Walkthrough team deems reading area 'clutter,' removes it
by Guest blogger on Feb 09 2012 Posted in Community voices
This guest blog post comes from Andrew Ganim, who shared a version of this story as testimony to the School Reform Commission on January 19.
Talk to teachers in Philadelphia, and you'll hear more than a few complaints about walkthrough teams. These are the groups of educators sent each month to struggling schools to see how well teachers are following the details of the mandated curriculum, down to such items as how desks are arranged and what’s on classroom walls.
One of these walkthrough teams came into my wife’s 3rd grade classroom in Lea Elementary School, took one look at a lovingly assembled reading corner, and determined it was “clutter.” As if that were not enough, the District then paid someone to come in over the Martin Luther King, Jr. holiday weekend to remove it.
Does the headline “Walkthrough team deems reading area 'clutter,' removes it,” sound more like something you would expect to read in the Notebook, or in The Onion?
Unfortunately, it actually happened.
I live in West Philadelphia, across the street from Lea. This school educates impoverished students and is in the so-called “empowerment” category due to its relatively low proficiency scores on tests. As such, it is required to use a very specific scripted curriculum and it gets additional resources. Among these “resources” are the monthly walkthroughs.
Lea sits in a neighborhood near the University of Pennsylvania and has a vibrant and active community of parents and neighbors interested in helping it improve. In 2008, I joined with a number of others to contribute to a DonorsChoose.org proposal for a reading area in a Lea classroom. The reading area was designed to create a fun and comfortable place that would encourage students to read. (Despite what happened in this case, contributing to proposals on DonorsChoose.org is a great way to help improve our schools!)
The reading area has been a hit. As I write this, I am looking at photos of kids enjoying this space and the grateful letters they sent me.
For over three years I have heard from students who used this resource. I can assure you that these kids were excited when they got to use that space, which really translated to them being excited to read.
Then a month or two ago, one of the District walkthrough teams described the area as "clutter." Other comments from the team included quite a few strange things like “too many words [!] on the word wall,” and “13 class rules.” There was no comment as to why these were problems.
After that visit, my wife implemented the changes that were essentially neutral, and resisted those that she considered damaging to the learning environment. In the case of the reading area, she chose to ignore the comment since she knew it was much more valuable than "clutter."
Then, on Tuesday morning, January 17, before the kids got in, she sent me a picture message. It was the corner of her room with the reading area, except all the furniture was gone.
The last thing this walkthrough team was interested in was whether the students used and enjoyed this area, or what removing it would mean. When asked afterwards, they declined to explain their reasoning.
Now, these 8- and 9-year-olds do not understand why their special spot is gone and why they have to read at their desks. They think they are being punished, and they have no idea why. Moreover, relationships among the staff at Lea have been seriously damaged.
Of course, since Lea is an Empowerment School, skilled teachers like my wife are effectively handcuffed to the scripted curriculum. They are not free to use their knowledge and expertise, because the District says that it is better for them to act like automatons and follow the script. The walkthrough process only adds insult to injury. Besides denying them the freedom to apply their teaching skills, they are also taking away teachers' classroom resources.
How exactly is this supposed to help the students learn? Instead of investing in walkthroughs, the District should be investing in opportunities for teacher peer review, knowledge sharing, and high-quality professional development. There are more than 100 of these Empowerment Schools now. How much do these walkthroughs cost?
I want to be clear that these are my words and not my wife’s. I am speaking out because it shocks me to see the District blindly undoing the efforts of the Lea community, and I want to see something positive come out of this. I am still optimistic that something will: Since I spoke at the SRC, I’ve been engaged in ongoing discussions with the staff of several commissioners. But their plates are full and they have lots to keep track of.
When I spoke to the SRC members, I suggested that as they look for ways to cut $61 million from the budget before the end of the year, they might take a look at the walkthrough teams. Apparently, they did. According to District spokesperson Fernando Gallard, the positions of six instructional support officers, the persons in each region who did the walkthroughs, have been cut. It is still unclear, however, whether District leaders still believe in the concept and whether the walkthroughs will continue.
In my comments to the SRC I also mentioned that my wife and I are young professionals who have options. We’ll be buying a house soon; should we buy one here? We have friends in San Francisco and New York and family in Houston. Mayor Nutter wants people like us to stay in the city, and he is right to want that, but why should we?
Philadelphia has to do much better than this if it wants to keep us, and others like us, in the city.
Postscript: On Thursday, January 24, there was another walkthrough. Let me point out that while the reading area was taken away, the desks weren’t moved and the classroom layout stayed the same. This time, however, the walkthrough team decided things are “much better because the kids are spread out more.”
Never mind that the kids were not actually “spread out more.” I still don't see how more space between desks would encourage young readers more effectively than a comfortable and inviting reading area.
Comments (181)
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 18:46.
The dumbing down of the school district. END creativity and real kids' needs and substitute it with mind numbing and mind stifling crap like Reading Mastery and Corrective Reading. Both are so stupid there may not be an appropriate English word to describe it.......besides embarrassing. Yes, those teams are a bunch of misfits looking for something to do.
Submitted by in the trenches (not verified) on Sat, 02/11/2012 - 07:34.
The School District and Wayman are bullies, yet nobody cares if teachers are bullied and treated with no respect.
Submitted by Mark G. (not verified) on Sat, 02/11/2012 - 09:35.
I agree--The downtown folks are trying to protect themselves so they would throw their own children under the bus. It's a very bad environment and the Walk Through Groups are exhibit A--------Z. It's actually a shame they're so obviously misfits. It's like the Catholic Church sending an obviously gay priest on TV to speak about the big problems with priests/kids. Just hard to believe stuff.
Submitted by spencer blank (not verified) on Fri, 12/21/2012 - 19:32.
Highly descriptive post, I liked that bit. Will there be a part 2?
Submitted by Rich Migliore (not verified) on Thu, 02/09/2012 - 19:21.
Andrew, I have nothing but praise for you, your wife and the Lea school community. It is Great to hear you speak up.
I ran a high school reading program for nearly 20 years as a reading specialist and the "clutter" in your wife's classroom is exactly what those children need. They need to read a wide variety of authentic materials that interest them and expand their motivation to read, the depth and breadth of what they read, and their background of experience.
They do not need those scripted lessons. Great teaching of reading cannot be done from a script. I. for one am very saddened by what I have seen happening in the district instructionally. Prior to the high stakes testing hysteria, we did not teach reading that way and what we did was far better suited to meeting the real needs of children.
Please, everyone, have the courage to speak up for what you believe is really best for children. It is imperative....
Submitted by I Teach in Philly on Fri, 02/10/2012 - 17:28.
We teachers have been trying to speak up for years but 440 does not trust the intelligence or experience of the teachers they hired. Every time we try to do what we know is right in our classrooms we are slapped down by "memos" (bad reports in our files) and embarrassed by administrators.
Meanwhile the 440 walk-through team never has to explain or justify anything. We are supposed to take their criticism without question even when we know they're dead wrong. What remains is a demoralized staff with simmering resentment and students taught by unhappy robots.
Submitted by SocialScientist (not verified) on Thu, 02/09/2012 - 19:40.
The walkthrough teams are made up of mostly non-educators, or educators who left the classroom after a year or two. Shaking my head.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 21:00.
That's a lie.The team consist of the Region Special education manager, An instructional Specialist, an assistant super....all of which are educators. Let me say, while some things seem unnecessary and while their may be some nagging...there is great teaching out there and there is also a mass of Horror!
Let me say that what we as a district have deemed acceptable in many instances would never fly in suburban schools! (or the schools we take our kids to)
Know all the details . there are people on those teams that have worked their way to be there with a proven track record of helping teachers and some that just have titles and know nothing ( just like teachers)
I would have loved to see that teacher's husband go to the SCR about the unbelievable low scores at LEA . That have been going on for YEARS! There is way more to sound off about than a teacher being told her room was cluttered. The students are behind the rest of the city , suburbs and the state for years now...where is the outrage for that?
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 21:12.
Assistant Superintendent Lissa Johnson, is that you? Honey, you might want to work on your grammar and writing skills before you go trying to correct others and justify your job.
Submitted by AD-9 teacher (not verified) on Thu, 02/09/2012 - 21:43.
I wish I could "like" this comment. You nailed it. She is notorious for disliking "clutter."
Submitted by Another AD9 teacher (not verified) on Fri, 02/10/2012 - 15:16.
We were informed of Lissa's "clutter offensive" at the start of the year. If only the mice would keep those droppings in the trash...
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 23:48.
That woman needs to be the next ackerman cronie to be eliminated from the district. I'd love to see her teach in my empowerment school.
Submitted by Tom M (not verified) on Sat, 02/11/2012 - 16:32.
Yes, a sad sack to be sure, worrying about mindless nonsense 24/7. Addressing her own baggage vicariously through her work.
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 16:35.
They chased Joe Pardini and Nancy Erskine out so maybe she's next to walk.
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 21:16.
When you go into the suburbs or private schools like Penn Charter or Merion Mercy the classrooms sometimes look cluttered, but its engaging with everything a student needs to imagine and work independently. Don't the public school student deserve the same things/ equal opportunities and experiences as the students in private schools?
