the book is too big.") and all sophomores dumb. Another thinks quality instruction involves notes and a worksheet every day. And the other biology teacher thinks the reason that there's such a disparity between what she does in class and the standards as the fault of the state. None of these teachers has any sense of personal responsibility to the students in their classrooms. What happens there is about the teacher, not the kids. And it's that, more than anything, that angers me.

As much as I would like to rant and rave in front of them, I'm not sure it would do any good. We need common expectations---and high ones---for every student (and for ourselves). We need to work at aligning our curriculum, instruction, and assessment. We need to look at and talk about student work. We need to think about interventions for kids who need support. All of that, however, would require meetings. And for a place which loves to brag about how they don't meet, and instead are determined to show others how little intellectual curiosity they actually have, there is little hope of powerful change happening.

I realized in that meeting that it really didn't matter what the department goals were. All I can do is be the best I can for my kids. Each day, I tell them the targets they're aiming for. I give them feedback on their progress toward those targets as often as possible and provide additional support for kids who need it. I tell each and every one of them that I believe that they can achieve the goals that are set for them. And then I teach and coach and cheer them. Shouldn't that be why we're in the classroom?

Labels: meetings, teachers, werk

I share an office with another science teacher. I've been having fun tweaking him by getting the students who stop by after hours to ask him questions. "Mr. So-and-So, is this a formative or summative assessment?" or "What are the learning targets for this assignment?" Mr. So-and-So is a good natured soul and has been a good sport about the questions kids have asked...even though neither the teacher nor the students have been entirely certain what the conversation was about. All of this has led to some interesting questions on his part---and we are having an ongoing dialog about grading practices.

Today, he asked if I thought the high school would ever have a standards-based report card like the elementary schools. I told him I didn't, even though I wish we would. When he asked why we wouldn't move that direction, I didn't tell him the real reason (Boss Lady 2.0 doesn't have the balls to start the conversation with secondary schools), but rather we moved into talking about why it was more difficult to develop for junior and senior level offerings. Our state standards only go through 10th grade (although there are some draft "college readiness" standards now available for math, language arts, and science which are meant to target 11th and 12th grades). The real crux, however, is that there would need to be some agreement among the teachers of those classes (such as chemistry and physics) about what content was most important.

These conversations should happen, regardless of what format the report card takes. Does it not seem odd that every chemistry teacher in the district makes a decision about what constitutes "chemistry," let alone what a passing grade means? My hunch is that most would agree about the basics: structure of an atom, chemical bonding and reactions, properties of matter. However, what about acids and bases? equilibrium? Is stoichiometry really that important---or it is the concepts that are meaningful? I would expect some fights here, but all with good purpose.

It's unlikely that any of this will happen within the district. There's not enough interest---people are very comfortable in doing the same old same old without having to think about why they've made the choices they have. While I doubt that very many babies would be tossed with the bathwater, I still believe that as professionals we should engage in this kind of thinking. If we can't explain to one another the value of what is taught, how will we ever convince students of the value of learning it?

Labels: standards, werk

The previous school year is now nearly three weeks into the past and perhaps there's finally some closure on things. We did lose a couple more people from the department, including Mighty White Boy. He (finally) got a principalship, although many of us would like to extend our condolences to the school receiving him. Their previous admin left after a vote of "no confidence" by the staff. MWB took this as a sign that there's nowhere but up for his tenure to go. Someone in the office commented that they hadn't met him yet. Another mentioned that Boss Lady 2.0's fervor in believing he would have an admin job for next year might well have been due to her figuring out he wasn't all he made himself out to be---and she was engaging in wishful thinking to send him along to someone else.

Although many of us hoped to see some sort of restructuring of central office administration happen, it was not to be for the upcoming year. The elementary director is wonderful to work with and we are excited about the incoming secondary director. The temporary one this year was completely useless. Someone asked me a few weeks ago what exactly she did for the district. Other than taking up air and space, I wasn't quite sure. Mind you, she's been moved to a different position next year, but at least it's one which is less visible.

I am very much looking forward to my "escape" back to a building---if only part-time---next year to coach. I know that others have looked for different positions...and another year working for the Boss Lady 2.0 may finish off all of us. We were provided a forum with the supe to just raise his awareness level of what is happening in our office, but we ended up not taking the offer. It was just so late in the year and everyone's feeling is that it would do no good. We'll have to wait and see what next year brings.

At the moment, I really do feel myself starting to recharge. I have enough distance from last year to be able to put it away and not think about it anymore...and soon, I will be ready to spend more time anticipating the coming year.

Labels: werk

Now that the school year is (more or less) completed, it's a good time to spend a few minutes pondering the lessons it had to offer. I always offer up some New Year's Resolutions in late August for the things I believe will take focus in the upcoming year. The only problem with that is that life as a Curriculum Specialist requires a bit more flexibility. I can look at the school year as going "pear-shaped" on me or perhaps I need to be more tenacious about my vision---both of which are true. But I also know that to strictly adhere to what I want is foolish. If my role is to support teachers, then I need to listen to and respond to their needs. Pushing through my own agenda isn't advisable. I can say that most of the things I wanted to focus on did have follow through.

But what about the broader issues at work here? What did the year have to teach me?

There were two big lessons from the year...things which will continue to help me in my professional life.

The first of these was simply to sit back and let group process happen. I am a very concrete sequential type of person, and I have to say that this mode is not a good fit for group work. Process just isn't a linear sort of thing. You have to take some birdwalks: side trips to explore other options. You need to have time to listen to every viewpoint present. You have to be willing to circle back. And, you often have to be able to let an outcome go. Not every meeting will end with some sort of resolution---which doesn't mean the time was wasted, it just means that you have to accept that life is messy. I have learned that in meetings where the randomness of things is starting to get under my skin, that it's a good idea to slip out for a couple of minutes. I take a short walk, get a drink, check my e-mail, or tend to a short task. When I go back to the meeting, I can breathe again. It's important to just be in the moment with things.

As teachers, we learn not to take comments too personally. There are kids, parents, and the occasional peer who don't like the way that we do things in the classroom. At a district level, this is greatly amplified and there are even more prospective stakeholders nipping at your heels. It is easy to feel like no one is really interested in learning what the real story is---that it's much more desirable to take a snippet of a rumor and run with it. I have to say that it doesn't drag me down as much as it used to. My usual gut check about things is "Is this good for kids?" If my answer is "yes," then I'm able to let negative comments roll off. It doesn't mean that the concerns of others aren't valid and shouldn't be heard---it's just that I don't bring that weight home with me anymore.

This is a transitional time for me. It usually takes me about a week to make the mental move from "all work all the time" mode to "just enjoy summer." Thoughts of school and work never completely go away, but they do take up less of my headspace. I was getting a little panicky earlier in the week when I saw how much is on my plate next year. For now, I need to just set that aside, as well as the lessons learned this year.

Labels: personal, werk

Today was the last day of school for students. Most teachers still have one day of contracted time to make up, which a couple of schools are choosing to do tomorrow---but most will meet on Monday.

This has been the oddest finish to a school year that I have ever had. The entire month has been a non-stop freight train, with full-day meetings right up through Tuesday of this week...and hiring for department positions finishing late yesterday/early today. The fact of the matter is that there are still plenty of projects to work on, agendas to sort out, and days to plan, but you have to draw the line somewhere. It's an arbitrary thing, the place where one school year stops and another begins. And so today at noon, I left. I left from a meeting that was called at 11:20 about a new item we needed to talk about. I have crossed off all of the things from the "to do" list which were absolute musts, and I am desperately pressing myself against a door marked "Curriculum 2006 - 2007" that doesn't want to be shut.

I do have to attend the contract day on Monday, but will be doing so at the school where I will be coaching in the fall...just 6 work weeks away. For now, however, the line has been drawn. Summer holiday is here.

Labels: werk

You know that scene at the end of Old Yeller? The one where the kid has to go outside and put down the pet he's nurtured and bonded with? Part of today reminded me of that as I watched the elementary math and science cadre bite the dust at a meeting today, because its greatest champion was the one who had to pull the plug.

Our elementary administrators are very much focused on promoting and developing writing skills, even though science scores lag far behind. At the district level, things don't vary much. The supe, understanding that there will be enough externally motivated change next year, has put the kibosh on any deviation from this course. Each of the Boss Ladies we've had in our department was also unwilling to take a stand for kids in the areas of elementary math and science. It was a bloody battle last year just to get a nod for a go-ahead on the cadre for this year. If you've been hanging out with me on this blog, you know that there was a very positive response from teachers this year and it made for some powerful professional learning.

