Today was not a good day...
Never in my ten years of teaching have I ever seen anything like what I am seeing in my new classroom. When I received news of my new placement, everybody said, "You are so lucky. You're going to a good school. They have some of the best test scores in the district."
Well, I am here to tell you test scores don't mean much when the students in your class ARE COMPLETELY LACKING EVEN RUDIMENTARY BASIC SKILLS!!
The first two weeks of school usually involve doing basic assessments. We check their reading, we check their math, we get a feel for where they are and where we need to go. I was shocked by what I found in my current class of second graders. I've taught in the worst neighborhood for the last six years. Now I'm in a better neighborhood. I erroneously thought that my new students would have better basic skills. I can honestly say that I have NEVER had a class, and yes I mean the entire class, so far behind. I taught first grade last year, so I know what they SHOULD be capable of, and they aren't even close, and too often I am looking at a sea of confusion and blank stares.
WHY?
I keep asking the question. Everyday when I become frustrated trying to teach a new skill, I ask how can it be that these children are so ignorant.
Well, I was told that in an effort to raise scores, the most highly effective teachers were moved to the testing grades. Weaker teachers were moved to the primary grades. In addition, there were a number of long term substitutes, non-certified teachers, also placed in the primary grades.
The Results: Increased test scores in the testing grades, 3, 4, and 8, and primary students with NO BASIC SKILLS. As an example, I only have 5 out of 17 students reading on grade level. 75% of the students could not name all of the months or seasons and most certainly not in order. Few students were able to identify coins let alone give the value of a group of coins. About 1/2 were able to count by 5's, few were able to count by 2's. Writing is very weak and they are making structure and other similar mistakes that one might expect in the beginning of first grade. Many of these skills are learned in K and mastered in grade 1. So because of the over emphasis on test scores as opposed to quality learning, an entire group of children lost their foundation. I see that the second and first grade is stacked this year with amazing teachers, so I think that mistake may be corrected, but I worry that it may be too late. We may need to retain a very large number of children in order to assure their foundational skills are complete, and I predict very low test scores next year if the majority of the students move onto third grade. It also means that I will probably work harder than I ever have since entering the field of teaching.
The situation makes me angry. Someone along the way failed these kids. Wish me luck. We are all going to need it. To all of you, don't be fooled. Just because a school has "good scores" doesn't mean their kids actually know anything.
Friday, September 23, 2011
Friday, September 9, 2011
A Whole New World
A new year, a new school, a new curriculum, a new attitude.
For the last 6 years, I have taught in a primary inclusion class in "the worst school" in a large urban district. At the end of last year I was forced to transfer out of the building due to low enrollment. I spent the summer in anguish, crazed over the uncertainty of what would happen in the year to come. I had so many questions: Where would I end up? What grade will I teach? Will the staff accept me? I also had conflicted feelings over leaving my students. I felt as though I was abandoning them. There aren't too many teachers willing to work in that kind of high stress environment and quality teachers are hard to come by. I do have to say that my former co-workers have been nothing but supportive. They said, "you've been given a golden ticket to get out of here." We used to refer to our building as purgatory. I've referred to it as "Hotel California", you can check in, but you can never check out. I don't think anyone EVER has been able to successfully transfer out. So I learned to look at the situation to "get out of Dodge" and seek a place where "the grass may be greener". (Cliches can be fun)
At the close of the first week, what have I learned?
There is a huge dichotomy between the more middle class neighborhood within the district, and the "inner city" or gang infested neighborhood where I previously taught that greatly angers me. The kids in the "bad neighborhood" are given a building that is falling down and rightfully should be shut down for OSHA violations (Leaking roof, flooded basement, mold on the walls, broken stairs, rats, you name it). In fact the building in so dark and gloomy it's hard NOT to feel depressed just walking inside. They are given the worst principal, someone who failed at their last two assignments, and fought the placement. They have teachers with very low morale because they feel they are fighting against the world and losing. They are micromanaged, and stripped of all autonomy. The neediest students, who come from the most harrowing of home lives, are given the worst support and weakest opportunities. It perpetuates a culture of failure.
So what makes the difference? I have discovered the secret ingredient. LEADERSHIP!
There is a school down the road from my old building in the same neighborhood servicing similar families, similar students with similar problems, with equally qualified teachers, and the same curriculum. They may not have passed according to the test scores, but they made considerable improvement. What was the difference? LEADERSHIP and a positive atmosphere.
At my new building I see again, similar teachers, and somewhat similar students (they are no more intelligent but they have the home support that my old students generally didn't have). Again what is the difference? LEADERSHIP, high expectations, and a very positive atmosphere!
My new principal runs a tight ship and expects absolute discipline from the students with high expectations for behavior. Teachers are NOT micromanaged and given the autonomy to do their jobs. Yes, they must meet all district mandates for curriculum, and they are now expected to follow the script of the new "canned" reading program, but they can relax in that nobody will be constantly looking over their shoulder. The adults are treated like adults and professionals capable to their work. I used a copy machine for the fist time in 6 years, and it was disconcerting how something so simple could make me so happy. For the first time in a long time I feel like I am being allowed to TEACH. Also, the leadership of the building has created a positive atmosphere where the staff are friendly, helpful, and supportive of each other. I in fact found their friendliness almost disconcerting the first few days. (In my old building there were a few teams that worked well, but in general, misery loved company)
Now when I say leadership, it doesn't necessarily mean only at the building level. Leadership includes the superintendent who assigned a poor leader to a needy building and allocates resources to less needy buildings. It includes a state Education commissioner making bad decisions and politicians, without any education training or understanding, making even worse decisions.
