Disclaimer: This is not an actual letter home. It's a satirical take on senior-in-high-school behavior in the last weeks of school. While there may be some allusions to similar actual events, this does not represent any one single student's behavior. As my younger son used to say, "laugh about it!"
Dear Mrs So-and-So,
I am writing to inform you about some concerns I have had about your son's behavior over the past few days. As we both know, sometimes seniors can get a bit over-excited for the end of the year and they may not always be using their best judgment. Yesterday, your son chose to attend class by climbing a tree outside of the classroom window and insisting that a classmate open the window as wide as possible so he could still hear the class. Unfortunately, when I called on him to answer a review question, he had left the tree and was engaging in a game of frisbee in the teachers' parking lot. While I am sure your son was not responsible for the broken windshield, it is unfortunate that he made the choice to miss class.
Today, your son stood up abruptly after being in class for five minutes. (Mind you, he was ten minutes late.) Apparently he had received a "snap chat" from a friend that students were using a slip-n-slide on the hill outside of the building. While your son informed his peers that he did not want to go down the slip-n-slide himself, he told the class that there were girls in wet t-shirts and he had to, I quote, "get me some of that." He then left the room.
At this point, as we have discussed, your son has not turned in any work since April. I believe that the date of his refusal to complete work coincides with his college acceptance letter. As of today, he has an 18% for the fourth quarter. This puts him in danger of failing for the semester if he does not complete his Unit Portfolio by tomorrow. Since I am aware that he was escorted out of the building by the student resource officer after hurling a half-eaten banana at the Dean of Students during a food fight, I am not sure if he was able to retrieve his textbook from his locker. I can give him an additional day extension, but since he is suspended until after graduation, he would need you to come to the school to pick up his book. Please contact me if you have any questions.
Sincerely,
Ms. Bizzy Mama
Thursday, June 19, 2014
Monday, February 17, 2014
Common Core, SBAC, and Teacher Evaluations: What’s the big deal?
If you’ve been at all tuned in to recent developments in
educational policy in the United States, you’ve probably heard something about
the Common Core. If you have children in
public schools, you’ve probably also heard of the SBAC testing (that’s “Smarter
Balanced Assessment Consortium”).
Additionally, if you are close to any teachers in your life, you’ve
probably heard about the new teacher evaluation process – designed, like Common
Core and SBAC, to improve student achievement.
In Connecticut, we might say that we’ve hit the trifecta. In teacher-speak, we might call it the
“Perfect Storm.”
As an educator with nineteen years of experience in the
classroom, I’ve witnessed educational trends come and go. Writing Across the Curriculum, backwards
mapping, work of the discipline, and data-based decision making are some of the
buzzwords that all boil down to the same thing: making sure that kids are
learning and that we know they are learning.
We get it; we’re teachers; that is our goal. (And if that’s not the case, get out of the
classroom. We know who you are.) As the saying goes, a rose by any other name…
So here’s what’s different.
I’m going to explain this in the form of an analogy. Bear with me, because it’s really not that
far-fetched.
Imagine a corporate board room. In that board room are some business people,
some writers, some educational “experts,” and maybe a university professor or
two from some elite educational programs.
They are all, in theory, interested in making sure all kids learn at
high levels. (Buzzword.) But, remember, I said corporate board
room. That should do more than just imply
there is a greater concern: profit.
Together, this group looks at some research. (Educational research is mostly done in poor,
inner-city elementary schools, where the university education labs largely
exist.) They decide that all kids would learn better if all of their lessons
were taught in Latin. (Stay with
me.) Latin is a great language; full
disclosure: I taught Latin for eight years.
But I digress.
This corporation (we’ll call it Education Corporation) has
some high-stakes in this plan. They
publish the books students and teachers can use to make this transition, and
they can offer the option for schools to hire consultants to present workshops
to teachers. They run and maintain the
software that schools use to keep records, and – think $$$ -- they make and
score the tests that all students will take on an annual basis to measure their
learning.
The program sounds great!
It’s just what this country needs!
It will bridge the achievement gap!
We will rise to perform at the levels of other nations! Because Latin, you see, would be the common
standard by which all students would be assessed. If everyone is held to the same standard, the
achievement across schools and districts and states can be assessed by the same
measures. Education Corporation
traverses the nation, impressing states and the United States Department of
Education with its plan (imagine colorful PowerPoints with impressive graphics). They all buy in, and they buy in
quickly. “Buy in” is the operative term:
it’s a buzzword for getting on board and deploying the plan, but also
committing to spending obscene amounts of money on (“buying”) preparation
materials and tests themselves.
Let’s remember that students are still supposed to learn the
same things they do now: critical thinking, reading comprehension, practical
math – just in Latin. It’s not so much
about learning the Latin – that’s just the method of conveyance. But of course, they will need to learn
Latin. And before the students learn
Latin, the teachers must learn Latin.