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 21:32.
Uggh! It is REALLY disheartening to see someone who writes, seemingly from the standpoint of a school administrator, and who clearly is lacking in basic grammar and spelling. Do we have educational standards for the people who are overseeing the schools?
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 21:34.
I checked out Lea's scores. They look at lot like the scores at other neighborhood schools - ups and downs. Why not look at the inadequate curriculum that we have had under Valas and Ackerman?
The high school walk through team, AD1, is an insult to anyone's intelligence. It is obvious that some feedback is "canned" - intended for every school - and other feedback is rigid. We are judged based on the drill and kill 7 step lesson plan. Anything creative, engaging, etc. is outside of Wayman's periferal vision.
Hopefully, next year, all of the Regional Offices will close, the Regional Superintendents will be back in schools and have to face the wrath of their former colleagues.
Submitted by Amara (not verified) on Thu, 02/09/2012 - 21:35.
I testified before the SRC the same night as Andrew and my testimony included, "In my experience, parents do want improving test scores but they want them to be the byproduct of a well-rounded education not the result of constant test preparation and drilling as in the Empowerment curriculum. Literacy and math instruction are indeed important but Science and Social Studies classes should never be temporarily sacrificed. In fact, engaging students' curiosity about the world through Science and Social Studies teaches math and literacy in a more meaningful way than any drill-oriented curriculum. If test scores at Lea rise but are the result of focusing on 'PSSA eligible' material to the near exclusion of all else someone somewhere in the district may benefit but it is not the students."
Lea is fortunate to have Andrew's wife as a teacher. I can say from experience that she is a dedicated, creative and effective educator. She is the kind of teacher the district should be working to support not attempting to undermine.
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 08:56.
I don't know the teacher in question and don't know or care about the whole donated reading nook and what not.. To me that is a small battle that will get a lot of attention but meanwhile we're losing the war.
The first part of your post. That I agree with 100%. We need to be teaching all of the subjects, giving the students a well rounded education. Not just focusing on tests, and the PSSA. School used to be enjoyable places to learn to love learning.. now they're just test factories for the 'eligible content'
Submitted by Rob (not verified) on Thu, 02/09/2012 - 21:40.
Why is it that walk through teams do not talk to teachers. They don't ask questions, they don't talk to students, they just follow a check list. I use ppts a lot in class and have to put my objective, do now, and exit stub on every slide just in case the walk through team comes through. No one can explain to me how the best practices were formed and I have been looking for studies or papers about the effectiveness of how they want me to craft my lesson but to no avail. When can we be treated like professionals? In the suburbs this type of bs would not tolerated.
Submitted by Down the Hall (not verified) on Thu, 02/09/2012 - 21:53.
The checklist is a sickening twist to Madeline Hunter. Check out this article "What's Wrong with Madeline Hunter?" http://ascd.typepad.com/blog/2011/01/whats-wrong-with-madeline-hunter-19...
This was written by Madeline Hunter and she specifically addresses the "checklist" in that her 7 step lesson plan is NOT to be used in that manner.
Submitted by Meg (not verified) on Fri, 02/10/2012 - 07:32.
I wish they would not talk to students. I had a walkthrough visitor who stopped my lesson and ranted about how my second graders were holding their pencils. She never looked at the actual writing, the creativity of the piece or whether or not the skill being taught was mirrored int he writing, but harassed several children for their pencil holding. Several kids were under their desks in tears but he time she finally stopped, at my insistence. On her next visit, three children went immediately back under their desks and refused to write while she was in the building - not just in the room. I need to point out that two of these children have transferred out of the PSD now and they were both scoring high in the Acuity test and all I taught.
We lost these shinning stars due to the mean, inappropriate put-downs from the walkthrough team.
Submitted by Linda (not verified) on Fri, 02/10/2012 - 19:56.
Hello Meg, Just wanted to back a coworker up. As an art teacher I cover during DI when a teacher is out at my far in the southwest middle school. When the team came through I was told by the English coach who works at my school she was glad I was there since the prior coverage teacher did nothing with the kids and the Walk Through Team was fast on the way to the class room. I got in, did the lesson and as it was going on, in comes the team with a very "prissy missy" who sat down and started talking to a student. Bless his heart, he was an art student of mine and had been for three years. His response to "prissy missy?" "Lady, I don't mean no disrespect but the teacher is talking here. Just look at the book and YOU'LL GET IT." I could have kissed him. Hope he still has eyes on the book in high school. Take care and carry on. Your co-worker in the far southwest middleschool has your back!
Submitted by Meg (not verified) on Fri, 02/10/2012 - 20:53.
It is great that our children are backing us, too. It is sad that they have more manners and politeness than the so called professionals.
Submitted by Rich Schulang (not verified) on Sun, 02/12/2012 - 16:20.
Meg,
From what I've heard by department heads (I was a high school math teacher in Phila. and retired last June), the walk through "observers" are not supposed to speak to the students or the teacher. How rude and unprofessional are these "observers" to think what they are saying is more important to the students than what we have prepared. Additionally, they come into a room and see things one a few minute basis. They are not aware of the situations that are going on long term. They make simple judgements based on minimal information.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 22:23.
I am completely floored by this comment by someone who is obviously on the walkthrough team at Lea. Bad grammar aside, does this person base any of his or her opinions on actual best practice?! Apparently not, because all of the very BEST schools have cozy reading nooks at the elementary level - yes, those in the suburbs and those in Philadelphia, like Penn Alexander. By the way, what are the schools "we take our kids to"? A classroom should be warm and inviting, a respite from what can sometimes be a difficult home life for children, a place where children actually want to come to each day. If you can't even provide a rationale for doing something as drastic as removing classroom library furniture that was donated by the community, there is clearly something wrong. You should not be in a position to "educate" teachers or children. Andrew, thank you for writing this. Let's hope that the SRC agrees with what a colossal waste of resources these walkthrough teams are. There are better, much more cost-effective ways of supporting teachers in a time of budget crisis.
Submitted by Sick of it! (not verified) on Thu, 02/09/2012 - 22:28.
Really? I haven't heard of a single instance where teachers have actually been helped by feedback from these teams. Their reports are full of mindless "gotchas." Seriously, is there a research-based reason to only use blue and black markers? How much pettier can the feedback get?
I might appreciate a walkthrough if it provided me with additional tools and skills that helped me to improve my students' learning, but I don't appreciate criticism because I'm one lesson off of where the PST says I should be. Give me some credit for being professional enough to know when my students need to spend a little more time with a concept than the PST gives me.
It sounds like you want to blame SDP teachers, because many of their students' achievements don't measure up to that of their suburban counterparts. Perhaps you haven't noticed that, unlike the suburban schools, the SDP's view of 'acceptable' includes students who verbally and physically abuse their classmates and teachers, large class sizes, and limited MEANINGFUL support for the classroom teacher. If you're not part of the solution, Lissa, maybe you're part of the problem.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 22:51.
Exactly and this particular part of the problem is getting paid $140K+ a year for this according to the documents from the Education Accountability Agreement.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 22:39.
"The schools we take our kids to."
What schools, exactly, are that? I just registered my daughter at Lea, our neighborhood school, because of its dedicated and talented teachers. I'm curious as to where you think she "should" be going--or maybe I'm not included in your "we"?
I'd love to hear more. Please, do share.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 00:24.
Oh yeah, no other district would allow all the disrespect, violence and lack of materials that teachers have to deal with. That is true. I have worked in 3 different states and have never seen such an incompetent and disorganized administration.
Submitted by Ms.Cheng (not verified) on Fri, 02/10/2012 - 08:18.
It takes time for an innovation to work, and it needs support. Love and excitement about reading - inspiration and motivation - a little "clutter" is a small price.
So Lea has low scores - the Walk Through teams have probably been around longer than this Reading corner, and if looking for factors to blame...
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 09:31.
This is hilarious. You're implying that critics of the walk-through teams have low standards, yet your own writing is below basic. Second, you evidently know nothing about suburban or private schools. Many of the best suburban and private schools do not even require teachers to submit lesson plans, let alone allow a bunch of illiterate bullies run roughshod on teachers. The actually talk to teachers, foster collaboration and put quality resources in the classroom.
Submitted by Maurice Jones (not verified) on Fri, 02/10/2012 - 16:01.
