Several have wondered why we didn’t enter RTTT. We certainly believe in and promote reform that would assist our students and their learning. However, signing on to something that is unclear and without definition is certainly questionable. The most current example of that particular trap is the Persistently Low-Achieving Schools (PLAS) saga.
California in their signing on to RTTT is now engaged in PLAS lists and resulting actions. First, there is a tremendous lack of clarity of what PLAS is, the criteria for “getting on” the list, and the ramifications of the “list” – all starting with signing on to RTTT. Many found themselves on the list and wondered “what happened” as there were clearly others that were NOT performing as well and somehow evaded the list. The State Board acknowledged before they approved the list that it was problematic – yet approved it anyway. Now that there are those on the list (NOT us), they “might” be able to get extra money – but clearly with LOTS of strings. The feds say if you don’t want the money you can decline and not be forced into the sanctions and reforms. – But wait, as California has “signed on” and written legislation those PLAS schools must do the reforms, as it is now state law (rather than federal). Of course, we don’t know in California what the timelines are for those reforms, how they will happen, how it will be paid for (there is a bit of a budget problem in Sacramento), or what it ultimately means.
Of particular curiosity, after all the applications and reforms (in response to the possibility of RTTT) from California and other states -- 15 were short-listed -- and TWO were chosen (Tennessee and Delaware).
RTTT, round #2, is due from the state to Washington, D.C. by June 1st. Anyone interested in “signing on?"
NO
ReplyDeleteRTTT and other such education "improvement" measures first and foremost seek to place ALL THE RESPONSIBILITY ON SCHOOLS AND TEACHERS for student success as measured by a test score. We all know as educators that the home culture, parent expectations, and study time outside of the classroom far outweigh what an educator can do in the short time we have our students each day. In secondary, it is a short 54 minutes per day we see our students, yet these types of hair-brained schemes such as RTTT would make us 100% responsible for student learning. And tie your job status and pay to those scores.
ReplyDeleteFor example, I live in Rubidoux. The kid who lives next door to me and attended Jurupa Unified used to sit in his driveway with his idiot parents on weekends and smoke dope with them!!!! His dad has been in and out of prison for selling illegal narcotics. HOW WELL DO YOU THINK HE SCORED ON HIS STATE TESTS???? And we're going to hold that kid's teachers responsible for his school performance??? RIDICULOUS!!!!!
I'll sign on to it when is see the following happen first:
1) politicians having their job security, pay, etc. tied to their performance in office. If 100% of their campaign promises are not kept, they do not receive their full pay. Politician pay would be tied to success at passing the legislation they campaigned on, with a sliding scale dropping to 50% pay at a 50% rate of passing legislation. And if they cannot pass at least 50% of the measures they promised when running for office (basic competence by our state testing standards), they are automatically recalled out of office.
2) Other professional occupations have their pay and job status tied to their client's performance. Doctor pay would be tied to patient behavior and outcome. If the Doctor's patients smoke, drink, have unprotected sex, hardening of the arteries due to poor eating habits, etc. etc. the Doctor loses pay accordingly. If significant improvements in patient behavior and outcome are not met on a regular basis, the doctor is fired. It doesn't matter how reckless or irresponsible the patient is with regard to their own behavior, we will put all the responsibility for patient health on the doctor from now on and tie their pay to those outcomes.
3) Lawyer pay and job status is tied to success at winning cases. If a lawyer does not win a case, they forfeit their fees. It doesn't matter how hopeless the case is or the circumstances, they must win the case to earn their pay. And if they cannot win a certain percentage of their cases in any given year, they are fired.
4) Police and Fire Fighter pay is linked to their job performance. If crime does not significantly fall within a particular police officer's patrol route, then their pay is reduced accordingly and their job status will be in jeopardy. It doesn't matter how much time they devote on foot patrols, community contacts they build, etc. The crime rate determines their pay and job status, period.
Same for Fire Fighters, if burning houses or buildings are not saved before they burn to the ground, then the firefighter is not paid. It doesn't matter how difficult or dangerous the situation, if the firefighter cannot put out the fire then they lose pay. Every home lost, every tree burned down means a subtraction in firefighter pay. Imagine how many of our firefighters in California during the fire season would be working for no money, since these fires are nearly impossible to put out through no fault of the firefighter?
Of course, all these scenarios are ridiculous and should never occur, but illustrate essentially what measures like RTTT are says should happen to the education profession. Don't be fooled by people saying RTTT is a good thing for education, if you think ANY PART of what I described above is a questionable practice.
I don't know. If a teacher can't figure out how to be successful with the students they have been given, maybe it is time to let someone else give it a go. Maybe a younger, more compassionate, more resourceful person will take the time to figure it out.
ReplyDeletePoliticians, doctors, and lawyers who do not serve clients well get sued, fired, or lose clients (and their income). Police and firefighters protect YOU from the crime and flames.