Today, as we Curriculum Specialists sat down with Boss Lady 2.0 in order to begin to calendar events for next year, three dates for cadre meetings were in place. The elementary math specialist was fervent about keeping them on there...but I could tell the jig was up. Without any administrative backup, there was no way to win. Everyone there had to engage in some give and take. There are so many ways in which we would like to support teachers, but the reality is that it can't all be done. My math counterpart was strong enough to get everyone else to admit that they didn't consider the cadre to be a district commitment or initiative...and then she had to get up and remove all of the requests from the calendar. Ouch.

I have some mixed feelings about all of this. I hate to see a good thing be put down, but I am already overwhelmed with commitments for next year. I feel like I can breathe again now that those dates are off of the radar...and my guess is that there are teachers out there who will, too. It's possible that some of the cadre might make a return. The state has set aside some monies for professional development in math and science for teachers of grades 4 - 12. (There go my weekends next year.) In the meantime, I hate having to watch the elementary math specialist suffer the death of a particular dream. RIP, Old Yeller Cadre.

Labels: staff development, werk

Breakfast is the most important meal of the day...or so I've been told. The past two days have had me out the door early to get to breakfast meetings before 7. I got to kick it with the junior high principals yesterday. Boss Lady 2.0 isn't always forthcoming with information, so this event was a bit of a mystery from beginning to end. I remember the office manager trying to schedule it and, assuming I knew what was happening, looked to me to help with time and place. This was about as useful as me assuming that the purpose of the meeting was to talk about the differentiation work seventh grade had done. Wednesday morning, as I was scurrying out the door to cadre, I remembered why one shouldn't assume. BL 2.0 mentioned that she should have thought to meet with me about why we were having the meeting. Um, okay...that meant that I wasn't going to be prepared for whatever lay ahead and there was not going to be any time or help to do so. In spite of all of this, things turned out well. I just updated them on initiatives and made them as happy as I could manage. I'm still not 100% sure why I was involved with all of this, but at least the toast was good.

Breakfast this morning was with my usual gaggle of elementary teachers. This meeting is another good reason to look forward to Fridays. It is so much fun to start the day with oatmeal and gossip. It's also a great way to stay connected with the teachers I support. There is always a lot of laughter.

The only drawback to these breakfast pow-wows this week was that I had another meeting immediately following each of them. There really hasn't been any time or headspace to digest the information received. I feel like this is becoming more and more of an issue---as there are lots of meetings, all of which seem to engender something to work or follow up on...but with no time to do so because there's another meeting. I'm not sure how to resolve this. Communication issues are something that I want to ponder over the summer. How do we have fewer breakfasts on the hoof and still improve our working relationships?

Labels: werk

This is my last jampacked week of the year. I had wall-to-wall meetings about various topics today...and I have full day meetings over the next four days. If I can just make it to Friday afternoon, I'm home free for the year. This is not to say that there won't be tasks a'plenty during the last week, but next Friday at noon, I walk away from Curriculum and haven't any plans to return before I absolutely have to do do.

Our official last day of work is a Monday: June 25. That will be my first day at my new school...the one where I am going to be an instructional coach next year. From what I'm hearing, a lot of people are not planning on coming. This has nothing to do with the fact that I'll be there. :) Rather, with the 6+ weather days this year, we're already getting out at a time when several people had already made travel reservations. As for others, I can well understand how unattractive it is to finish a school year with kids and mentally be done with things only to have to come back for a day of inservice. At this point, I'm very grateful that I don't have to present anything.

I've just gotta take this one last bite this week.

Labels: werk

A couple of months ago, I suggested ripping off an idea from the science world for merit badges and applying them to classroom situations. I was thinking of this again recently when there was solicitation of ideas for a logo for Curriculum department communications. My first idea was this:



It's simple and to the point. It acknowledges our role as frequent targets of anything teachers don't like. But then, I thought that this might be better:

Again, it's pretty basic; but, it gets the message across. "Hey, staff, get your sticks and knock the stuffing out of us! You know you love it!" Unfortunately, we're not filled with treats. Maybe a pinata isn't the most appropriate graphic for the department. We then reflected upon the recent direction of the department. At that point, this seemed like the best idea:


Depressing, but authentic in reflecting the pall around the office. Maybe this was "the one." The sheer number of projects and initiatives to be completed in the next 10 days does feel a bit like drowning; however, not that many teachers view us as lifesavers...so back to the drawing board:
Okay, so the Hindenburg doesn't translate all that well into a nice line drawing like the target/bullseye above. But things are going down in spectacular flames and Nero is quite often off fiddling somewhere else...to mix in an anachronistic metaphor.

Any other suggestions out there to add a little hydrogen to the fire?

Labels: werk

By my count, there are 15 teachers in the district assigned (full-time) to Curriculum. At this time, four have already left or are in the process of leaving...and five others have requested a transfer out of the department.

If you're the supe, what does it say to you that within less than a year of new leadership of a department, the majority of the staff in there would prefer to work elsewhere?

Not everyone will get their transfer request fulfilled, to be sure...but there is nothing to stop the two retirements next year or additional requests for reassignment. Is anyone going to notice?

The spaces being created are a bit of a conundrum on my part. Do you encourage certain people who are ready for that kind of teacher leadership role to apply...knowing who they will have to work for (and that the chances of getting back to a classroom if your mind changes are minimal)? I don't know quite how to resolve this. On one hand, we really need high-quality teachers in Curriculum who can make a difference for kids through their support of other teachers. On the other, kids need those teachers in their classrooms.

A principal mentioned this week that she had once been told that if you're going to grow people in your building, you need to be prepared for them to move on. There is truth in that, but I also think it's sad that we can't create the kinds of opportunities for these "growers" to apply their skills in ways which keep them a part of their buildings (and/or districts). The implication there is that people will always need to look elsewhere.

As our district continues to shrink in number, I can't help but wonder what will happen to Curriculum. Good teachers will look for opportunities there...and finding the reality of what lies within, may then need to find another district who will value them. Either that or someone may be able to find us a new chief.

Labels: Boss Lady, werk

Get your marshmallows. Ask your neighbour for some graham crackers. I've got Hershey bars to share. It's time to see out the school year with some kum-ba-yah and s'mores.

There is very little else in the world as liberating as passing off programs and work to someone else. In the last week, I've handed off two major end of year projects and the beginning teachers' program to someone else in the office. In our parlance, it's "passing the torch." In reality, it's a helluva blaze that someone else will have to maintain. Burn, baby, burn!

I wish I could say that this means my load is lightened. It's nice, to be sure, but we have three weeks of school left...and the next two have four cadre meetings, three benchmark meetings, and one 7th grade differentiation meeting. Some of these will have outcomes and products that have to be ready to review by other teachers before the end of the year...and then we have to print and share them with a broader audience. Not to mention the new duties as an instructional coach that I'm starting to have to consider.

It's hard to stay focused on those things at this point in the year. I'd like to just stay home and play in the yard. I'm ready for summer break and all that it entails, leaving the Curriculum Inferno (if Dante only knew...) behind for awhile.

Labels: werk

In the classroom, kids would tell me things...all kinds of things. If you're a teacher, you know this all too well. There are some things you don't really want to know, a few of which fall into the category "must act on this information." While referrals to the counseling office, Child Protective Services, admins, or sometimes parents aren't always the most pleasant task, it is always done with the intent of trying to support the child (no matter what the age).

But what happens when teachers tell you things?

My role within the district is a bit of an odd one. As someone in my office likes to point out, we teachers who work in Curriculum have all of the responsibility, but none of the authority when it comes to working with the schools. This doesn't mean, however, that other teachers see us in that light. I get all sorts of things whispered in my ear about what's happening with various departments and programs. It frustrates me because as much as I am ready, willing, and able to listen to whatever teachers wish to share, I'm often powerless to do anything about it. But if not me, than who?

This part is a minefield that I'm still learning to traipse. Some things---like complaints about other teachers---are not things I can or should touch. This means finding the most diplomatic route to get the right administrator to peek in on situations. This has it's own set of perils. Teachers can't really complain about other teachers because they're in the same "bargaining unit." The contract covers everyone, there can be no member-member issues; however, as soon as an administrator gets involved, it turns into a (potential) union issue. In other words, there really isn't a simple way to tell a teacher to do his/her job. (Except in Texas. I loved a story about people from this district who went to visit a few schools down there. Someone from here asked teachers there about union issues. The response? "We don't need 'em. If there's a problem with a teacher, we take care of it ourselves.")