In response to your statement about Lea. I am one of the "PARTNERS" that the district lists on their website. I chose Lea over a number of schools that have higher scores, because of a great teacher at Lea. I have been at Lea since that time, totaling 3 years, and have nothing but praise for Lea. My son is a high achiever and goes to Lea, so is he one of these low performing students at Lea you are talking about? I stay at Lea because I owe it to my son, his classmates, and the excellent teachers at Lea who are doing a great job to support them. I would not risk the education of my son for a social experiment. He reads Hugo Cabre, and other exploratory books, is a member of every museum in Philadelphia, and tells me that he loves Lea because of it's teachers, (all of it's teachers), every day. We conduct experiments all the time, and every day he comes home with something else he has learned in class. He is in that class at Lea that had the reading zone removed. I will not contest that some of the walkthrough team members have something to offer, everybody does, but what's lacking is respect of teachers as professionals, and parents. I donate my time and energy to Lea every week, am there motivating teachers and students almost every day. I do it because of my love for Lea, it's staff and students, and only one time has a member of the walkthrough team asked my opinion on how the district is doing, how are my son's teachers doing, plainly what do I think about public education; in 3 years that I have been there. You can say what you want about scores and criticize the approach of the article, but those are the facts from a parent who is not on the side lines, and supports public education, and teachers. I have bought the product, and your arrogant demeanor is representative of what I have seen from many, (not all), of the walk through memebers. I disagree with the statements by some that they ALL are just failed teachers, because I know that some care, (I have met them), but to not approach a parent who is working hard to bring assets to the school during this time of hardship for the district and get a barometer of, "how are we as a district doing educating your child", shows a lack of people skills. Frankly this entire situtation can be resolved by a PD, (using your vernacular), concerning communication and how to treat others. Finally, the teacher in question is a superstar amongst teachers. My son has had all fine teachers at Lea, and this is another one who is exemplary. So to complain because someone has an issue with how the walkthrough team does things, and decides to express it, shows a lack of understanding of the facts. Do I know the details? I have known them for the last 3 years. I have spent more time at Lea than every walkthrough team for the past 3 years, (my son's school has had 3 different regional teams in that period which is telling), have observed hours of teacher instruction personally, and have very high standards for my child. I would not change my son's experience at Lea for any school. It has low turnover and dedicated teachers. Not one has turned me down for any request I have had, nor I them. Everyone greats me and my son each day we enter the building. That is not common, in my experience, amongst the walkthrough staff. (to be fair that has changed recently, but I will not explore the chicken or the egg aspect of this). He says when he becomes an Astrophysicist he plans to come back to Lea and help the other kids. Yes this is from a 3rd grader at Lea. There was a book written in 1994 called "Changing Middle Schools", which suggests the total opposite approach as what I have seen from the walkthrough teams I have observed. Yes almost 20 years ago. This present approach is failed. Teachers can tell you, parents can tell you, and students can tell you. BTW: I toured with the walktthrough teams for a full year previously as a parent, for full disclosure, so I know of what I speak. Those are the details and the reality at Lea, and I am a proud parent who is not anonymous. Maurice D. Jones Sr
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 17:20.
Good for you! I wish all parents were as involved as you are with your son's education. We wouldn't need "walk-thru teams" if all parents and teachers worked together for a common goal.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 20:21.
Sorry, but the members of the walk-through teams I have met are FAILED teachers. Good teachers stay in the classroom. Those who can't, administrate.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 21:25.
What? Poor, inner city kids are behind?
No way!
What slacker teacher let that happen?
I mean really, everyone knows it is all about the teachers, and the wall decorations and the room set up.
That is why white suburban kids do better on the high stakes tests. Better teachers, clever word walls and lack of clutter.
Some say white upper class kids do better on tests because they have educated parents and they are native English speakers. Silly drivel. So what upper class kids tend to have adequate health care and can walk to school without passing drug dealers and hookers. Grow a pair you winers!
Some even say that the test are culturally biased. But we know that is crap.
Thank god for the people paid big tax payer supplied bucks to come inspect the walls! That is really going to help low income kids!
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 23:42.
Agreed. Until we deal with the issue of income inequity and the horrors those living in poverty face each day, we will not close the achievement gap. End of story.
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 02:14.
Your ignorance is betrayed by your astounding lack of command of the English language. How embarrassing. You basically proved their point. Stop creating dissent and discord and start cooperating with teachers.
Submitted by just tired (not verified) on Sat, 02/11/2012 - 11:09.
Yes I agree that the teams have some educators on them but the teams see only a snapshot. As for failing test scores we can not combat what goes on with our students once they leave our classes or schools, The home and outside environments have much more influence than the school environment. Not sure go to any comprehensive school for a week. I dare any politician or 440 head to do this for a week without any warnings of course. Go to these empowerment schools just for a week as a "substitute" and see how "easy" it is.
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 11:30.
Dear administrator, these people are not professionals. They lack even a rudimentary understanding of literacy development. Their actions are counter to the most basic principles of professional organizations such as IRA, NCTE and TESOL and any introductory textbook for undergraduates on reading development. And they are bullies.
Submitted by Corie (not verified) on Sat, 02/11/2012 - 20:36.
There, not "their"...this person has little regard for the intelligence of educators. A sure sign of someone who has spent little or no time in front of kids doing the hard work of teaching.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 19:44.
The only thing that I can do is to shake my head in disgust. I have been the recipient of Donorschoose.org gifts- AND if someone came into my classroom and removed anything that was mine- I would be livid. I have been in this district for about 10 years and have never felt more contempt for those who are pulling the strings. The school district has systematically destroyed how school is supposed to be for these children. The scripted programs, lack of creativity, and wonderful adventures are gone. It is no wonder that these kids hate school. I hate going there myself. Staff morale is at an all time low, and the kids can sense our feelings. How are we supposed to instill the love of learning? We have too many overpaid employees that spew orders of how we are supposed to teach- often finding fault in pedagogical practices- but offer no real solutions. A prime example is the reading area you spoke of. Really? Kids choosing to read in a special area is clutter? As an educator, I would commend an area like that! The numerous Title 1 finances to support a corrective reading program where the students can perform like robots is a better solution? What word? next word, what word? It makes me sick!
Submitted by K.R. Luebbert (not verified) on Thu, 02/09/2012 - 20:28.
The walk-through teams can be quite demoralizing, and the thing is they seem to mostly pick things to criticize that really do not make sense. Many people on the teams have been out of the classroom so long (and some were there for a very short time), that they have no idea what today's students need in the classroom. As I have said many times before, if we really need to save money, the lion's share of the resources should be spent in schools on people who work with and for children--not on layers of administration.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 20:52.
Yes, if they had something positive to add, it would be different. It is embarrassing to be evaluated by such a silly group on non persons.
Submitted by Andrew Saltz (not verified) on Thu, 02/09/2012 - 20:29.
This is very powerful, Andrew. Thank you for sharing.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 20:51.
I also had a wonderful reading corner with a sofa tables, etc. Our district superintendent decided it was unnecessary as well. I guess providing a place for children to read was just unnessary as well. Well,she's no longer around and now I have comfortable chairs instead.
Submitted by reading specialist and graduate school instructor (not verified) on Thu, 02/09/2012 - 20:51.
Parents camp out in lawn chairs in the cold at Penn Alexander to sign up for a school where there are cozy reading corners and less interference for teachers to do what they know how to do. In the past, Lea School has been a reason for people to keep their children in Philadelphia public school system. It can be again, if the walk-through people would get out of the way! Thank you for your article.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 21:08.
there is more to the story...only a nut would bash a reading corner for no reason. People don't tell everything...I taught my heart out everyday in my class and could never understand why we got such bad feedback and then I found out that several of my co-workers, were doing nothing they were supposed to ( but forgot to tell the rest us). We thought the principal was nuts just writing people up for the heck of it and then it came out that while many are working hard...some were hardly working bringing grief on the rest of us and scamming the kids out of an education.
Unfortunately, it seems very little complaining is done when kids have been failing for years ...the complaining comes when someone rustles feathers and challenges what we've been doing that clearly hasn't been working.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 21:45.
There is more to the story? How do you know? Are you trying to make the argument that the walkthrough teams aren't filled with nuts? Because I'm betting there are dozens of teachers reading this that can provide examples to the contrary.
Submitted by Ms.Cheng (not verified) on Fri, 02/10/2012 - 08:23.
I have witnessed what you speak of. The most ludicrous reasons being given to prevent constructive change. Turns out, there was a senior staff member that wanted to keep her preferential status... one who took advantage of retirement recently as this school is on the closing list... due to parents "jumping ship".
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 08:51.
With all due respect, Ms. Cheng, Lea ISN'T Levering. This about teachers, the principal, parents and the community all coming together to support Lea and make positive changes. There is real fear that if this harassment by the walkthrough people and the scripted Empowerment curriculum is allowed to continue, Lea will lose the teachers that work so hard every day for their students and make it a special place.
Submitted by Ms.Cheng (not verified) on Fri, 02/10/2012 - 10:17.
Then you must all continue to support each other and your principal. I don't know how the scripted curricula got implemented; from what I've seen it's really just adding on more of what is causing the problem to begin with. Rote learning is just a component, but not the essence of thinking; It should not be the centerpiece of any curricula.
My comment is not about Lea's worth; Levering had tremendous potential that was never allowed to be developed because of inner politics. And yes, it lost some of its best teachers because of this. My comment is only that inner politics need to be "cleaned up" or progress will not be made. In other words, I'm on your side. I am only using Levering as an example of what can happen if this is not done.
Submitted by Ms.Cheng (not verified) on Fri, 02/10/2012 - 10:36.
Sorry I'm in the middle of volunteer stuff I do every Friday, so I'm a little distracted. I see the misunderstanding. No I didn't mean that Lea has the same problem Levering had. I just wanted to concur with the commenter that said that sometimes administrative sabotage has a political rather than practical motivation. In this case the admin is not internal to the school. I would try the old fashioned parent petition to get the Reading corner back. It's definately worth the fight - and yes, the principal and all the teachers must stand together!
