Just Another Day in the Life of a Teacher

I have written past stories regarding the onslaught of 'reforms' put in place by various government agencies. At the same time, I have commented on the amount of time, effort, and thought it takes for the classroom teacher to implement such reforms as; 504 plans, various levels of curriculum (and delivery) for students in the same class, online assignments, and IEP's.

I came across an example with an IEP, just the other day, that underscores the huge commitment made by teachers that goes virtually unnoticed by the general population. And, while going unnoticed, it allows critics of teachers and schools to continue the barrage of criticism against public education.

Here's what I came in contact with...A teacher filled me in on a student with an IEP who has it written in his plan, among a number of accommodations, that if he goes below a certain score then the teacher has to meet before and/or after school to go over the incorrect answers. The teacher has to go over all the material that this young man got wrong and he will keep meeting with the teacher until he gets the material correct. Once that takes place then the score will be raised.

Let me be clear I have worked with students with IEP's for a long period of time and I very much enjoyed my relationship with them just as I did with other students. So I want it to be known that we are to help students who have IEP's.

A teacher literally could have to meet with this one person numerous times (and has) per week outside of the classroom. But that's not the whole story. That's just not reasonable given the other duties of a teacher, the time that needs to be spent with up to 130 other students who might need one to one assistance, and the fact that many teachers have lots of IEP students.

Too often, those that develop such 'reforms' just don't understand, or care to, just how difficult it is to meet everyone's expectations and mandates. Really, when will this whirlwind of demands, many not very reasonable, end?

Like I said, it's 'just another day in the life of a teacher.' The fact is, it doesn't have to be this way.

Thanks,
Dick

Fat Tuesday Fundraiser!

2012 promises to be an eventful year for the schools we serve and what better way to kick off our fundraising than to put on a Fat Tuesday Fundraiser!! Our Fifth Annual Mardi Gras Concert is just around the corner and you'll want to get in on the fun at this wonderful jazz concert.

The Hinsdale Central High School Jazz Ensembles will put you in the mood by playing a variety of favorites on Tuesday, February 21st. As in the past, Hinsdale Central will host the event in the student cafeteria commencing at 7:30 pm.

Aside from the night club atmosphere and great jazz, the HC Music Parents Association will provide all sorts of refreshments for our patrons. Quite nice of them indeed!

Admission to the event is $5 per person or $10 for the entire family. A nice deal! By the way, anyone wishing to donate an instrument, in good playing condition, will be provided with FREE admission and Schools Count Corp will provide a charitable tax deduction receipt for the donated instrument. Just bring the instrument to the concert and I will be pleased to accept it.

The instruments will be given to Chalmers Elementary School in Chicago. They have a music teacher but NO instruments!! Our charity will help the school collect instruments so that they can have a band program.

What better way to shake the winter blues away than to partake in a night of jazz, all the while by helping Chalmers get their program up and running.

Looking forward to seeing you!!

Many thanks,
Dick

And the Role of the Teacher...

As I was pondering the implementation of a longer school day at CPS next year, it dawned on me that adding 90 to 140 minutes to the existing day is quite significant.
Then the question hit me...what role did the teachers play, or not, in determining what specific curriculum will be implemented?

I am not talking about how the CPS Teacher's Union weighed in on the matter though I am not discounting their importance. I am sure there are many thoughtful people within the CPS hierarchy who have their heads on straight and can be of great assistance in this matter.

But here's the critical point...the people in the trenches, day in and day out, know the needs of the children. The teachers know the strength and weaknesses of the kids and, as such, must be part of the process.

If teachers aren't consulted then we have lost an important element that should be part of the process. Another reason to consult with teachers is this...they are the ones who have to deliver the additional subject matter. Curriculum should be added to the lengthened day that teachers can effectively deliver to the students.

When teachers are an integral part of the process, and buy into it, then the chances improve that the lengthened school day will produce great results.