Other items---like board policies that aren't followed---are even more dicey. Who tells an admin that s/he's not monitoring a situation? What happens when a trainer is doing something inappropriate? Like it or not, Boss Lady 2.0 is my current conduit to dealing with most of these things. I don't mind this so much. What I do mind is teachers getting the impression that no one cares about their problems. To me, the main difference between most of what teachers lay at my feet vs. what they tell The Union is that the things I hear come from a place that is (for the most part) student-centered. I don't want to lose these voices from our district or have them feel that their concerns aren't valid. It's just a matter of learning how to tiptoe along the right pathways to do the best we can for the kids in our classrooms.

Labels: teachers, werk

Since tomorrow afternoon things will be public knowledge, I'll go ahead and share my big news about next year.

I am keeping the k-12 science goddess portion of my job...but it will be reduced from 80% of my contract to 60%. Although I strongly feel that k-12 science deserves full-time attention, I am nearly alone in that sentiment. Math is the darling right now. It needs its time in the sun, to be sure, but achievement in science is much farther behind in this district...and kids have to be just as proficient in it as they do in math by 2013. We're not being very proactive. But enough about that.

I've enjoyed working with the beginning teachers this year, but I can't say that I have a passion for it. I think this is a group which needs a better advocate than I could be for them. So, that program is being passed along to someone else.

I have felt very disconnected from kids and teachers this year for various reasons. One is just being out of the classroom. Another is the general discontent in the district about budget and school closures---no one is happy to see or hear from anyone at central office. Meanwhile, I'm not completely enamored with the idea of being around Boss Lady 2.0 all the time. Working for her has not been a pleasant experience.

What's a gal to do?

Obviously, it was time to make a bit of a change. My EdD is in Teacher Leadership and I'm past due for more opportunities to apply what I'm learning about working with teachers. So, the other .4 of my contract next year will be as an instructional coach at one of our junior highs. I am very excited about this opportunity. The principal is someone who has always been one of my biggest supporters and the staff wants a coach. I know that many teachers may look at me as just "high school" and/or "science," but I really feel like my experiences over the last two years have both broadened and deepened my skills in working with teachers and students.

The model for next year will be very much teacher driven. They will identify what their professional development needs are---and I will be there to support them all the way. I'm so glad that all will be revealed tomorrow and I can start building relationships at that building for the remainder of the year.

Labels: staff development, werk

It started out innocently enough. We have many teachers changing buildings and/or grade levels for the next school year and Curriculum wanted to put together some support materials. We termed them "Grade in a Box," and later added "Building in a Box." The idea is to provide an insider's guide and all the need-to-know information in a reference tool.

Little did we know that the whole thing would be corrupted through the efforts of Justin Timberlake and the cast of Saturday Night Live.

The mere mention of "Grade in a Box" is enough to elicit naughty smiles and outright giggling. It's been suggested that we rename our creation before sending it out to teachers next month.

For those of you unfamiliar with the "...in a Box" phenomenon, enjoy the YouTube clip below. (FYI: It's "not safe for work" or toddlers with a mind like a steel trap and a voice like a bullhorn.)

Labels: humor, werk

It's one of those times when I have too much to write about and yet nothing seems to fit this space.

I could write about the ongoing saga with 4th grade teachers at one school. They had quite the temper tantrum on Monday when I went out to "help" them do what we agreed last Friday. I received an apology note, but it rings hollow in terms of their intent to do what is needed for kids.

I want to write about what an awful bully I work for, but it makes me sad to contemplate that too much.

I'd like to mention how utterly spoiled the secretaries in our office made us feel during this Teacher Appreciation Week. We had breakfast (with Starbucks coffee on Monday), a deli lunch on Wednesday, and got hand dipped caramel apples today. The boss, on the other hand, tried to appreciate us by sending an e-card (which never made it through the spam filter). "Thought that counts," indeed.

It would be good to tell everyone about the 20 teachers I had attend an in-service I provided on Science Notebooks. Good energy and enthusiasm is my favourite kind of infection to give and receive.

I'm dying to share some thoughts about my job assignment for next year. As predicted, it is going to look a bit different...and I couldn't be happier. Meanwhile, some of those affected by this change are unaware of what is happening, so I can't say anything out loud just yet.

I need to save what happened Thursday evening to write about next Thursday evening. You'll understand why later.

And then there was the big meeting yesterday to talk about how to deal with issues that may arise as kids transition from our standard-based grading system at elementary to the traditional "Gotcha!" grading system of secondary. Secondary teachers who attended are starting to take a long hard look at their own practices and that they can't justify what they do.

Or maybe I should just tell everyone about the beautiful weather we're having and how I'm ready for summer break...although nearly 30 days are left.

For now, I'll just wish you all a wonderful weekend. I hope to have my head together enough to complete a thought tomorrow. :)

Labels: werk

Tomorrow is Take Your Child to Work Day here in Washington. Yes, it is usually in April, but our state testing elicited a suggestion from the governor that we wait until now. I know of at least one small person who will be in our office tomorrow, but we've also talked about another option.

What if there was a "Take Your Parents to Work Day"?

This idea elicited gasps of horror from many of us...imagining our mothers and/or fathers hanging out. One guy claimed that his father would likely just sit and read the Bible all day...another did a fun impression of her mother complaining "You're going to wear that? I don't want to be seen in public with you." The clash of parents in the office would definitely be something to see. I think about all of the times when I met the parents of students and thought "So that's why this kid is like that." My guess is that even among adults we'd gain plenty of insight. How far do them apples fall from the trees?

Labels: werk

As you can probably tell, I'm an -ism fan...-isms in the sense of traditional words of wisdom. Colloquialisms. I have long had a love affair with the written word and the different ideas it can convey. I like the hokey nature of -isms, how most of them appear pithy and purile on the surface but have another layer if you're willing to read between the words. -isms tell a story---and who doesn't enjoy that? They are a one-line "in joke."

Some people embody certain -isms for me. Right now Boss Lady 2.0 is of the "If you stand for nothing, you'll fall for anything" variety. It's in the same family as taking a stand, drawing a line in the sand, picking your battles, growing a pair, and I hope they bought you dinner first. You can't be a Director of any department and not be a political animal. The job is an orgy of partners---everybody wants a piece and you have to be particular about how things work. There has to be a bit of give and take all based upon a well-grounded educational philosophy. In short, you need to know what you stand for.

I'm okay with the fact that she can't always take my side. I'm just not okay knowing that she doesn't take anyone's side. She'll fall one way or the other depending on who's in the room and how a particular perspective will make her look. I think kids in this district deserve better than that. They need someone who stands for something and falls for nothing when it comes to their experiences in the classroom. We need a new -ism to lead us.

Labels: Boss Lady, werk

At a time of year when things should start their quiet descent to summer break, staff in this district are incredibly stressed out. I keep thinking that instead of candy bowls on people's desks that there should be bowls of Xanax. Maybe some Valium lollipops would help. Or, just a big old Prozac Lick in the staff room. There are very good reasons for the anxiety across the district---there are lots of changes with the school closures, boundary changes, staff reassignments, and program cuts...with five more years of the same ahead of us. We need that wallpaper you can lick, except instead of fruit flavours, one with mood-elevating substances. The idea of "fizzy lifting drinks" takes on a whole new definition. (Perhaps those are served in a Wonka Bar?)

Labels: werk

Someone in the office likes to say that the Devil wears glass beads...not Prada. We've had quite a ride with Boss Lady 2.0 this year. Actually, it's been a bit longer of a relationship than that. She was in charge of herding the secondary principals the past two years---and starting last year, she started to nose in on Curriculum territory. We could tell that our Boss Lady wasn't happy with this, but we were "politically ignorant" about things...and frankly, didn't want to know all of the behind the scenes action. I will say that many of us would have paid good money (and still would) to see a cage match with these two.

I bring this up only because the new Boss Lady and I talked about it a bit on Monday.

BL2.0: With the diminishing resources of the district, it doesn't really make sense for us to be a separate department from Teaching and Learning.

SG: I can see where it is hard to tell where one department could stop and the other begin.

BL2.0: But we operate as silos...very protective of our territory.

SG: Or jealous. It seems to me last year that many of us in this office felt we were being squabbled over in a custody battle. Mommy and Daddy seemed to disagree a lot.

BL2.0: Mommy and Daddy still fight now and then.

SG: No. Mommy left and went to OSPI.