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 11:02.
One of the teacher's students already has a petition going. Parents and community members are welcome to sign on as well.
Submitted by Ms.Cheng (not verified) on Fri, 02/10/2012 - 12:12.
Great - take it to the streets. Get a copy to the SRC. Get your best parent volunteers to circulate it. It represents so much of what we want the kids to have, what they need to grow.
Submitted by Meg (not verified) on Fri, 02/10/2012 - 13:51.
My son Artem Desman has the peititon in his backpack. I will upload the actual petition here this weekend. All of his classmates signed it. We will be standing on the corner of 47th and Spruce Sts next week (13th to 17th) everyday after school (3:10) for 20 minutes or so. Let's show our community strength for the kids!
Submitted by Ms.Cheng (not verified) on Sun, 02/12/2012 - 20:32.
You will need other parents to help you. Also, bring your petition(s) to the local branch of the Free Library - I'm sure you'll find many sympathizers there.
Does your principal know that he can use the school's Title I funds for such things as the Reading corner, to purchase books for the kids to take home for instance? The Reading corner can be written into the school's School Improvement Plan as part of it's strategy to improve Literacy. As it's not part of the Core Curriculum, it is considered enrichment. Don't be like Levering, using the bulk of its Title I to strengthen the bureaucracy.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 16:56.
In a FAR broader sense, we all need to resist this foolishness and, yes, here it comes, BY ANY MEANS NECESSARY.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 21:10.
I work in an SDP school that it is NOT an empowerment school and we have also been subjected to the irrational 'recommendations' of these walkthrough teams. It seems their only purpose is to point out what is wrong and assign blame for low test scores.
They expect all teachers to be teaching the exact same lesson, on the same page, using the same language with no consideration for teaching style or individual student needs!
Nevermind that we no longer offer after school tutoring programs or that our budgets have been drastically cut...it must be the colorful reading corner or the seasonal decorations that are pulling down our scores. It can't possibly be that the emotional, psychological, physical, and all other needs of our students are not being addressed!
I stay in Philly because I love my students and my amazing, supportive colleagues...I refuse to become a 'Stepford Teacher!'
Submitted by Down the Hall (not verified) on Thu, 02/09/2012 - 21:20.
The Art of Teaching cannot be judged by a checklist.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 21:23.
I have been reading all month about schools losing nurses, security officers, as well as all the budget cuts still to come. However, this is the saddest story I have heard! I am a parent of two Philadelphia School District elementary school children, and a special educator (not for the school district), certified in state of PA. It must be so frustrating to a highly qualified and intelligent teacher to have the classroom critiqued by people who obviously know nothing about how children learn. And what a waste of money to pay people to do something that only hurts children, while there's little money left for music, arts, world language programs and other things that enrich our children's lives. Thanks to Andrew Ganim for exposing this story.
Submitted by Sick of it! (not verified) on Thu, 02/09/2012 - 21:25.
Thanks, Andrew. I think that we all have either heard of, or been the recipients of, the senseless wrath of these teams, particularly the team headed by your wife's academic division superintendent. Have you ever seen one of their blistering school reports? You'd be furious if you saw the ridiculous things that they choose to focus on, such as using only blue and black markers on whiteboards, because some students might be colorblind!!!!
Perhaps if more teachers took their walkthrough team horror stories to the SRC, these teams would be dismantled more quickly. Unfortunately, although Ackerman is gone, her reign of terror lives on via these teams and the academic division superintendents, so most teachers are afraid to speak out. I heard that a building principal was punished because some of his teachers went to the SRC about the way that they were treated by walkthrough team members.
Perhaps now that you've spoken out, more will come forward... Thanks again for this.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 22:03.
Someone should contact DonorsChoose and let them know that Lissa Johnson just screwed up one of their sponsored projects. Better yet, give all of the contributors to the project her number so that they can express their concerns about how their money was wasted.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 22:54.
Even better- Give them SRC contact information :)
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 22:32.
I've been teaching for the SDP for 16 years and when I started, we had sand/water tables, dress up areas, learning centers, books with props, puppet theater, and everything was "hands-on". Now everything is pencil and paper and "teach to the test". My own children go to catholic school because I would never send them to a Philadelphia school. With the budget cuts, next year we won't have books or paper. These are the worst conditions I've seen the SD in my whole 16 years. I love teaching and do my best when my classroom door is closed but when a walk-thru is going on, every teacher is on edge. The discipline (or lack of support by administrators) is nauseating. So many good teachers at my school have left because of the deplorable conditions and now is staffed with new, inept teachers. Andrew, I thank you and your wife for caring enough to write this!
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 23:31.
I had a walkthrough team come through my room, and I didn't even get a good morning. After they left, my students were asking why those rude people walked in and didn't even say hello. I don't see how the walkthrough teams do anything to improve test scores. If anything, the walkthrough team should take a small group of students and work on multiple choice and constructed responses. I think working with the students would improve test scores, especially from those specialized highly skilled professionals.
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 23:56.
I am not a teacher, only a community member, and happened to be in a class right after the start of the Empowerment program. The walkthrough person came in and the teacher, trying to make the best of it, started showing her the different parts of her room that I guess had to do with the Empowerment nonsense and trying to be enthusiastic about it. The walkthrough person cut her off very rudely saying she was there to check seven things (is that the checklist?) and then was gone. If that's how they treat teachers in front a classroom visitor, imagine what they're like when no one is watching!
Submitted by Anonymous (not verified) on Thu, 02/09/2012 - 23:33.
I don't like the fact that someone would think that we wouldn't take our kids to these schools....right there they are admitting that they feel superior and don't really have any regard for the students of Philadelphia.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 17:15.
I teach in Philadelphia and my own children don't go there. I have very HIGH regards for the students. I have none for the administration or the leadership of the district because they have none for the students. They don't care about your children at all. They only care about test scores and $ signs. Your children's teachers are the only ones that care about them! They are the reason I go to work everyday.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 00:21.
"According to District spokesperson Fernando Gallard, the positions of six instructional support officers, the persons in each region who did the walkthroughs, have been cut."
Does this mean Lissa has been cut? (Fingers crossed).
Thank you for getting the word out. Please keep it up!
People would not believe the crazy things they focus on INSTEAD of the real problems and solutions. I say we could save a lot of money by getting rid of them. They really don't do anything to help the schools.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 01:23.
She wasn't cut but another member of the walkthrough team was. I heard that that person is now teaching 5th grade at the Locke School.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 22:15.
Poor Locke!
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 02:31.
Oh drat. Wouldn't it be nice to have someone come in who cares that we are working our butts off and providing everything in the classroom and trying to do the best job we can, given the circumstances? I have dreams of her walking in my room and me claiming to be sick and leaving her with my classroom. Let's see what she would do. THAT would be fun and a rude awakening for her.
Submitted by Meg (not verified) on Fri, 02/10/2012 - 07:37.
THe walkthrough people have no clue. It would be great to leave them with our children for just a few minutes - and I'll take my biggest three headaches with me when I leave.
Submitted by Sharon Moazzen (not verified) on Sat, 02/11/2012 - 13:31.
What a wonderful idea. I am in Kansas City, Mo. but we have experienced these walkthroughs too. Some of ours were by district people and state administrators. The Kansas City, Mo. district is non-accredited now. I have read a lot of these messages relating to Andrews wife's situation. I can identify with the whole of the situations expressed by others. I am too concerned about the education of American children. Especially our lower income students. I worked for 16 years and quit because of all the bs. I was not supported by my principal. She gave me students who were challenging because of poor behavior and learning differences. She would not give any of them to the other teachers at my grade level (anywhere from 3-5). So what I guess I'm trying to say is that this whole country is having problems with the majority of children not learning. Everyone thinks they have a better way to teach. Of course, these people are out of the classroom and do not even know our kids and where they are coming from. I had every situation you could think of. Several children experienced their parent(s) being taken to jail the night before. Many were abused in many different ways. (By the way, even by law I am to report abuse, my principal demanded that we tell her before we ever reported an abuse. She didn't like publicity.) I had parents come to school drunk or high on drugs embarrassing their child and me. I had kids come mad because someone stole money from them or a family member (this happened a lot). There were hundreds of other issues my students had to endure. The walkthrough people don't know these things. They DO NOT KNOW the kids. Thanks again for providing this forum to speak. It is happening everywhere. Unfortunately you are not alone.
Submitted by Meg (not verified) on Fri, 02/10/2012 - 07:44.
I was told that the walkthrough team declared my room a fire hazard and wanted the principal to move me, so I would have to get rid of things.
THis team also commented positively that I mounted the rubrics to the kids desks - a move I thought was a stupid one when they requested it. Those rubrics are colored over and ripped now - proving just how important they were to the kids.
As for my fire hazard of a room - I have moved somethings around and taken home some things which is highly depressing. The kids have been off their collective rockers since it started and I know much of that is stress related - if I am taking home so much, they are worried that I will stop coming in.