(Alas, I’m ahead of the game! But
only in my analogy.) Did I mention that
this needs to be done, like, yesterday?
The tests are this year. That’s
this March. Six or seven months from the
beginning of the school year. I repeat:
teachers need to learn Latin. Students
need to learn Latin. Teachers need to plan
their lessons to be engaging, evoke higher-level thinking and complex
problem-solving…in Latin.
But we can’t do that.
See, we now need to spend our time learning Latin. And that takes away from the time I need to
plan the lessons of what I need to teach for my subject – because my students
still must learn the three branches, how special interest groups factor into
policymaking, and how to be an all-around great citizen. March looms…we’re struggling mightily. We’re limping along to learn the new language
and how that will factor into the BIG ASSESSMENT: the SBAC. Just teach to the test, that’s all! you may
be thinking. Great idea, but I haven’t
seen the test. It’s not developed
yet. I’ll repeat that: I have no idea
how my kids will be assessed. I know some
of the stuff they need to be able to do – from the Common Core standards – but
I really don’t know how it will be assessed.
Did I mention that the test has not been developed?
Let’s bring this to Connecticut. As part of this shift in educational practice
and increased public demand for teacher accountability, teacher evaluation
criteria have changed mightily. In past
years, at my high-performing school district, we have been required to
participate in team-based professional development goals and document the
related student achievement. Our classes
have been observed, and we have discussed strategies that work and strategies
that could be improved. Professional
discourse abounds; we’re serious educators.
Now?…Oh, it’s crazy. We have five
goals. For these five goals, we need to
use data and professional learning to prove we are doing the things we
typically do – but according to new rubrics.
We get more observations (not a problem; come into my class any time),
have more meetings, track our work in a cumbersome online system, and most
importantly, we have to explain how teaching in Latin is improving our
students’ achievement.
But I’m learning Latin, and so are they. I struggle every night with my own Latin
language attainment. Now I must conduct
my professional development in Latin, and write five reports on a regular basis
documenting how the new Latin learning is going. I need to develop SBAC-like assessments for
my students in Latin (did I mention I have never seen the SBAC? I have no idea how the SBAC is scored?) The SBAC is also taken online…that alone
should make you chortle if you’ve ever tried to get on the internet on a public
school computer with public school wifi…you’d still be waiting for stuff to
load.
I’m frustrated; my students are frustrated…I have stacks of
papers to grade (in Latin)…I’m up late, my dishes are dirty, maybe I have clean
underwear for tomorrow…? And forget
about my own kids! Because I almost have. Did I mention that they come home grumbling
about SBAC too? And they struggle with
their Latin? Luckily I can help them
because I am a teacher and I’m kind of doing all that stuff too…but my poor
friends who aren’t teachers have NO EFFING CLUE what their kids are
learning. I can’t spend too long helping
my daughter with her Latin-algebra, though, because one of those five
data-based professional development reports is due tomorrow at 8:00 am.
Are you exhausted yet?
Now remember, I’m not actually talking about Latin. I’m talking about adding and implementing an
entirely new structure of teaching and learning across all grade levels. The principles behind the trifecta of Common
Core, SBAC testing, and teacher evaluation all sound really good. Again,
they are all designed to get kids learning at high levels. That is not a bad thing. But how different is that goal from what we
really do on a daily basis? Why change
the language, format, testing, and professional development – all at once? Why not just work with us and target our
individual strengths and needs as experienced teachers – and reserve the
intensive attention needed to support the rookies or experienced teachers in
need of extra professional guidance? I
can’t teach well when I’m being pulled in so many directions beyond the existing multiple directions. I’ve suffered. My colleagues have suffered. And all that equates to…the students
suffering.
I’m presuming that you are reading this because you know me
and realize how dedicated I am to my profession. I may be naïve enough to expect I won’t get
responses that mention anything about holidays and summers…good benefits…and
working for the public. If I were to
make a list of all of the changes and additions to the expectations I’ve
experienced since my I began this career nineteen years ago, it would astound
you. But this new stuff, this trifecta –
this is different. It’s huge; it’s
cumbersome; it’s a lot – and I have yet to understand or see any proof of how
this serves as any benefit to the students.
In fact, I think its sheer magnitude actively detracts from student needs. Targeted professional development from
professional educators who have current classroom experience with the
demographics we teach could be so much
more valuable than teaching students to draw dots on paper to “work out”
a math problem that can be done in seconds in their heads.
Help. It’s all I can
say. Save us. Save your kids. Save your tax money! Education Corporation should not monopolize
and corporatize what is best left to communities and states. Our kids are NOT one size fits all and
neither should be their education.
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