BL2.0: And Daddy got custody. (said gleefully)

Ouch. I knew she was determined last year to steal things away from Curriculum (until it became hers...now she fights to keep what she has), but this was definitely a revelation that she meant full well to play dirty with the former Boss Lady. I admit there were decisions made by her that I wasn't entirely happy with...and yet I can't say that I thought she ever lost sight of trying to do the best possible things for kids. The new one is cold, sneaky, and cunning---a very different sort of animal than I have ever seen in education. I'm not entirely equipped to relate to this. I don't know the steps...but I'd better learn them quickly.

Labels: Boss Lady, werk

Faster than a speeding slug as she goes from meeting to meeting...more powerful than a soggy black cat firecracker while she provides input to principals...able to extend teachers' knowledge base with a single activity...it's Super ScienceGoddess! (You knew that was the next line, right?)

Okay, perhaps there's a tiny bit of hyperbole there, but this day was going to be villianous. I don't have a cape and tights, and I don't wear my undies as outerwear (although some nice leopard print lingerie underneath does confer a certain sense of invincibility). Sometimes, you just have to tell your calendar "You're not the boss of me!" and march through things.

At this time last month, I had only one item listed as an item of business for the day: working with kindergarten teachers at our final cadre session. And then a tour of the science kit center was added for part of the afternoon. No problem---that isn't kryptonite. People were welcome to take a peek and think about other program needs. When Friday rolled around, two more meetings were added: one with each set of secondary principals in order to talk about the staff development model for next year. Hey, we can work around that. The math specialist can do her thing in the morning while I represent us with the principals and I'll do science with the group in the afternoon.

Things started to change for our heroine yesterday morning. Dastardly deeds were afoot.

First, one of the principal meeting times was changed to suit an early afternoon schedule. Ummm...okay. I'll just travel back and forth between the kit center and central orifice. And then, I added another meeting during the day. For those of you keeping count at home, we're now up to five commitments---four of which were happening throughout the fifth one. Only two of the meetings had anything in common.

But wait, there's more.

Boss Lady 2.0 forgot that she has to evaluate us by May 1. So, somewhere in the day when I was actually going to be at cadre, she needed to observe me for an hour.

Did I miss the memo---was Monday actually supposed to be today?

Not to worry, fanboys and fangirls, Super ScienceGoddess perservered and had a successful day dispatching the evil calendar and its meeting minions. She has lived to fight another day in the name of Truth, Justice, and the Curriculum Way. Huzzah!

Labels: werk

There's plenty of shake-up in the Curriculum Department this year. Three new literacy coaches, a different elementary math specialist, a new "student success" specialist to manage interventions and cultural competencies, three new secretaries (out of four), and a new Boss Lady to start the year. As we end the year, three coaches are transferring for one reason or another (as have two others on staff), the student success guy is in the midst of finding other work, the voice of reason in the office is moving on to be an admin intern, we're losing a secretarial position, and the glue who held everything together moved onto other pastures this week. In short, this has been a year where change is the norm.

We're having lots of meetings at the moment, trying to sort out what the roles of those remaining in the department next year will be. As I sit and watch, I feel like I'm seeing a sort of dress-up game as people hold up different assignments by their names. I keep expecting to hear "Does this job make me look fat?" or "Will this task match that one...should I accessorize with some other role?" I find the process rather frightening in some ways. Barely are the corpses cold of those who are leaving and vultures are there to peck apart the job. In a better world, I'd think that Boss Lady 2.0 would assign us, but the reality is that she doesn't seem to have a clue about what any of us do. You have no choice but to jockey, form alliances, and self-advocate. I don't even want to get into the whole office configuration issue---that's quite the carnival act in and of itself. I'm already starting to get the impression that some people are already starting to be sorry what they've wished for. "I can't believe I ate the whole thing!"

As for me? I've been biding my time, waiting for all of the chips to fall. As Sinbad advised, "Trust in Allah...but tie up your camel." I might not be a religious person, but I appreciate the sentiment: it's okay to have hope, but you also have to be a participant in making your own way. To that end, I've created my own emergency exit from Curriculum...just in case my job assignment doesn't quite pan out like I'd wish. I also have a "backup camel" to present to Boss Lady 2.0 on Monday afternoon. She is only thinking short-term---how to make it through the end of this year and into the next. Offering a broadened picture of things might be very useful. I've had the benefit of sitting back to watch the action. Now, we'll see what fits me to a tee.

Labels: werk

...that teachers at two schools received their marching orders today. These are not the schools which are closing, but rather the two schools with the reputation of having the most negative attitudes in the district. I heard that late this afternoon, involuntary transfer notices were handed to several teachers at each school. Should make for a rather tense working environment for the rest of the year. My hat's off to the administration for doing something good for kids. No longer will groups of teachers be able to talk about how kids can't learn in their school...that no initiatives will make any difference...that their kids can't do the same work as the rest of the students across the district. I'm sure that things change much, but they won't have one another to feed off of, either. There won't be the message year after year within a school. The teachers will no doubt continue their cries of "Wolf! Wolf!" at every single thing which crosses their paths...but they may be all alone in their new schools with that attitude.

...that Mighty White Boy could have a job elsewhere next year.

...that one of our more clueless Curriculum Specialists was dressed down a bit by Boss Lady 2.0 on Friday. You're not supposed to be able to have a battle of wits with an unarmed person, right? This particular specialist had best watch herself and lay low for a bit. Our office is no place for the politically ignorant.

...that Boss Lady 2.0 is an Empress with No Clothesies when it comes to standards-based grading and reporting.

...that my job could look very different next year.

Labels: werk

The picture above is the enrollment forecast for the district. Pretty, huh? Nearly a year ago, I posted about our incredible shrinking school district; however, it described losing "only" 1000 students between that point and 2010. This was in addition to the 1000 student dip in the enrollment the district has had since I moved here. Now, we're figuring in another 1000. Ouch.

Where will 2000 children go in five years? Are parents making good on threats to sell them to the gypsies? Are there more boogeymen per capita in this area than other parts of the country, gobbling up children each night? The basic answer is simply that they are graduating. It's a good thing that kids grow up and head out into the great wide world. The other portion of the answer is that we are enrolling fewer and fewer kindergartners each year---hundreds less in number than the senior classes which leave us.

A lower enrollment means less money from the state, which then trickles down to programs throughout the district. I think about all of the heartache this year with school closure (we already have 1800 empty seats k-6...enough to close 4 schools instead of just the 2) and cuts to programs across the district, I cannot imagine how we are going to keep from fracturing into a million tiny pieces fighting each year about continued closures and cuts. Even with declining enrollment, we can balance our budgets by cutting $5M per year until then...but that's a lotta money to find. I don't know how the community is going to hang in there with us. This year has already resulted in some nasty scars. Is there a silver lining here? I hope we can find one.

Labels: werk

Years ago, when my Sweetie and I were still getting to know one another, I saw an on-line article reporting on sex lives across the globe. The part we joked about was the percentage reflecting the number of people who were "generally satisfied" in this area, as the study made it out to be a wonderful thing. We were left wondering why that would be good enough for anyone. We tried imagining some pillow talk. "How was it for you?" "Oh, you know, I'm generally satisfied." Being generally satisfied seemed like only a slight improvement over "un-," but certainly not as desirable as "very." Shouldn't that be the goal? Since then, we've used the phrase to apply to most anything: meals, movies, museums, and other things which don't start with an "m." I was thinking about this phrase today because when a meeting with admins was finished and the Boss Lady asked how I thought things went, the first thing that came to mind was that I was generally satisfied.

A couple of weeks ago, I talked about romancing the admins (the secondary school ones) in terms of finding a way for Curriculum to be more integrated with their staffs and goals. I have to say that the late March meeting was unsatisfactory in some ways. I don't know that the principals really took us seriously. We asked for some genuine dialogue and tried very hard to engage them, but things didn't gel. In spite of that, we took what little they offered and worked to create some support models to share with them on Thursday afternoon. Surprisingly enough, they started to buy in and give us some good feedback. The junior high admins are more clear about what they want (support in the form of instructional coaches) while high schools are closer to identifying some things. For once, being generally satisfied felt good.

This conversation is a step in the right direction, but we have further to go. Their needs for coaches can only be fulfilled by cutting other positions in order to redirect funds. We (Curriculum) would not only have to work out the financial details, but support with human resources and other take care of other issues. I don't know that we can make it all work for next fall. Perhaps we can start with some schools and find ways to move things along the continuum to everyone being "very satisfied."

Labels: admin, curriculum, werk

Several of us from this district attended a presentation by Ken O'Connor last week. He is something of a guru in the land of standards-based grading and reporting, something my district is valiantly trying to implement. The workshop was also a type of preview for us. Ken is contracted to provide three days of inservice to our staff in the fall.