My comments from the walkthrough people have included things like not enough words on the word wall - children do not hold writing tools correctly - too much store bought decoration (which is really funny since the required sound cards from Imagine It are really the only store bought anything up) and books not all accessible to the children. THe books mind you are mine and are cycled up and down as they apply to things I teach, but that apparently is irrelevant.
THe walkthrough teams are gotcha groups that have no idea what good teaching or learning looks and sounds like. They just know what is on the checklist and this is hugely unfair to our students.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 17:27.
Haha, funny, a lot of teachers at my school got "not enough words on the word wall" and others got "too many words on the word wall". Really? Just tell us how many words you want already and be done with the nonsense!
Submitted by I Teach in Philly on Fri, 02/10/2012 - 18:01.
At our last walk-through, one of the people texted on her cell phone in the back of the room for a full 20 minutes while the teacher gave his lesson. I would love to know what comments she came up with.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 21:56.
Same here, I was giving a Midterm assessment and the single-member from a walk-through team decided it would be appropriate to either text or email on her Blackberry. My student however rolled his eyes and motioned to me that he thought it was inappropriate and huge distraction during his test!
Submitted by Audax on Sun, 02/12/2012 - 23:30.
Hmmm, wondering if your colleague was myself. That is exactly what happened to me this past week. My students were livid because of just how hard we work to keep electronics away in my room. As a teacher, it felt like a huge slap in the face.
Submitted by Samuel Reed III on Fri, 02/10/2012 - 08:28.
Andrew
Thank you for sharing this power narrative of what happens when teacher initiative -Securing a Donor Choose grant for a Reading Center- and knowledge of our students and communities is not respected.
It’s not rocket science! The myopic focus of test prep does more harm to students’ reading skills. Research shows that students who read the most for fun score the highest on standardized reading and writing tests.
Your wife should be commended for setting up a space in her classroom that fostered “fun” in reading. In my sixth grade class, the few students that read a lot for pleasure– sometimes even when am I providing “explicit” instruction- consistently score high standardized test.
Creating a classroom culture that values authentic and pleasurable reading would have far higher returns on students improving their reading scores.
I am hoping hear other voices of teachers, parents and students at the next SRC meeting . We need share our narrative and offer the SRC some guidance on how to bring some sensible solutions that make authentic teaching and learning front in center in our classrooms.
Submitted by Rich Migliore (not verified) on Fri, 02/10/2012 - 11:20.
Exactly....
Submitted by TrulyRoxie (not verified) on Fri, 02/10/2012 - 08:29.
I really don't understand the need for these kinds of "inspections." The US is falling behind other countries and bureaucrats are more concerned with room appearance than effective teaching. It is just one more reason that I am glad I am not in the industry any longer. I probably would have been fired a long time ago as I cannot hold my tongue in situations like this.
Shame on the administration in this school district for allowing this to happen. I hope the voters make their dissatisfaction known at election time and purge the board that allowed this to happen.
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 17:24.
Unfortunately the governing body overseeing the district is state appointed and state managed with only two members of a five seat decision making board belonging to the city who makes the decisions. The group that were in power from 2008 until fall of 2011 are the one's largely responsible for what has happened and continue to happen with the district along with the now ousted superintendent Arlene Ackerman.
The foolishness many of the posters are commenting on is the continuation of the dog and pony show with different ring masters. I agree that these suits in these witch hunts, either ineffectual teachers or non-educators, do what ever it takes to keep their pitiful jobs even at the expense of our city's future citizenry's educational prowess. These folks don't have a clue what it takes to conduct and deliver quality instruction. The very act of disrupting a student during the lesson to ask asinine questions about what is the objective or what are you learning is intrusive and disrespectful to the student and the teacher. How is that child going to relate to the supposed educated professional what he/she is learning if the child is forced to stop paying attention to the teacher during instruction. This very aspect of the walk through is not educational sound and is not a valid method of ascertaining whether the student gets the lesson or not.
My frustration is the district blind submission to allowing these folks to have weight over how they believe instruction is to be conducted. One cannot lead nor advise where one has not tread, period!
Submitted by C. Ebby (not verified) on Fri, 02/10/2012 - 09:23.
Thank you, Andrew, for posting this and to your wife for being brave enough to take a stand for what is in the best interests of her children. As the numerous comments to this posting show, this is not an isolated incident. Teachers across the district have been putting up with this nonsense for 3 years now and are afraid to speak up because the administration is known for retribution. It is so important now that people speak out, especially parents and community members. I have sat in on walkthrough debriefings where there was not one mention of whether or not (or what) the kids were learning. The district has been wasting money on walkthrough teams with no clear purpose other than intimidation, scripted curricula based on a research from the 1970's, and low-quality test prep materials that have replaced science, social studies, and any kind of inquiry or authentic learning. It is time to hold them accountable. Four blocks from the Lea School is another public school where children have reading corners, walls filled with visual stimuli, word walls, desks that are not in a u-shape, reading and writing workshop, curriculum and instruction that is based on current research and best practices, and social studies and science throughout the year. Every child should have a right to a high quality education and it should not depend on where you live.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 10:13.
AMEN!
Submitted by Rich Migliore (not verified) on Fri, 02/10/2012 - 12:04.
I agree with everything you say except, for the sake of institutional memory, I would like to point out that the scripted lessons and test prep materials are not based on research from the 1970"s. I was alive and well and getting my Masters degree in Psychology of Reading in the 1970's while I actually taught reading and measured student growth.
I have read thousands of the International Reading Association's "Summaries of Investigations Related to Reading" and hundreds of scientific studies of factors related to the growth of reading ability. Nowhere have I read any research based study that supports what is being imposed upon the schoolchildren of Philadelphia and their teachers. There is certainly no credible evidence that such stuff works to improve reading ability.
In the 70's Piaget and his work were the focus of much of our discussion and the "great debate" of the 70's and 80's was about phonics instruction vs whole language approaches to teaching beginning, basic and intermediate level reading.
"Mastery learning" emerged in the 80's and the stuff we face today emerged in the past decade as a result of the high stakes testing and the test and punish mentality. The drill and kill of today is contrary to what experienced and knowledgeable teachers know are the best practices in the teaching of reading.
Thank you for speaking up.... I love it!
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 12:15.
Rich, what are your thoughts on this article? http://www.washingtonpost.com/blogs/answer-sheet/post/the-facts-that-sch...
It argues that the area of "reform" has actually slowed student progress in many ways, not accelerated it. Would love to hear your take on it.
Submitted by Rich Migliore (not verified) on Fri, 02/10/2012 - 13:58.
Thank you for pointing me to that article. I think it is excellent. I agree that the reform efforts of the last decade have slowed student progress in many ways.
I also think that state testing systems like the PSSA's do not validly and reliably assess reading ability. The whole system of school assessment needs to be rethought and revised. Before we can draw any valid conclusions about our students, we need assessments that are valid, reliable and trustworthy. All students' reading ability should be measured each year and we need open and honest collegial discussion of what the test scores do actually mean individually and collectively -- and what they do not mean.
Politicians do not normally know what they are talking about because they have never taught and have no background of experience in teaching, learning and cognitive assessment.
As the article you cite addresses -- they speak in Myths.
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 13:14.
Rich, when the first PSSAs came out in 2001 and a low percentage of Philadelphia students scored advanced/proficient do you feel that was actually not reflective of student achievement at that time? Commissioners Pritchett and Carey, among others, seem to believe truly that the results must have been accurate and that the PSD has really made "progress" because of the rise of PSSA scores. It always amazes me when highly-educated people. presumably the kind that would sign up their kids for a SAT prep course in a heartbeat (not because their kids need a remedial education but because they need to learn how to take the test), fall for that.
Submitted by Rich Migliore (not verified) on Sun, 02/12/2012 - 15:25.
That is an excellent question. It is certainly relevant and ripe for public discussion and debate. There are many issues with the PSSA's themselves as to their validity, reliability and authenticity and I certainly cannot give an exhaustive analysis here.
But my short answer is, No I do not think the initial PSSA tests and their scores accurately reflected the true achievement of our students. They were totally unfamiliar with the format for the most part and certainly did not put forth the effort that they do now. Many students at that time could have cared less about their scores and rebellion was an issue. Teachers and principals certainly did not put the pressure on their students that they do now.
The original scores probably reflect an exceedingly low baseline measure of our students. But they do reflect a general "low" achievement level. But the kids at Masterman aced the test!
Now, we obsessively teach to the test, teach the test, and often excessively coach our students during the test. That in and of itself invalidates the scores as being accurate measures of ability. Add to that those of us who have learned to "game" the testing system.
The major question is to what extent do those test scores actually measure true achievement? Or, are they purely an outcome of our teaching the test? Do the test forms have "equivalency of measures?" Are the standards really the same? Are we assessing writing ability? Thinking ability? Student knowledge?
The NAEP scores do not reflect growth and neither do the SAT's. So what is the inference about the PSSA's?
Questions, questions, questions....
Submitted by Rich Migliore (not verified) on Fri, 02/10/2012 - 14:25.