So here's my idea for improving our inner city schools. First, we have to stop treating kids from the "ghetto" like "bastard red-headed step children" as my grandmother would say. Our neediest students need the most support. They need a beautiful building where they can come everyday and feel joy and safe. They need discipline and high expectations. They need the BEST principals and great teachers. They need teachers who feel empowered to make a difference and who have the autonomy to do whatever it takes to make those kids successful as opposed to being micromanaged by someone else's idea of what is best for the kids (especially by those who haven't been in a classroom in a great many years). They need good early childhood education to make up for those deficiencies before they even enter school. They may need extra tutoring and support. They don't need vouchers or charter schools, or crazy evaluation systems or merit pay for the staff. They just someone to honestly and truly care about what is best for them, all of them. They need good leaders!
For the last 6 years, I have taught in a primary inclusion class in "the worst school" in a large urban district. At the end of last year I was forced to transfer out of the building due to low enrollment. I spent the summer in anguish, crazed over the uncertainty of what would happen in the year to come. I had so many questions: Where would I end up? What grade will I teach? Will the staff accept me? I also had conflicted feelings over leaving my students. I felt as though I was abandoning them. There aren't too many teachers willing to work in that kind of high stress environment and quality teachers are hard to come by. I do have to say that my former co-workers have been nothing but supportive. They said, "you've been given a golden ticket to get out of here." We used to refer to our building as purgatory. I've referred to it as "Hotel California", you can check in, but you can never check out. I don't think anyone EVER has been able to successfully transfer out. So I learned to look at the situation to "get out of Dodge" and seek a place where "the grass may be greener". (Cliches can be fun)
At the close of the first week, what have I learned?
There is a huge dichotomy between the more middle class neighborhood within the district, and the "inner city" or gang infested neighborhood where I previously taught that greatly angers me. The kids in the "bad neighborhood" are given a building that is falling down and rightfully should be shut down for OSHA violations (Leaking roof, flooded basement, mold on the walls, broken stairs, rats, you name it). In fact the building in so dark and gloomy it's hard NOT to feel depressed just walking inside. They are given the worst principal, someone who failed at their last two assignments, and fought the placement. They have teachers with very low morale because they feel they are fighting against the world and losing. They are micromanaged, and stripped of all autonomy. The neediest students, who come from the most harrowing of home lives, are given the worst support and weakest opportunities. It perpetuates a culture of failure.
So what makes the difference? I have discovered the secret ingredient. LEADERSHIP!
There is a school down the road from my old building in the same neighborhood servicing similar families, similar students with similar problems, with equally qualified teachers, and the same curriculum. They may not have passed according to the test scores, but they made considerable improvement. What was the difference? LEADERSHIP and a positive atmosphere.
At my new building I see again, similar teachers, and somewhat similar students (they are no more intelligent but they have the home support that my old students generally didn't have). Again what is the difference? LEADERSHIP, high expectations, and a very positive atmosphere!
My new principal runs a tight ship and expects absolute discipline from the students with high expectations for behavior. Teachers are NOT micromanaged and given the autonomy to do their jobs. Yes, they must meet all district mandates for curriculum, and they are now expected to follow the script of the new "canned" reading program, but they can relax in that nobody will be constantly looking over their shoulder. The adults are treated like adults and professionals capable to their work. I used a copy machine for the fist time in 6 years, and it was disconcerting how something so simple could make me so happy. For the first time in a long time I feel like I am being allowed to TEACH. Also, the leadership of the building has created a positive atmosphere where the staff are friendly, helpful, and supportive of each other. I in fact found their friendliness almost disconcerting the first few days. (In my old building there were a few teams that worked well, but in general, misery loved company)
Now when I say leadership, it doesn't necessarily mean only at the building level. Leadership includes the superintendent who assigned a poor leader to a needy building and allocates resources to less needy buildings. It includes a state Education commissioner making bad decisions and politicians, without any education training or understanding, making even worse decisions.
So here's my idea for improving our inner city schools. First, we have to stop treating kids from the "ghetto" like "bastard red-headed step children" as my grandmother would say. Our neediest students need the most support. They need a beautiful building where they can come everyday and feel joy and safe. They need discipline and high expectations. They need the BEST principals and great teachers. They need teachers who feel empowered to make a difference and who have the autonomy to do whatever it takes to make those kids successful as opposed to being micromanaged by someone else's idea of what is best for the kids (especially by those who haven't been in a classroom in a great many years). They need good early childhood education to make up for those deficiencies before they even enter school. They may need extra tutoring and support. They don't need vouchers or charter schools, or crazy evaluation systems or merit pay for the staff. They just someone to honestly and truly care about what is best for them, all of them. They need good leaders!
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