O'Connor has some good and thought-provoking information, but I have some concerns about having him set the tone with our staff now that I've seen how things work. First of all, one-third of our elementary schools have already read his book (which is more or less exactly the same as what he presents) and have experience with standards-based grading. They need something to help deepen their knowledge base and answer some of their more significant questions. The rest of the schools also are a bit beyond "Standards-Based Reporting 101." Not much, but perhaps enough to be pretty darned bored by this particular presentation. If we have all of our elementaries attend at the same time, I don't think that anyone's needs are going to be met.

As for secondary...yikes.

We asked Ken at dinner last week if he had a different approach with secondary staff who hadn't had any exposure to thinking about standards-based grading and reporting. He doesn't. And while we believe that secondary teachers should reflect on their current grading practices, I'm worried that what Ken is going to say is going to piss them off to the point where anything good in the message will be lost forever. I can see where teachers are going to get hung up on the reporting of non-academic behaviors and making those considerations separate from the learning. I really think that those of us who will be charged with facilitating things are going to have to seriously develop some structure around the day and provide Ken with a bit more direction. I don't know how well this will work. O'Connor seems to have a very small circle of comfort.

I know it's Spring Break and I have many more fun topics to ponder, but this one keeps popping up to the surface. The week after Break, I'll be learning more about how the staff shake-up in our department will impact what is on my plate...including our Back-to-School planning. I'd like to have a clear picture in mind of how all of this is going to fit together.

Don't forget to head over to the Best of Blog awards and vote! You can vote once each day.

Labels: grading, standards, werk

One of the problems with working in Curriculum is the view that you're an interloper...a nuisance...within the schools. Some of this is likely a misunderstanding about what it is that we do. We are often told by teachers that they like each of us individually, but as a collective noun, there are few things that bring out the angry-villagers-with-torches-and-pitchforks response than talking about Curriculum. We do make for easy targets. We're visible---out and about in the schools---and are housed at the Head Shed. When teachers want to blame The District, their quivvers are loaded with arrows to launch in Curriculum's direction.

A larger part of our image problem, however, has to do with how we are or are not sponsored by administrators. Sponsorship? It's the idea that an admin should recognize that all of us are after the same thing (doing what's good for kids) and treat support for teachers (in the form of Curriculum) as worthwhile in meeting the goals of School Improvement. A Curriculum Department is just a means to the end. The admin sets the tone in the building. He or she can say a lot about the value of staff development and the expectations for teachers to continually grow in their professional experiences by how Curriculum is integrated with the school. Right now, this district has an ongoing love-hate relationship with the elementary schools and no relationship with the secondary. An early morning meeting tomorrow is meant to be the first step in addressing this.

We have to schmooze them a little...romance them. We need to put in our most demure outfits and bat our eyelashes, perhaps throw in a little bit of playing "hard to get." We need them to realize how much they really need us. Why? Because there's an awful lot of kids who aren't being successful in school. Curriculum doesn't have all the answers, but neither does the school itself. We can be greater than the sum of our parts and do something meaningful for the children who show up each day; but, it takes the right attitude about things. It means that all of us have to be accountable for our actions in this partnership. I'm hoping that what we start tomorrow won't turn out to be a one-night stand.

Labels: admin, werk

Work and the rest of waking life have been quite the juggling act the past couple of weeks. Today marked the final math/science grade level meeting for elementary---and while this has been a fabulous opportunity, it has been a lot to handle in and of itself. Throw into that an entire kit center to get up and running with all of its politics...a myriad of administrative fires to put out...new secondary science curriculum...and a group of beginning teachers to help...and I'm very much looking forward to two weeks from now when all of these large scale projects will be more or less independent. It will be good to push them out of the nest because a whole new brood is ready to take their place.

Labels: werk

If pre-school counts, then today is the first day of school since 1972 where I wasn't in a classroom one way or another...if it does, then make my answer 1973.

Things kicked off today in our district and it was an odd sensation not to be part of a classroom situation. The day was full of the myriad of details which go into supporting teachers and students in the classroom, but not the kind of excitement one feels just before walking through the door to make some magic happen.

But I must confess that I didn't miss it.

It's such an odd thing for me to say. I always got so much energy from being with the kids and learning with them...and I know that I will again when I go back. At this point in my life, however, I have a different sort of role in education and my enthusiasm is directed toward new-to-me sorts of projects and challenges. As a friend observed, "Perhaps this will finally be the year when you can concentrate on doing your job and enjoying your time off...without knife-wielding insane roommates or emergency abdominal surgery." One hopes, anyway. Goodness knows that after 30+ years of starting September off in a classroom, a change could do me a lot of good.

Labels: werk

Sure, most of the western world celebrates the flip of the calendar on January 1, but if you're involved in any way with education, September 1 feels like the time for a fresh start. Although focus always seems to shift a bit once the year is truly underway, it's still time for me to think about my goals for this year. (Last year's version is here.)

• Elementary Math and Science Cadre: The elementary math specialist and I have set a goal to train a grade level expert for every building (there are 14 schools, each with seven grade levels) in the district. The plan is not only to deepen the content and instructional knowledge of teachers, but help them see the connection between their grade level and others all the way through high school. We will also be doing work with each group to increase their teacher leadership skills and build their capacity to make change happen in their buildings.
• Since I have been charged with overseeing the entire k-12 science program, I can't leave out initiatives for our secondary schools. Here, too, there will likely be some sort of Leadership Group for Secondary Math and Science. This idea is still in its infancy, but the secondary math coach and I need other teachers to step up. Now that "jobs alike" groups are starting to meet and work on their alignments and classroom goals, one person can't facilitate all of them. We'll be recruiting over the next month to work on some transformational leadership with teachers to grow our programs and make a greater impact with students.
• I can't forget about my charges who are beginning teachers. I have eight who are new to our hallowed profession this year, and I need to develop a program for supporting newbies. I do have access to previous program work, but now that this is a .2 position (instead of a .5) and one which is new to me, I need to put some thought into making it my own and sustaining it.
• I'm on a mission this year to Save the Julio! There's a teacher I'm working with who is enthusiastic about his content, intellectually curious, and consistently models lifelong learning for his students. However, everything that happens in the classroom is about him---and not about kids. My personal goal this year is to help him start to shift more toward a learner-centered classroom. I took a solid step on that path yesterday afternoon. I hope I can keep moving along. Meanwhile, I also have a desire to keep learning all that I can about working with teachers, fostering positive relationships, and supporting their work however I can.
  
• It's going to be an ugly year in the district. With a $5M budget shortfall staring us in the face, no program or school will be safe from deep cuts or elimination; however, I have to keep advocating for science. This is especially true for my work with principals. The elementaries are completely focused on writing, which makes no sense. The secondary principals need to learn more about what quality science instruction looks like so that they can properly monitor what happens in the classroom. Right now, they do no more than rubber stamp every teacher and wonder why the scores never change. I also need to keep working with Boss Lady 2.0 to ensure that whatever resources Curriculum does retain after this year are more balanced toward math and science.

Perhaps these are enough to focus on for the time being. There is a lot more to juggle than I what I've outlined here, but these are the major ideas and all other work will go into furthering these initiatives. I continue to be excited about the road ahead and am looking forward to another year. Let's pop some champagne and ring in the New Year!

Labels: werk

The Curriculum Optional Days are over for another year. Interestingly enough, very few teachers chose to "opt out." I can't think of a single secondary science teacher that I didn't see yesterday, and we had better than 90% attendance for the elementary day this morning.

I can't say that there weren't glitches. The software for the grades 6 - 9 trainings wasn't installed properly by the techs and there were some related issues. But in each case, the trainer was able to roll with the punches and offer up something valuable.

The only official trainer we were able to get for elementary was fantastic. Here, too, there were frustrations in that we discovered this morning that his company sent one wrong set of manuals. But he still got teachers very excited about the new curriculum.

High school science teachers stayed engaged all day yesterday and gave good feedback. One from the school that is most resistant to district meetings said it was the most valuable day he's spent in the last few years. There were some amazing conversations in the afternoon when they were in "jobs alike" teams. A physics teacher who hassled me mercilessly last year led a group through a discussion of structuring inquiry and expository writing. Where the heck did that come from? The junior high life science and high school biology teachers chose to meet together and spent time talking about coordinating their labs. I don't feel like the entire day was a success, but the afternoon went wonderfully. I would really like for teachers to be able to talk more about student learning...and they're also not willing to seriously consider achievement gap issues. I have to keep trying.