PS I also believe that there have been gains made in many areas, schools and for many students, but we do not know that because of the limitations of our assessment tools. I also know there are wonderful things happening in many of our schools which often go unrecognized and unreported.
The problems with the achievement gaps are the result of deep seated issues within America and not the failings of teachers who work their hearts out for their students.
There are many wonderful schools in our city and I will bet Lea is a wonderful school.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 15:37.
Yes, and even schools like Penn Alexander have an achievement gap. Whenever I point that out to parents you can practically see the light bulb go off. Suddenly, they're better able to recognize that this is a much bigger and more complex issue.
Submitted by Linda (not verified) on Fri, 02/10/2012 - 20:05.
Just wanted to Piggy back--good old Piaget and and Dewey....like him evern more because students learn best by "doing" and that includes working together and togetherness may mean a mess, but the mess is worth the results. Carry on with your good clear thinking and know I am with you.
Submitted by M. Milewski (not verified) on Sat, 02/11/2012 - 10:23.
Andrew, I am very proud of your wife's conviction to her students. I remember when she was a student teacher in my classroom. She knew then that she wanted to make a difference. She said that Lea was where she wanted to teach, and she made it happen. I thank her for her dedication and commitment to children. Change can only take place if we stand firm to what we know is best for children.
Submitted by Andrew Ganim (not verified) on Fri, 02/10/2012 - 09:28.
Wow - This post has garnered quite a bit of discussion over night. To everyone who has expressed their support here, thanks! It means a lot to me to know that other people in the city see this as a problem. I am sure it means a lot to my wife as well to see all of this support.
To all of the other teachers who shared similar stories here, please go and speak to the SRC. Go and tell them what your experience was with these walkthrough teams. They need to know that this is not just one isolated incident at Lea. No one else is going to inform them of these problems if you do not.
Some of the comments here express angst directed at specific people within the SDP. I suppose it is unavoidable with a topic like this, but that was not my intent. I do not know any of the individuals on these teams, and I do not know their qualifications or backgrounds. I am glad to hear that one of the individuals cut when the 6 ISO positions were removed is now teaching at Locke. I hope the others are similarly able to get teaching positions again.
It is unfortunate to hear that the school principals get in trouble when people speak out like this. What are we teaching our kids when they see teachers being forced to fight against their principals for the good of the class? District policies should engender trust and respect among staff in a school, not eliminate it.
A number of people shared that the walkthrough teams made no effort to understand their classroom's dynamics. I see this as one of the big problems with the current process. Using the "13 class rules" as an example: My wife has the students come up with their own class rules at the beginning of each school year. This is empowering for them, and since they contributed to those rules they care more about following them. It is one of several effective systems that she uses to help with classroom behavior. This year the class came up with those 13 rules. The walkthrough team doesn't know any of this, because they never asked.
Any policy or process that attempts to treat all classrooms the same is destined to fail. Students are individuals with different interests and motivations, who learn in different ways, at different speeds. Classrooms need to be treated as small and ever changing communities, not as assembly lines with quality control supervisors looming over them. A successful teacher is someone who can lead that small community to learn and grow, and one day integrate itself into the larger community that we all share.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 10:09.
YES! Come to the next SRC meeting on Monday, February 13, 2012 6:00 pm - 8:00 pm at 440 N. Broad Street in the Auditorium. The session will be moderated by Commissioner Wendell Pritchett and include community discussions on
- Curriculum and Instruction
- College and Career Programs
- Career and Technical Education (CTE)
The SRC needs to hear these stories!
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 10:50.
The bottom line is that any real business entity would read this blog and say OMG we have a big problem with our incompetent managers who are demoralizing our staff. If we don not fix we will be out of business. The School district looks at these posts and says, how can we find out the names of the people exposing our incompetence and punish them.
That is why the district sucks at educating children.
Submitted by I Teach in Philly on Fri, 02/10/2012 - 18:09.
The School district looks at these posts and says, how can we find out the names of the people exposing our incompetence and punish them.
Which is exactly why I, as an untenured teacher won't be going to that meeting. I need my job.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 20:40.
I think you overestimate the competence of the District to figure things out...
Also, they District can't fire you for speaking out on matters of public interest. Period. (That's why, as soon as Hope Moffett's case actually got to real court, the District backed down immediately).
Submitted by A Touch of Sense (not verified) on Fri, 02/10/2012 - 21:48.
They can fire you unless you have a competent lawyer and the funds to pay for your lawyer. Hope is the only first amendment case the PFT has ever taken to court. Most employees just give up and quit without ever fighting and none of our unions really take those cases to court.
The district has operated for years on the belief that they can do with impunity anything they want to anyone they want for any reason they want.
1st amendment litigation is complex litigation. Do you know Hope still lost a week's pay? Do you know that case was never taken to arbitration? Do you know the final chapter in the Hope Moffett story?
Submitted by I Teach in Philly on Sat, 02/11/2012 - 09:00.
Hope resigned in January 2012. That's PSD's loss and they deserve it.
Submitted by Teach (not verified) on Sat, 02/11/2012 - 10:13.
The kids don't, though. Sorry to hear it, but I'm sure she'll be much more appreciated wherever she ends up (or ended up).
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 00:41.
Did she do it on her own, or was she harassed so much that she felt the need to quit? I have to wonder if the district made her life miserable after all that happened. Exactly why people are afraid to speak up.
Luckily she is young enough to carve out a new career. Some of us can't afford to lose a job at our "old" age...
Submitted by I Teach in Philly on Sun, 02/12/2012 - 09:10.
I don't know all the details, but I can definitely tell you that she did it on her own. She got tenure, then saved money to make her move when the time was right for her.
Count on it: whatever Hope does in the future, it will be for kids and it will be significant. We wish you the best, Hope!
Submitted by A Touch of Sense (not verified) on Sun, 02/12/2012 - 10:04.
That is exactly what happened. She was harassed, observed often and written up for ridiculous reasons. Of course, the PFT did not protect her.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 10:42.
It is simply another example of the educational policy in Philadelphia. which is we are interested in, "the appearance of education not actual education". A couple of years ago teams were real big on reading the objectives teachers were required to write on the board (the fact my students do not read or understand them is irrelevant to the savants on the walk through team). They criticized every objective by every teacher in my high school. The next time one teacher wrote and incredibly verbose (and quite funny) objective on the board with every educational buzz word understood by man (but not our students). The walk through person criticized it and said it need to be tightened up. He handed the lady a piece of chalk and said OK tighten it up. She put in a semi-colon and said it was OK. What Fools we work for.
But take heart maybe the new overlords will fire more high paid people at 440 because they are the problem and they are in the way of education. We do not need a building full of people making six figures and only criticizing the people who actually teach which is something these clowns could not do. Fire them all it will help the kids.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 10:57.
I work at a non-profit that deals exclusively with improving literacy instruction at low-income elementary schools, and this is the exact opposite of the research-supported reading environments we work to create. This is awful.
Submitted by les (not verified) on Fri, 02/10/2012 - 12:30.
I work at an empowerment school and this is exactly the way it is. Awful, awful, awful!. The teachers are restricted in how and what they teach. The materials for these children don't help them learn. You can't learn to write if everything is pre-printed and you just have to fill in the blank. How does a child learn to read if they aren't taught phonics! What is the purpose of memorizing sight words is you don't learn how to sound out any other words! Stop with the "new math". Teach the children the fundamentals and they will be able to succeed with any math you give them. If a school hasn't made AYP in four year, and test scores have dropped, why are you sticking with the same program and administration!!! Let's look at the school that are successful and mirror what they are doing.
Submitted by Amara (not verified) on Fri, 02/10/2012 - 12:46.
Thank you for sharing your story! Please come out to the SRC meeting on Monday night and do so again! When I last testified, I mentioned that Lea teachers, together with community members, are working on an alternate curriculum to present to the district to replace this failed Empowerment stuff. They're willing to accept more responsibility with increased flexibility and doing this on their own time because they care so much about their students' success (in LIFE, not just on PSSAs). It is a shame that the district has apparently renewed the Empowerment program for another year, seemingly without much thought as to whether it's really appropriate for so many schools.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 13:31.
As a school administrator, I participated in many walk throughs in my school, along with other members of the school leadership team. The regional office team consisted of the assistant superintendent, special ed liaison, parent ombudsman, behavioral health specialist and title 1 rep. During the debriefing, the special ed liaison fell asleep, the behavioral health and ombudsman were furiously texting... The only person engaged in feedback was the assistant super. Oh and the ombudsman was a high school graduate enrolled in community college....giving feedback on instruction to teachers with college degrees.
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 11:47.
Hmmmm...sounds like Central East. That same team came to my school and did the same.
Submitted by Linda (not verified) on Sun, 02/12/2012 - 12:18.
Thanks for pointing that out. I teach in expressive arts, specifically art. no one comes by my room unless it is a "show and tell" no one [I do not think] really even reads my plans, yet I put the standards on them. All I do is my job, and try to take the kids on some trips, show some slide presentations, put on an assembly or two, decorate the building and give the kids as much 'hands on" work.
Teachers doing the same things but teach "major" subjects like reading and math.....they are scripted this and post marked that.