As a representative of RCTA, why demonstrate an unwillingness to earn your pay or be held accountable for results (or lack thereof). That, frankly, is not an attitude I want my children to be exposed to.
Jay Van Meter does not speak for all teachers, and he certainly doesn't speak for me. Many of us would be thrilled to be judged based on merit no matter the circumstances of our students. My students make progress and show growth. I can't control what goes on outside of the classroom, but I can sure cause change during the time that I do have my students. If the teacher doesn't take responsibility, who will?
ReplyDeleteTHAT is the attitude and belief system that is needed in every classroom, a similar mindset from each principal and district administrator. Only then will public schools become what we so desperately need them to be. The conversation at hand should not be simply about saving jobs; rather, it should be about ensuring that students have access to the best teachers and learning environments we can give them.
ReplyDeleteFrankly, I would like to see the job saved of the person who believes in their students ability to succeed (and is willing to do what it takes to make that happen) - not the job of the person who feels entitled to a position regardless of their effect on student learning.
I am a teacher in RUSD. I would like to see truly balanced classes, not GATE clusters, and resource clusters, and EL clusters. Can a class of kids with special needs ever make the growth that a GATE cluster can? Can all children make progress, absolutely! But as teachers we get the kids we get and must look at them as individuals and move them to the highest possible level for them. I do that each and every day, but to tie my pay to how much progress they make doesn't seem fair unless our classes are truly balanced. Some students will never achieve at an advanced level and that is okay. And who exactly would be making the determination of progress? Would it be based solely on standardized test scores? If someone that knew each child could sit down and determine how well I helped them to progress in their education and could make a fair assessment of me as a teacher had this responsibility, I would be all for it. I do not fear being evaluated based on my students' progress, but I do question what means by which progress is measured. Some students do not test well, others are moved around and have holes within their education, some have special needs that are not always meet in a timely manner due to circumstances outside of the teachers' control. These are not excuses, just facts. Teachers can not control all factors. But we do walk through the door each day hoping to impart as much education and life skills into our students as is humanly possible.
ReplyDeleteI do agree with Jay VanMeter and with the post from 4-18-10, 12:53pm...
ReplyDeleteIt is the teacher's responsibility to introduce the concept and to reinforce the learning of that concept, but let's face it, with only so many minutes per subject, the student/parent must also take responsibility to reinforce the learning via practice...it's called, uh, homework! One doesn't progress in reading, math, and other higher level thinking skills without practice outside the classroom...The teacher can be extremely dynamic, but with no follow-through outside the classroom, without home enrichment or afterschool tutoring programs, the students are not going to progress to the level and speed they would progress otherwise - that's just fact!
Perhaps the district should invest in teaching parents HOW to teach/reinforce their children in the home via homework and what the time expectations should be per subject per grade level...what a good study environment should include, etc.
The teacher above who says that we should put education into the hands of the younger teachers...may evidence enthusiasm, but lack the perspective of a more seasoned teacher...I absolutely hate this divide that has crept into our ranks this year! Younger teachers may bring a new dynamic, however teaching is teaching (learning timestable charts has not changed over time), and the younger teachers could learn ALOT from more experienced teachers...don't assume you KNOW IT ALL! That's just false pride! Learning your craft is lifelong!
Back to the topic...I think that when the district, via the state and federal rules, runs the statistics on classroom performance, they should be doing factor analysis...factoring out excessively poor attendance, factoring out lack of homework turned in, etc, and making a separate statistical analysis based on WHY students are NOT performing based on poor attendance, poor homework, etc. Then take the scores of those students who have had good attendance and good homework...ie: who have showed an effort to learn outside of the classroom, and compare the results with the other group. Let's be responsible in reporting and taking into account ALL the factors. I'm assuming that the factor analysis the district does factors in ELL level, which would be very important...why not also include reading, math and writing levels (which by the way...if the younger teachers are SO SURE 100% of THEIR students are successful because of THEIR teaching, then why are students arriving at high school with 3rd and 4th grade reading and math levels, and do not know their times tables?)
I know of teachers who teach their hearts out, who come up with several different ways to present the information, and encourage and inspire kids to learn, but some kids have no social interest in the learning, especially at the higher levels (high school)... Perhaps we should get on board with the DA and really start enforcing attendance vs truancy and make some consequences for truancy beyond detentions...but tracking student success should look at the WHOLE picture, including home enrichment (study time, study environment, expectation from parents for student success in school), attendance, homework, etc.
If the school wants to take all of the responsibility, then provide real after-school tutoring that is mandatory for failing students, which also includes reading groups, math groups, etc...and accountability for getting homework done, along with stricter truancy consequences. When parents are faced with fines for truancy, they will make sure their kids are in school.