The elementary day could have blown up in our faces. Every grade level has new science curriculum---which most teachers didn't know about when they left for summer. I had seven different grade levels to set up for this morning (including helping the one publisher rep we could get) and two grades to present. Things were missing (like the fifth grade kit), experiments didn't quite work (Who knew the fabric pieces had sizing and so none of them would soak up water?), and hardly anybody likes change. But there were lots of smiles today and a ton of positive feedback. People are pleasantly excited. Principals are, too.

I feel as though I have run a marathon over the last two days. I didn't come in first, but I did finish with a respectable time. I am looking forward to being able to now focus on the year ahead---an entirely different sort of gauntlet. Maybe I have the right kevlar for it.

Labels: werk

Since I'm not assigned to a classroom this year, it's hard for me to really determine when the school year begins for me. Yes, I've already been meeting and working with other teachers---but it's that first young face at the classroom door that makes it all real.

We met as a Curriculum department today. This will be my fifth school year with an association with that department and this is the very first time that we have met as a group. The previous Boss Lady just didn't see a need for meeting. Boss Lady 2.0 does because each of us has indicated to her during our individual conferences that we want this. There are some serious communication issues that have developed over the last few years, and that ends up spilling over onto principals and teachers. That really can't happen.

Meanwhile, the budget shortfall continues to grow and it's a darker picture for the district in the coming year. I first heard it would be a one million dollar shortfall...then $3M...and now it's $5M. The district will likely close two elementaries, but that will only result in a one million dollar savings. Other cuts will happen in co-curricular (again, not big savings, even with "pay for play") and every other department...including our own. I don't know if I feel as threated by this as others should. The seven literacy coaches were allowed to spend over $40K in the last year on professional development (books, conferences). Meanwhile, they're sole existence is predicated upon a focus in Writing---something not required by NCLB and an area with higher scores than math and science. They have access to a full time sub pool. Our STAR program pays for one full-time cert, four full-time subs (for teacher release time), and supplies. Both of these programs have a wonderful impact, but we could move along without them.

There will be lots of ups and downs this year. It's already a busy one, as I'm planning on the introduction of new curriculum at 10 different grade levels. This business is all about change and growth, so I'll hang on for the rollercoaster ride for the 16th time.

Labels: werk

If you're a teacher in this district, you still have one more blissful week before you have to report for duty. If you're a kid, you have two more weeks. If you work in Curriculum and Instruction, summer is not a word you'll use again until late June 2007.

Today was a good way to ease back into things as 14 of us journeyed to Seattle to attend a workshop on science notebooks. There was a strong sense of positive outlook on things and using the information as part of the program that we're trying to build.

According to this year's science WASL scores, we're continuing to make a bit of progress at the elementary and junior high levels...but high school dipped again. This doesn't surprise me. Many kids didn't take the test seriously. They knew they had to pass Reading, Writing, and Math to graduate. It will be two more years before Science is added to that hallowed pantheon. What is disturbing is the normal bell curve Science continues to have in terms of the distribution of scores. Every other subject for every grade has a delightfully abnormal curve: it favours the upper end of the scale. It shows that teachers in those grades and areas are aligning their curriculum, instruction, and assessment: they understand what students are expected to do, support their learning, and can accurately measure student progress. High school science continues to be quite the stubborn mule, as I've mentioned many times in this blog. Sigh. I know they care deeply about their subject matter...and most of them like kids and their jobs. But the bottom line is that they have a much greater interest in their teaching than they do in student learning.

This evening (yes, on a Friday night), I was handed the task of providing a School Improvement Plan for Science for the elementaries (all 14) by Wednesday. The plan needs to have goals, timelines, responsibility assignments, formative measures, costs, resources, and monthly to-do lists for principals. On one hand, I'm glad that science will be given the same priority as math, reading, and writing---and on the other, this is a lot of work...and I still have the all-day inservice for new-to-the-profession teachers to plan for Monday.

Did I mention that one of our new science curricula sources couldn't find a trainer for the 30th? Or that I still haven't figured out what to do with the teachers of science electives on the 29th?

Despite the sense of panic and complete buzzkill of what is hanging over me, there is also this nice headspace where planning for the start of the school year used to be. If I can just find a way to make better use of it, I think things could get off to a great start...or at least continue along the path started today.

Welcome back!

Labels: werk

It always interests me as to how many teacher-bloggers out there are always ready to bash Central Office. The place is an evil entity, viewed as being antithetical---or at minimum, a hindrance or obstacle---to the work of a classroom teacher. I suppose that before I moved over to the Dark Side, I harboured some similar views. Now I just think they're misplaced.

For starters, the vast majority of people who work at the Head Shed are classified personnel. Do you like your paycheck? Benefits? Teaching supplies, copy machines, computers? These people make it all happen for you. I'm not saying that they don't make mistakes or that some of them aren't awkward to work with, but if you're blaming them because you don't like what you're supposed to be doing in the classroom, you might want to look elsewhere when you're pointing your finger.

Some of us (like me) are teachers just like you. We get paid the same but have different responsibilities. It's true---I don't have to grade many papers or deal with daily classroom issues. But you know what? Your kids are my kids, too. I don't cart around 150 of them in my head as I did when I taught. Now I get to think about what's happening with 12,000 of them. You know all of those mandates being handed to us from the feds and state lawmakers? We do what we can to help translate them for classroom use. Instead of every single teacher having to make this happen, we're there so that you have more time to focus on your kids and your instruction---not the alignments.

Perhaps the finger should be aimed at the admins in Central Office? There are some inept ones around---and others who have completely lost touch with what happens in a real classroom. Bad decisions are made. And then, I think that more teachers should cut the district admins some slack. The admins can't be as myopic as we are in our own classrooms---they have so much more information to consider, weigh, and respond. I don't always like what happens with the admins with whom I work, but I always start from the belief that they are doing the best that they can for everyone under current conditions and expectations.

If teachers are unhappy with the way things are going in their schools, Central Office quickly becomes an easy target. But I hope that at least some will stop to think about who it is they're really irritated with---do you really want to blame the secretary in HR because you have to teach to the standards? Is the tech guy at fault because there's a state test? Did the supe come up with the graduation requirements? I understand teachers' frustrations, but directing all of them onto the people viewed as on the Dark Side is likely misplaced. Everyone has to do what they can and are expected to do in order to make sure that kids get what they need...even those of us working alongside teachers in the trenches.

Labels: admin, curriculum, werk

School is starting to sneak back into the realm of Have-to's, pushing out all of my Druthers. I suppose in some ways, I really haven't had much of the summer off because of the WASL prep seminars, but it has been a very simple schedule for the last month and light workload.

August is a very big month for Curriculum: lots of trainings and meetings to prepare for and deliver. Most of the time I'm responsible for planning will be easy for me this year because 10 grades have new curriculum. They'll be busy getting better acquainted with things. I still need to get organized enough to tell the trainers some specific items that teachers should focus on. The sooner I do that, the better for them.

This year, it's the grades 10 - 12 crowd that have me a bit stumped, especially the teachers who primarily have juniors and seniors. They don't have the state test on their backs---although they do have lots and lots of kids who won't have passed it. Most kids are finished with their science graduation requirements by the end of 10th grade. I know that if they had their Druthers on the day we meet, I'd just send them away to go work in their classrooms...but I'm not allowed to do that. Besides, it's an optional day---teachers aren't required to attend. So, that still leaves me with figuring out a meaningful day of staff development for them. I have talked to the math specialist and we're considering combining the groups. Should we talk intervention/remediation? College readiness? Developing district expectations for continuing math/science education beyond graduation requirements? Delving into the data more deeply?

It seems an insult to spend part of the day talking with the grades 10 - 12 teachers about instruction, but so many of them are such content specialists that their focus isn't on student learning. It's all about being the Sage on the Stage. Can we find a meaningful way to get some conversation going about best practices? Get their intellectual curiosity moving in the direction of strategies that are good for kids (especially the 60% who don't pass the state science test)?

I suppose that if I had my Druthers with this one, the math specialist would just take them for the day. :)

Any copies I want available on the inservice days need to be designated by August 14. Yikes. That's just two weeks to plan and prepare---all the while Summer Seminar and WASL is still happening. Welcome back to school, Have-to's.

Labels: werk

Things have been a bit tense around Curriculum lately, but you know things are bad when two people get carted off to the emergency clinic before noon. One was a teacher who came to a training on the math adoption and had some sort of panic attack right after things got started. My understanding is that it took a lot of finesse to get the teacher out of the room and to help. The other casualty was another curriculum specialist. I guess there had been so much tension that her neck and back seized up and she couldn't move. She, too, was a challenge to get to a point where someone could load her in a car and get her some aid. We all felt so helpless.