I suggest for just mental health, all of the teachers put on their lesson plans what I have done from time to time just to see if anyone is really watching...write standards that do not exist. No one to this date has figured out that there is no "AS.1" standard yet. Try it and see.
Submitted by Meg (not verified) on Fri, 02/10/2012 - 14:04.
RE: The Peitition
My son Artem Desman has the peititon in his backpack. I will upload the actual petition here this weekend. All of his classmates signed it. We will be standing on the corner of 47th and Spruce Sts next week (13th to 17th) everyday after school (3:10) for 20 minutes or so. Let's show our community strength for the kids!
Submitted by Anonymous on Fri, 02/10/2012 - 14:40.
See you then!
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 18:24.
FYI - Wednesday, Thursday and Friday are half days due to parent/teacher conferences. The students have a 12:00 dismissal.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 18:27.
FYI- Wednesday, Thursday and Friday are half days due to parent/teacher conferences. Student dismissal is at 12:00.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 18:44.
The price of walkthrough teams is incredibly low morale among teachers, increasing cynicism among all staff, and a teaching staff who aren't allowed to be skilled professionals.
People come in for 5 minutes, make snap judgements, and then go tell administrators who are there all day what to do.
We had an idea today that when the walkthrough showed up, we would all just lock our doors and refuse to let them in. All they're going to do is tell us how bad we are at our jobs, why not skip that and go straight to the bad review? Stop wasting time pretending to observe.
Our walkthrough team even went so far as to say nasty things to the kids about their teachers.
Submitted by Lynne (not verified) on Fri, 02/10/2012 - 19:31.
Fortunately I retired in 2000, before No Child Left Behind, before Vallas and Ackerman, before walkthroughs. I had a class library of approximately 2000 books in my first and second grade class. Some of the books were color coded for difficulty, some were color coded by subject matter, all done to assure that the books were easily accessible to the children. They were housed in heavy cardboard (tri-wall) shelves that I'd built, and the shelves surrounded a large space where kids could read together or alone during a designated quiet (not silent) reading time. I know that because most children don't read at home these days, and because the only way to become a reader is by reading, teachers must make time (and space) for them to read during the school day. One of my colleague used to say, "I don't know how you do it, but your students love to read." Well, that was because they had access to wonderful books. Another, possibly a very timid colleague said, when she entered my room for the first time and saw the large reading area, "Who said you could set up your classroom this way?" It would never have occurred to me to ask my principal or anyone else if I were allowed to put books into my classroom.
There are so many things about this Lea story that are incredible. How dare someone go into a classroom and clear out materials without first speaking with the students and teachers? Who pays for the books and other things that were removed without permission? I think that's called stealing. How will these materials be replaced? Nationally-recognized programs like the Children's Literacy Initiative and the 100 Book Challenge put books into classrooms. And here in Philadelphia we have ignorant people removing books. How will our children become readers if they have nothing but worksheets, workbooks, and reading series stories to read? And don't get me started about the person who complained about how the students were holding their pencils without even reading what they were writing! Mark my words: this is a story that is going to spread across the country like wildfire and it will be an embarrassment to the School District of Philadelphia.
Submitted by Linda (not verified) on Fri, 02/10/2012 - 20:09.
Well said. AT least the principal could have asked or informed the person of the impending doom. If these items were donated then how does that look to the donors? If it was a matter of clutter, then why not put some books in the library? Oh, I forgot, most schools do not have those any longer. Okay, what about making a less "cluttered "area and rotate the books? There could have been more solutions to this. I wish a photograph had been taken of the room. Now that I think of it, I may tell my coworkers to be aware and that they should log, book, file , compile and photograph their rooms for thier records. Stay tuned.
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 10:44.
Very interesting points about the leveling and labeling of books. Years ago we used to do this using Fountas and Pinnell. I remember spending countless hours putting little stickers on books so that children would know which books were appropriate for them..
Andrew, can you share if your wife's books were properly leveled and labeled? Were they organized in such a manner where students can obtain books that were "Just Right" for them in alignment with theories in Lucy Calkins Reader's Workshop? Were her books organized in alignment with the methods used by the 100 Book challenge, or the Children's Literacy Initiative? This reading 'nook' that she had, how was it organized?
Submitted by Andrew Ganim (not verified) on Sun, 02/12/2012 - 00:37.
My wife actually has three different sets of books in the classroom. I don't know about Lucy Calkins or the Children's Literacy Initiative, but I have taken quite a few vacation days over the years to sort books and move around furniture.
She has a collection of 100 book challenge books, she has a massive collection of guided reading books (which she saved from the trash, sorted, and stored safely when the reading specialist left), and she also has an ever growing collection of other books that are sorted by theme in bins. If the kids in her class are excited about books that she doesn't have, she gets them and adds them to the collection.
The reading area that was dismantled consisted of comfortable chairs arranged around a low table with books on the table and a shelf by the wall. The furniture for the reading area came from the Donors Choose proposal I spoke about. There are photos of students using the space, but the photo release forms from Donors Choose do not allow for them to be used in this context.
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 08:38.
So the books are still there? Just not the furniture?
Submitted by Andrew Ganim (not verified) on Sun, 02/12/2012 - 09:32.
That is correct - As I said in the original post "All of the furniture was gone." It is important to realize though that reading in a comfortable place is a completely different experience than reading at a desk. The idea behind that space was to let kids forget that they were doing "work", and ensure that they had only positive associations with reading.
Go sit on a cold plastic chair, lean your elbows down onto a hard wooden table, and try to get lost in a book. Spend fifteen minutes like that and see how it goes. Then get up and move to the couch or an armchair. Put your feet up, relax, and spend another fifteen minutes. I think the difference will be entirely clear.
Regarding books themselves though, Lea has no librarian - the Lea library is currently being staffed (and thus kept open) entirely by volunteers through the West Philadelphia Alliance For Children (http://www.wepac.org/home). They represent another important part of that "vibrant and active community of parents and neighbors."
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 10:24.
Thank you for clarifying..
It seems in several of the replies to your blog, posters are implying that the principal/district took the books.. not the furniture. While it can be argued that one is just as important as the other, it's important that true facts are represented. What is at issue here appears to be the removal of some tables and chairs, and the manner in which it was removed.
I keep in my class a rug in the library area, and a bunch of pillows for the kids to relax and read in. Eventually I'd like to get a couple of soft beanbags or some other sitting chairs for them.
Submitted by Linda (not verified) on Sun, 02/12/2012 - 12:22.
Furniture, books, whatever...that act of removal was petty and short sighted. It is my hope that the "teacher" in the room will carry on and insprire others to carry on as well. If she quits, or if we quit then that is the end of the battle for education for all and the war is lost to imbeciles. Carry on teachers, carry on.
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 20:19.
Does The Notebook know that while fully cognizant of the district's fiscal crisis, members of the walk-through teams were bought new iPads? In the end, it was discovered that they couldn't even be used for their intended purpose - something that could have been ascertained before they were purchased (although they shouldn't have been purchased at all).
The walk-through teams are never made up of accomplished educators, but rather failed teachers who then move to administration.
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 14:39.
This is not wholly true. In fact it implies so many falsities in how it is written, one might consider it to be completely false and thus a lie.
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 14:47.
Lissa, do you have an iPad or not?
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 16:58.
It's true. I know a member of the walk-through team and was shown one of the iPads in question. Why would this individual make it up?
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 08:50.
I've seen the ipads as well. However the post states that the ipads were purchased when the district was aware of the financial crisis. That's not true The post implies that the ipads are new. Also, not true
As a former SBTL, I remember when the walkthrough teams came through with their brand new ipads. (we wanted to order them so we could do what they were doing but were told we couldn't have them.. go figure!) It was last school year in the fall. (Fall 2010) The budget crisis didn't come out till last school year in the spring. (Spring 2011).
Plus they had the Ipad 1, when the 2nd generation had already been released. Thus, they weren't new.
As I said, post isn't wholly true.. When trying to draw attention to issues in Philly, it's important to report based on facts not opinions and emotions. You'll get much more response to the issues at hand.
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 09:26.
They were bought in Fall 2010 and IPad2 was intro in March 2011 - they were both new and current at time of purchase.
Submitted by Anonymous (not verified) on Sun, 02/12/2012 - 10:29.
Ipad 2 was released in Feb 2011. It started shipping in March 2011. So if they had the 1's purchased in the fall, they were essentially old already when purchased. (whether they knew it or not)
Sort of like buying an ipad 2 now knowing that ipad 3 is about to be released next month. You'd be buying an old outdated piece of equipment.
splitting hairs though..
Submitted by Annonymous (not verified) on Sat, 02/11/2012 - 15:47.
In the fall of 2010, iPads were bought for a walk through initiative that Ackerman had given to Mike Silverman. This may be what the author is referring to in the letter. That program was based on Danielson's framework which is what is used to evaluate us (teachers). This program was taken from Silverman and Wayman (High School Region) had all power over walk through "teams." I assume this was Wayman - as well as Nixon's and Ackerman's - decision.