Dick

Part II - CPS Lengthened Day

The longer school day going into effect next year is likely to provide many benefits to the children in the Chicago Public Schools. I'm certain that the added instruction will prove to be beneficial.

Let's hope that the driving force for a longer school day isn't raising test scores. To some, this may be the best way to track progress but that doesn't equate to receiving a well rounded education!

The extra 90 to 140 minutes could well be spent by providing students with art and music instruction. Right now the students within the CPS system receive minimal time in these courses. The point is this...if the vast majority of the expanded school day is used to augment reading and math then the whole child's development will be denied.

The benefits of a well rounded curriculum are well known. If such an education is appropriate for the vast majority of communities in America, with the proper resources, then they are necessary for the students of the Chicago Public Schools.

Dick

Details of Longer CPS School Day

As promised, according to this morning's Chicago Sun-Times article, the Chicago Public School students will see their day lengthened by anywhere from 90 to 140 minutes next year.

As mentioned on other occasions, I am in favor of a longer school day. I am sure the students will benefit from having additional classroom instruction time. No doubt about it.

The pluses could be huge and notice, please, that I said that the benefits 'could be' significant. No, I am not be skeptical at the outset; rather, raising some serious points that haven't been fully answered.

For one, the day is being lengthened for 1 1/2 to 2 hours. Additional instruction time likely means more class periods and that will necessitate additional teachers. Little mention was made in the Trib's article about a real commitment to hiring more teachers.

Ninety to one hundred and forty minutes added to the school day will require teachers to put in much more time at school. The question needs to be raised, what compensation will be provided to the teachers? I can't fathom anyone realistically expecting teachers to put in the extra time pro bono.

Here's another concern. Though an additional 54 minutes will be added to the elementary school instructional day and 46 minutes to the high school day, what will use will be made of the remaining period of time? How will that additional time be used? If it's not used wisely then simply adding minutes to the day will prove to be useless.

Finally, one more factor needs to be part of this process. All parties need to make sure that school officials, building staff, teachers, parents and students buy into the lengthening of the day. If this doesn't take place then all of the plans, no matter how well intended will fail.

Let's hope for the best!
Dick

What School Reform Should Look Like

Plenty of programs, laws, and policies have been initiated in recent years in the name of school reform. From NCLB to charter schools to state testing to turnarounds to school closings, plenty has taken place over the past couple of decades.

I have great doubts about the effectivenss of most of these because I believe the essence of school reform, from its inception, is misguided. By that, I am referring to the meaning of school reform.

The idea of school reform should have one simple parameter...what can be done to best serve the learner. Notice I didn't say what can be done to raise test scores.

Closing one school and opening another, in and of itself, doesn't necessarily address the idea of best serving the learner. Does a charter necessarily meet the criteria I've suggested? Not really. Firing an entire staff, and replacing them, doesn't necessarily get the job done either.

You want school reform? Here's what it looks like...

a) Provide excellent teachers
b) Get the resources needed to the students and teachers
c) Strive for improvement
d) Put good leadership in each school building
e) Set high expectations
f) Don't worry about test scores
g) Maintain stability within the school
h) government agencies, and others, have to address neighborhood poverty rather than shuttering school buildings
i) Provide a comprehensive education that doesn't merely focus on one or two subjects
j) Engage students, believe in them, convince them that education will make a difference.

Thanks,
Dick

More Success!

Curtis Elementary is another one of the CPS schools which we are pleased to assist. Talk about a school on the rise...WOW!!

Check out these ISAT scores! The composite scores of all students, taking the ISAT, looks like this: The reading score was 36.7 in 2010 and jumped to 80.4 in 2011. An incredible amount of progress. The same goes for math. The score in 2010 was 49.1 and in 2011 it jettisoned to 80.4!

Just another example of students, staff and parents getting the job done. We find success stories like Curtis all the time. Too bad this good news rarely cracks the daily media.

We are proud to help Curtis and we'll continue to do so going forward.

Thanks for your assistance!
Dick