There are two more days of school (including today) and most of us in Curriculum will be working until the end of the week. If Monday was any indication, perhaps the district should have a nurse on standby for us.

Labels: werk

I work with both elementary and secondary teachers. It's interesting to hear how each of them perceives the other---especially in terms of attention from the district.

My sixth grade teachers told me this week that the big discussion recently has been "How come secondary doesn't have to do the standards-based report card?" This has been a major source of upheaval in the district (and will likely continue to be over the next two years as it becomes phased in) and teachers have felt a bit put upon.

Secondary teachers? They want to know how come the elementaries get all of the instructional coaches and access to a whole other set of substitutes for professional development.

Principals' from the district's elementary schools were complaining on Tuesday that they want the program secondary has which allows teachers to go out and observe other teachers as a reflective tool.

Gimme. Gimme. Gimme. :)

Labels: teachers, werk

Do you remember your Dante? The outermost circle of Hell was "Limbo," where all the good people who had the bad fortune to be born before Christ had to hang out. It wasn't really their fault that they weren't "saved," but yet they just couldn't be allowed to go to Heaven. Working in Curriculum recently has been a lot like that. I keep thinking that one of us should print "Lasciate ogne speranza, voi ch'intrate."* on the door.

We keep being assured that answers concerning our job descriptions, office locations, and associated goals will be provided soon. But with two weeks left to go in the school year, we're getting a little nervous. Can we buy the science kits our kids need? What will Curriculum Optional Day look like in August? Do we get to replace the instructional coaches who have moved onto other jobs? Is there just one Boss Lady next year---or three? Can we train some building level math and science experts? Will we know all the answers if we tune in tomorrow?

In the meantime, I guess we all just keep dancing as fast as we can. Limbo!


* "Abandon all hope, ye who enter here."

Labels: werk

There was an article in the local paper today about the district budget woes. Part of it alluded to looking at a school closure (or two) during the next year. I'm glad this idea has been made public. I noticed it on an August planning page for administrators someone had left beside our copy machine last week...and among notes on the white board in the room where my elementary group met. I covered the board with chart paper so that we could take notes, but I was also uncertain about whether or not I really wanted them to notice what all was on the board.

School closures are always contraversial and highly emotional affairs. I'm sure that discussions next year won't be pretty, but it is an alternative we will need to examine.

I have felt rather nervous about the speed with which we're doing the elementary science alignment. We took months to choose things for secondary---we have weeks to do k-5. But if we don't buy curriculum now, I don't think the money will be there in another year. We will have to make the best choices that we can and plan as best we can for sustainability. With science being one thing kids have to achieve proficiency with in order to get a diploma, I know that we will suffer the fewest cuts.

In the meantime, it should be interesting to hear reaction to the article in the paper and other thoughts from teachers as all of this begins to seep out. Maybe it's a good thing it's nearing the end of the school year and we can all escape the drama for awhile.

Labels: werk

This week, the Reading Specialist was offered a job teaching kindergarten in a nearby district. She had applied for it, feeling ineffective in Curriculum and missing the work with little kids.

Yesterday, the person I've been working wth on getting the new science kit center up and running interviewed for an elementary principal position in our district. If she doesn't get that one, she will be looking at another in the same district as the Reading Specialist.

The Math Specialist was recruited by the nearby district yesterday. There is a specific job they want her to apply for---actually at the same school where the admin position will be for the other gal. We also found out today that there will be no money to support math and science curriculum at the elementary level, which means that this very gifted teacher will no longer have access to classrooms. Seems like a no-brainer that she'll go elsewhere.

Gotta wonder what The Boss Lady is thinking.

Labels: werk

One of the things I miss about teaching junior high is that the school year would gently roll to a close. High school---and now Curriculum---are not like that at all. It's a scramble to the finish line. Between elementary science, secondary science, as summer seminar commitments, my plate feels a little full these days.

I did spend a couple of hours this morning with our current mentor program coordinator. I have a much broader sense of what those duties will entail---and how that will be one more ball to keep in the air next year. Here is what is already going to be juggled:

• New science kit center to set up and maintain for grades k - 6
• Provide two 8-week rotations of science kits to grades k - 5, including some new materials
• Implement curriculum mapping for grades 6 - 9
• Develop "cadre" model of staff development in math and science (3 meetings per year; 1 rep per grade level per school)
• Full year science for grades 7 - 9 at all schools for all students
• New curriculum materials for grades 6 - 9
• New facilities for science at two junior highs
• Professional development offerings for k - 6 teachers
• Science notebook development and integration for grades k - 6
• Trimester grade level meetings for grade 7 - 9 alignment work
• Development of common assessments for grades 7 - 9
• Program revision for alternative schools
• Investigate remediation opportunities for high school students who don't meet the standards in science

The mentor responsibilities will include

• Weekly 30-minute observations of new teachers during the first quarter of the year
• Weekly e-mail communication to new teachers and their mentors
• Monthly meetings with all new teachers
• Summer training for the induction program

And more goodies. I won't be bored next year.

Labels: change, noobs, werk

My district is starting to have to face a lot of hard budget issues. The Supe sent out his letter last week and things haven't gotten any rosier since then.

So what do you choose: have a fine arts program or librarians? School nurses or secretaries? Do you buy books for students or athletic equipment? Who gets the fun job of suggesting that a school (or two) be closed?

Over the years, lots of things have been trimmed from the budget. We've protected as many programs as we can, but they are starting to realize that moved up on the list of cuts due to the loss of so many others.

Things look bleaker in years to come. There's declining enrollment, more demands from the government, and we have to make some ugly choices. The current one deals with instructional materials. We found out today that there will only be $300K for k-12 materials. The new science adoption for grades 6 - 9 will be $225K. Will we get the needed books for next year? Will math? What about other grades and subject areas?

Not everything will be a loss. It appears that I will be gaining two more Boss Ladies next year. I don't know if I like this idea yet. I suppose I need some time to get to know them and see what their values and plans are.

Next year's gonna be a whole lot different. There's no escaping that reality.

Labels: change, werk

A select few of us from Curriculum made the trek down the hall and into the Supe's office last week. If we are, indeed, part of union negotiations (as in, the union getting rid our jobs), then we thought it best to be proactive. This meant not only providing some clarity around our roles with the district, but also to gauge where the Supe sits with all of this.

The reality is that with the budget projections being what they are, no one can really claim immunity. And even if our positions stay "safe," I get the impression that they could look quite different at some point in the near future. The Supe is already drafting out a new "management plan." In some ways, this is good. It will more clearly define the roles of administrators. What will it mean for us in Curriculum? We are "resources," so we will be assigned to whatever supervisor fits the Supe's new plan.

This is a little nerve-wracking. I have felt like I've been in a custody battle at various meetings this year when my Boss Lady and another mucky-muck were both present. Now I understand that I really am being fought over---as well as the other "specialists." Do we belong to our Curriculum...or are we an arm of "Teaching and Learning" (who directly supervise principals)?

I didn't get the impression that the Supe will make any major changes for next year, but I won't be surprised to discover that next year introduces several shifts in the power structure. And for the pawns.

Labels: werk

I worked with three groups of teachers this week. All had different kinds of work they were pursuing and each group was at a different place in both their project and their ability to function as an entity. But I think I am beginning to recognize the various stages of group process and have more patience for the "crawl before walking" analogy, especially as it relates to using standards in the classroom.

First up were the grade seven teachers. They are all caring and talented professionals in the classroom---and nice people, to boot. Their only issue? They're still at the stage of covering material vs. student learning. They wanted to spend time talking about how they cover things, which is a good starting poing, but not the right ending point. I redirected them several times before their minds started to fry early in the afternoon. I think each of them is just going to have to individually wrestle with the move to evidence of student learning. It won't be easy, but the fact that they do care so much about the work they do will drive them forward. They're just going to have to crawl for awhile.

My next charges were the bio teachers from my school. This was our fourth meeting this year and each has been a little different. They see each other every day, but they rarely sit down and talk about student achievement and talk about instruction. This meeting didn't start out that way. We did get there and I think some good information was exchanged. People left feeling all right about things...which was not the case with earlier meetings. It has really been a struggle to keep the focus on student learning and not let them slide back into comfortable patterns. I think we've turned the corner now and perhaps they don't need me to hold their hands. I'm hopeful that they might like to move forward without me next year---or even at their final meeting this year.