Where are the iPads - only those holding them know. Why was Silverman dumped and Wayman promoted? Ask Penny Nixon. Wayman is one of "her girls." Wayman is maintained in power despite that fact she is a bully, inept, incompetent, etc. The walk throughs under Wayman - and Nixon - where the "rank the teachers, green, yellow and red." That changed at the beginning of 2012. Now, categories are color coded and their are comments on teachers.
The report from the walk through is top secret - it goes to the principal. Nothing happens next except what we have to do for the next walk through. A lot of it is paper work (e.g. IEP related). Does it detect teachers who are not up to snuff? Yes, but they have already been identified by colleagues and administration.
I'd love to know if any walk throughs happen in magnet schools (Central, SLA, Bodine, Masterman, etc.) I know first hand there is inadequate and inept teaching going on in those buildings. I'm sure it is the same with the "prize" elementary schools like Penn Alexander, Meredith, etc. Instead, those of teaching in so called "empowerment" schools are micromanaged by 7 step lessons, scripted curriculum, etc. and told, repeatedly, all that matters are the test scores. Let the Nixon-Wayman Reign of Terror fall on the magnets and we'll see what happens to their dictatorship!
Submitted by Annonymous (not verified) on Sat, 02/11/2012 - 17:14.
Typed too quickly - where should be were (2nd par.) and there instead of their (2nd par.) Lastly, add "us" (those of us teaching - last paragraph)
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 18:27.
Is that the same Mike Silverman that was principal at Lea years back and supposedly a good one? If so, that makes me sad.
Submitted by Annonymous (not verified) on Sun, 02/12/2012 - 00:32.
He was principal at Germantown and then was head of the high school region. What is sad is what was done by Nixon/Ackerman - they replaced him with Wayman. He was a much more sensible, supportive administrator than Wayman.
The internal politics under Nixon/Ackerman are beyond me...
Submitted by Elbo (not verified) on Fri, 02/10/2012 - 20:28.
This story is unbelievable! Of course we wouldn't want students to view reading as a pleasurable experience done in a comfortable area. Adult readers always choose to sit at a table when we read, right? It makes me sad to think that district personnel don't understand that the way we all get better at something is to practice it. Practice reading. Real reading. Done in real world situations. Not practice done by sitting in desks, reading something completely boring while a drone teacher barks out a prescribed lesson. This does not create life long readers, which should be the goal!
Shame on the people who are responsible for the removal of such "clutter". I truly hope this story hits the national news! Anybody got a connection to a journalist?
Submitted by Ron Whitehorne on Fri, 02/10/2012 - 20:34.
This blog and the outpouring of frustration from teachers say so much about the state of our schools.
Perhaps no other subject has elicited so much emotion on the pages of the Notebook as the prevalence of deadening, scripted curriculum, and micromanaged, mandated instruction in the Empowerment schools. Tragically these schools more than any need creative, dedicated, teachers and instructional leaders who can collaborate, fashion best practices and find ways to motivate children.
Yet this story goes untold in the mainstream media. It is at least a step forward that this SRC is providing a forum for discussion. I get it that people based on the District's repressive polices are hesitant to speak up, but if we don't who will?
Thanks Andrew for testifying.
Submitted by Nancy Barth (not verified) on Fri, 02/10/2012 - 22:55.
Outrageous!
Submitted by Nancy Barth (not verified) on Fri, 02/10/2012 - 22:56.
Outrageous!
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 23:10.
How dare all of you have the gall to criticize our esteemed walk-through teams. Maybe if you all had kissed Ackerman's a** as much as these walk through teams did, you could spend your days disrupting lessons, ripping apart reading areas, and being general misfits. My all-time favorite walk-though misadventure: A teacher in my school was written up by a walk through team for a poor lesson. He learned to teach this lesson at a Philadelphia School District Professional Development Session.
Submitted by Down the Hall (not verified) on Fri, 02/10/2012 - 23:34.
That's hilarious!!!!!!! You can't make this up, it truly is mind blowing. Whenever I think about the District this phrase always pop into my mind "You can't make sense out of nonsense"
Submitted by Anonymous (not verified) on Fri, 02/10/2012 - 23:15.
badstudentsnotbadschools.com
Submitted by North Phila. teacher now retired (not verified) on Sat, 02/11/2012 - 00:47.
We hid our gorgeous collection of books in a spacious custodial closet when they told us to throw them in the dumpster, get rid of the clutter. Our wonderful third-floor custodian (and a grandparent of several of our students) helped guard them for us. (Fahrenheit 451, anyone?) This war on authentic reading has been going on since the reign of Paul Vallas, when the walkthrough teams began to get out of hand. What joy to see the outpouring of stories from teachers and families that aren't going to take it any more!
Submitted by Megan B (not verified) on Sat, 02/11/2012 - 08:52.
Wow - I found this through a link on Twitter. I am so crushed by what is happening in education. I have been a teacher for 18 years at an expensive private school, a less fortunate public school and now one right in the middle. I can see this terrorist takeover of the public system for
exactly what it is, a fight to destroy unionized labor. One thought - if you had an armload if research at your side that shows why you do what you do in your classroom, when anyone comes to criticize you have it at your fingertips. This affords you the opportunity to ask "where is the research that shows you are right to criticize the pedagogical choices I have made?" And I actually mean print off as much as you can find, put it in a binder and carry it like a Bible. Imagine if every teacher had their own unique but rich collection of research to present to these people who think they know everything. It would be a lot of work but also would be powerful. We can only fight fire with fire - they want data driven instruction? You can find a lot of research to support how you (or your wife in this case) teach. I have read tons of it. I know that these teams are not reasonable - but its the only way. Beat them at their own game. I see this coming in our state and hope to help my colleagues be prepared to defend themselves. If those who truly believe standardized tests improve learning, actual transfer, have more research than you do to support their claims - OK. But I think they would have a hard time finding very much. Best of luck and keep up the good fight for our kids whose voices have yet to be heard. Pardon any typing or grammatical errors - typing on a phone is NOT the best way to practice writing!
Submitted by West Philly Elementary Teacher (not verified) on Sat, 02/11/2012 - 09:32.
Oh, this is the best description of the futility of a walk-through that I have ever heard! We used to be an Empowerment School (and may be going that way again - but that's another story), During the walk-throughs we met observers who were rude, not very observant, and very rigid. They did not want you to offer any excuses or explanations, but only wanted to tell you what was wrong. Thank goodness we had a principal that stuck up for us! Sadly, she had enough of the Lissa Johnson nonsense and left for greener pastures.
One observer was appalled because I did not use calculators in my Math lesson - it was on geometric transformations such as rotation, translation and reflection. I challenge you to teach this on a T!-15 calculator. A colleague was told not to teach vocabulary for the story but to get right into it. She didn't listen, thank God. One year we were told we needed large word walls, the following year we were told to get rid of them. One year we were told to put visual word wall words for Math, the next year we were told not to put them up unless the kids had made them.
This year we were told that any inspirational posters were not necessary, that we need to have Standards, Objectives and current student work in addition to Data Walls that have examples and analyses of tests, etc. along with classroom rules and schoolwide behavioral posters. Nothing else. I teach an after-school guitar, drum and keyboard program, even though I am not getting paid to do so, because I think music has a direct impact on achievement. I was told that the Super would consider the drum kits in the back of the room as clutter. There is no place for me to leave them so that they remain safe and intact. The kids know not to touch them unless it's after-school. So far so good. I have not been observed by the team yeat. But to be honest, they can go ahead and do it. My principal already has told me that my teaching is just fine, but the "clutter" has to go before the regional people come to observe. I know I am a good teacher and I teach best through music. There is no room in the curriculum as we must teach it now, for music.
And so, at the end of the year, I will retire. I cannot be the kind of teacher that the region wants me to be as it goes against every creative bone I have in my body. I had hoped to get a few more good years in but there won't be any "good" years with me as an automaton. A robot could teach the way they want us to teach. What happened to differentiation? The way corrective reading and math are done, there is NO differentiation, everyone learns the same thing, in the same manner, at the same pace. Ugh! I cannot recommend teaching in the city to anyone. I am jumping ship.
Submitted by Anonymous (not verified) on Sat, 02/11/2012 - 10:52.
You work in West Philly? Are you sure about that?
Submitted by Ms.Cheng (not verified) on Sun, 02/12/2012 - 21:02.
Please hang in there. I was part of a group fighting to keep the (pathetically) little central funding for our CIMTs; a fight that I hoped would bring greater awareness of the value of Instrumental Music to academic achievement. I've spoken to "old timers" that have told me Philly once had an Instrumental Music program to be proud of, one that has been whittled away unwisely.
As I advised in a previous post here, work with your principal to get support for your "enrichment" for the kids. Write your strategy into the School Improvement Plan which will make it eligible for Title I funding.
I am also a volunteer at Temple's Community Music Scholars program, and would like to develop an additional outreach, using some of the more advanced students (goes to grade 12) to visit PSD schools as part of their community service requirement. Would this be helpful to your program?
Submitted by tom-104 on Sat, 02/11/2012 - 09:58.
Diane Ravitch has a good column on Daily Beast. "Obama Grants Waivers to NCLB and Makes a Bad Situation Worse" is at:
http://tinyurl.com/7bxutvx
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