And yesterday was an elementary group that has been revising one of the science kits for schools in the area. The difficult part of getting this gang up and walking has been the lack of good facilitation. Am I pointing the finger at myself? Yes, in part...although I'm not completely sure that I should. A woman from a local museum is funding all of the work through a grant. She arranges for subs, provides the materials, meeting space, and treats. I don't feel right being in charge when it isn't my party...and yet, she doesn't take the reins very often. I was a little more direct about things on Friday and I think we got a lot of good things done. I guess I just need to remember that for the next (and hopefully last) meeting in a month.

I was talking with another curriculum specialist earlier in the week. She's new and has had a tough year. In our jobs, we want to run with tasks and most of the people we are working with aren't even ready to crawl yet. I told her that it's taken me three years of attention to build the kinds of relationships and trust necessary to do my job (and even then there are a few teachers I haven't reached yet). She found that a bit depressing. It is when you think of all the time when "nothing" was happening. You just have to stay focused on the big picture.

I do wonder how many good principals, administrators, superintendents, and teacher leaders have quit because of that sort of frustration. What if they'd just stuck it out (or been allowed to stay) for even two or three more years? What would the system look like if ideas could be seen out of infancy? Will our instant gratification type of society ever allow for that in public education?

Labels: admin, staff development, teachers, werk

This comment was left:

I'm looking ahead a couple of years and contemplating what sort of advanced degrees I would like to pursue, but I'm in a strange place: I had always planned on going for an MA in English Education, but I just started teaching Spanish, and I have enjoyed it more.This is where your post comes in.I was thinking of pursuing curriculum instruction instead. Can you give me a little advice on what sort of things one needs to...well, that one needs to LOVE to go into this part of the field? I'm not a fan of carrying home the loads of papers, and while I love the kids, their mental weight can be a bit much.Any advice you can offer will be much appreciated!

I thought I'd post my response here:

Keep in mind that I more or less stumbled into the Curriculum part of my job, so I don't know that I'm the best resource for how to properly go about things, but here are some things that I have learned are necessary for one's "toolkit":

• Working with adults is a real challenge. As a teacher, when students did things that were inappropriate, defiant, or naive, I always knew it was because they were just kids. That's a lot easier to work with versus adults (ostensibly "professionals") who pull the same stunts. Be ready to give lots of tough love.
• There are politics to navigate. Any recommendations you have are at such a grand level that you can't help but tread on someone else's program. You also really have to be able to work within the cultures of all the buildings in a district, understanding all the various quirks that go along with that. Be patient---it takes a very long time to build the kind of relationships necessary to make things run like a well-oiled machine.
• Just as in the classroom, you need to be passionate, creative, and a good self-manager. It is up to you to do the research and reading that classroom teachers don't have time for---but who need the information and understanding. You will likely be the only "expert" in your district in terms of subject matter, best practices, and educational policy. Take lots of time to read and reflect.
• Be ready to jump in and help. Go to classrooms and model lessons. If a teacher has had it "up to here" with a class or students, take them for a day or two. Is there a developing teacher leader in a building who needs time to mentor someone else? Volunteer to cover their class for a morning. Get out of the office and into buildings as much as possible, even if it is just to stop in and say "Hi" and smile. Don't underestimate the power of simple things like thank you notes on postcards or pencils. Show your staff at every opportunity (admins, too) how much they are valued by you.

The bottom line here is simply---do you believe that all children in our public schools deserve to have a high-quality education? If you do, then curriculum is a great way to support that. Do the work that teachers need (e.g. alignment, mapping...) so that they have the time and headspace to focus on what's most important: kids.

I plan to take my own advice as I meet with the supe this morning. More on that later...

Labels: staff development, werk

A piece from the superintendent's letter to staff today (emphasis added):

"Based upon a demographic study completed in 2000, our School District will continue to decline in student enrollment for the foreseeable future. Since 1999 we have lost 611 FTE (635 headcount) students and according to the last study, we could lose approximately one thousand additional students between now and 2010. Several years ago we planned to update the demographic survey in 2006; the study is ongoing and the results will be available not later than this summer. School districts in our state and across the nation are experiencing the same enrollment decline. The decline is attributed to the drop in the national birthrate. What we know right now is that when we take into account the loss of state revenue due to declining enrollment, our District will have lost nearly $7.6 M between 1999 and 2010."

Holy Katzenjammer kids. One thousand students in the next four years?

Meanwhile, fuel costs rise for buses. Our infrastructure is rapidly aging and technology becoming more antiquated each day. There are ever more mandates from the state and feds for us to fulfill.

The supe filled four pages with budgetary considerations. The bottom line is that we have to significantly tighten our belts...which means that jobs and programs are going to go. (Three elementary art positions were cut last week.) I think that this is his "pre-emptive strike" at getting information out before cuts are made this year. We've all been given fair warning.

Labels: change, werk

When people ask me about my job in Curriculum and how it differs from the classroom, I tell them that it's a "different kind of tired." The end of a day at school meant physical exhaustion and spiritual depletion. I carried home kids each day---at least in my mind. I had stacks of mind-numbing papers on the weekend. I rarely have that sort of weight to deal with anymore. Instead, there's a sort of mental tiredness that comes with a Curriculum job. The issues are just huge. And today, the teachers I worked with got a taste of that.

During the morning, we plowed through the goal of mapping the seventh grade Curriculum and captured some ideas for the alignment. I sent the teachers to lunch and drafted up a template for them. They worked to apply it in the afternoon, but things were not as simple as they would have liked. Their eyes started to glaze over as they realized the true scope of the task. We put things away a little early, but they do want to keep at it. They were pleased to know that I have budgeted for sub time next year and that there will be some space in the day at our June training on the new materials.

I have two more groups to "make tired" this year. We'll see if the 8th and 9th grade groups can massage the template into better shape and push things a little farther for all of us.

Labels: teachers, werk

I talked with the Boss Lady today. She said that it seems assured that the additional .2 of my contract will be funded next year such that I'll be in Curriculum full time. However, the .2 will come with "a task...but it will be one that I can easily handle."

That's all the information I was given. Anyone want to guess what my duties will include next year?

Labels: werk

My work day concluded with an ugly meeting. I suppose it could be argued that there aren't many meetings that are pleasant, but I knew this one would have several riled up teachers---and there were in their frothy state because of the upcoming changes to the district's junior high science program.

When we started the process of scope and sequence in the district last year, we knew that the outcomes wouldn't be popular with everyone. Any increase in science would mean a decrease elsewhere. Teachers' jobs and various programs were on the line. We were not insensitive to that, but the reality is that we have to remain student-centered. As long as our decisions were based on what best serves the needs of kids, we knew we could make the right choices.

But now all of those recommendations are becoming a reality, and the World Languages teachers in our district are finally realizing that some students will no longer have room in their schedules to take those classes in 8th grade. Not only does that impact the program at that end, but also at the senior level. Kids who don't start the sequence at the right time will unlikely be able to take AP level.

I heard a lot today about the college bound kid and how these new requirements would "squeeze" them. That may well be true. But the bottom line is that 100% of the students have to meet the standards in science. At best, 25% of our students enter college and university. And you know what? It's highly unlikely that the 25% is going to be comprised of kids who have to take remedial math, English, and science courses and therefore have no room in their schedules for electives.

Meanwhile, adding a zero period or seventh hour option costs (on average) $12K per year because of the way schools are funded. The state provides money for 5 classes per day per kid. We already offer 6. If a kid takes 7, we really are at a budget loss. Or, what if you don't cut one elective program (like World Languages)? If you make it a requirement, too, then you've only shifted the problem of staffing over to another subject area.

What's the answer? What doesn't cost money, make issues for other content areas, and still provides what kids need in order to graduate? I don't know that we had any particular solutions today. I hope that the World Languages' teachers will think about things some more and see what creative ideas they have. I understand their frustration and also why their classes benefit students. But I also know the realities we have to deal with in terms of accountability issues. There just can't be a happy ending for everyone.

Labels: meetings, werk

It's time to start planning for next year. Students are beginning to register for classes. Parents are coming to visit schools and talk to teachers. And my boss is starting to ask me for more time next year. So far, I've gone from 20% of my contract day as district guru to 80% this year. It looks like starting in August, I'll be a full power Goddess.

Probably a good thing, too. We will have the new materials adoption at four grade levels. We're starting up a district run science kit center. And I'll actually have specific meeting times with every elementary teacher in the district. I'm gonna be a busy gal, let alone trying to fit in teaching a class each day.

Will the Boss Lady have money to fund me full time? We don't know yet. It looks like she'll try.

Labels: werk