First Year Reflections

I came upon this a few weeks ago in my desk drawer. Even though I had teaching experience years ago, I returned to the classroom after 24 years in business. I share this with all the new teachers and promise to speak on it later. 

Reflection, May 2007
As I consider this year, my first at the High School, I appreciate every experience.  I learned something from each, sometimes with a smile and a nod of the head, sometimes with a grimace and a shake of the head.

Those lessons for which I am thankful came early on.  I settled into a new curriculum for each language level, finding the pace of each class, and, if not understanding, at least recognizing the needs of individual students. I was reminded that with teenage girls it's all about them, and with teenage boys, it's all about waking up in a new world everyday.  I found my place in a new department with acceptance from and an appreciation of my colleagues. Of all the new teachers across the school, most I see as caring, dedicated educators.  My interactions with others left me with an overwhelming appreciation for NOT holding a supervisory position.

Those lessons that left me not only thankful, but wiser, I hold in high esteem.  I really inderstand more about differentiation in classroom management from freshmen to seniors.  Some management tehniques are universal across age and maturity; others are as different as children and adults.  I learned to communicate the rules of classroom order early on and hold them in place all year.  I learned to set the learning expectations immediately for each class, and as soon as possible for certain individuals.

Then, there are those observations that keep me puzzling with wonder.  There are those about my classes, the biggest of which is why are so many students failing even after I decelerate the lessons?  Should I accelreate the pace next year with higher ecpectations, and if so, at what speed and at what risk?  There are puzzling observations about my fellow teachers' behaviors.  For example, the high school clearly states its behavioral expectations for students and the consequences for non-compliance.  Yet many teachers approach enforcement casually, if at all.  Alas, my all time favorite is the system.  Why do we have 1900 teenagers on a campus designed for 15% fewer; why does technology not work on-time, every time; where is our instructional leadership; where are the parents; are LEAs really a good thing; and, the state wants what!?

Occasionally, I get frustrated, depressed, and tired.  More often than not, I remain upbeat.  Right now, I anticipate (summer) next year with an enthusiasm for putting things into place for better delivery and better results.

Look Out for the 82nd

It’s almost time for Texas 82nd Legislature Regular Session, Jan 11 at high noon. The legies are already at it with proposed educational reform from protecting us against bullying (HB170 Raymond, HB224 Strama), beverages (HB127 Alvarado), and borders (HB22 Riddle, HB29 Guillen). Shoot, that’s not even the silly ones. But with all their bravado, they continue to avoid the 600-lb. dunce in the corner --- school financing.

Even though I applaud proposals to increase teacher retiree benefits and give out a $4000 pay raise to working teachers (HB62 Matinez), that’s a bit short-lived due to an expected deficit of $18 - $25 billion (depends on who’s calculating) that seems to have suddenly appeared on the state’s books. I don’t remember one word about that during the elections, much less any plans to deal with it. Oh, excuse me, Governor Perry did mention that he intends to seek 5-15% cuts across budget, including education. And, that’s on top of the $3 billion that districts now must pick up from the legies early-on acceptance of stimulus dollars. And, the $2.5 billion in more funds needed to serve an ever-increasing student roll. And, don’t forget that the grass-roots, democracy-now, no-big-gov, no-more-tax, freedom-first-and-last, send-‘em-back-where-they-belong Teapublicans, well, are all about keeping what’s theirs, by god and by state’s rights.

Even if LEDs decide to raise local taxes for school funding, remember Chapter 41, the Robin Hood plan developed as a stopgap measure to inequitable funding. That sends about 40 cents of every dollar back to the “land poor” districts to give them a chance. Funny, but it is no longer the border districts that fall into that category. It’s now districts in and around Houston and Dallas.

So, that leaves the Texas public in a bit of a financial pinch that promises to turn into a series of slaps to the face and blows to the gut. What can we expect to happen. Here are a few predictions that even a four-year, home-schooled graduate can figure out. First, don’t count on a pay raise, duh. Since 85% of school costs are involved in staff salary, the fastest way to reduce expense is to reduce headcount. No one will be immune as job loss will affect (and in some districts is already affecting) all from custodian to administrator, but mostly, teacher. Secondly, with fewer staff get ready for a higher student to teacher ratio. Secondary core classes of 30 to 1 are not unusual. I even know of classes with 34 and 36 to 1 ratios working. But, I suppose that with good learning-style differentiation techniques and student-centered lesson plans promoting self-directed learning that shouldn’t be a real issue (lol). Finally, look for a lawsuit to get the legies off their collective butts and on their weak-kneed, wobbly-legged, pigeon-toed feet (sorry, my disdain is showing).

For a more balanced look at school funding, click on the following: Invest in Schools, World Internet News, and, one of my favs, Equity Center Radio.

Student Expectations

After one-half of one-third of one semester, the kids are finally realizing that, hey, school has started. Gotta luv 'em. So, I wrote this on me Facebook page to which a friend replied, it’s usually Thanksgiving break for my classes.

Every year I get foreign exchange students assigned to my classes. They are always European from Germany or France. I ask them at the beginning of the year, “What most impresses you so far?” Without fail it is the fact that Americans drive every place they go. They come from towns where they are able to walk or take public transports for daily activities. I then clarify my question, “What most impresses you about the high school?” The initial response is how the students seem to disregard the teacher and the lesson. It’s like our Chinese-national teacher who asked me, “Do your students talk all of the time even when you are teaching?” To which I sadly replied, “Welcome to education in the US.”

Don’t misinterpret my remark. I do not believe that lining them up in neatly arranged rows as they sit with spine straight, focusing on the teacher, hanging on every sagacious word, and writing copious notes equates to learning. But, come on, exactly what are the expectations? Do we expect respect? Do we expect attentiveness? Do we expect engagement? Do we even expect them to learn? Questions simple, yet profound.

The administration requires that teachers produce Classroom Rules, review those with each class, and post them conspicuously for all to see. Mine have evolved over the past few years from a DO or DO NOT list of a page long, to only DO directives of about half a page, to a review and posting of my personal philosophy. I share it with you as such:

Live as though you will die tomorrow;

Learn as though you will live forever; and,

Love as you wish love in return.

This isn’t anything radical or new or groundbreaking or step-changing or whatever label you care to stick on it. It is just a few words that I choose as a personal way of living. I give thanks to many, many sages, some renown, most common, whose lifelong assistance led to my development of this philosophy.

graphic: uwadmnweb.uwyo.edu/.../education.jpg

The 3 R's of Professional Development

I admit to being somewhat of a Professional Development snob. What I mean is that I will not waste my time on meetings, seminars, or courses that do not meet my front-end criteria of quality professional development. So, here’s my qualifiers, the 3 R’s of relevance, reputation, and results.


Is it relevant?
I seek professional development providing meaningful information to positively change my behavior. Why? I believe that as a professional educator I have an obligation to be the best than I can be as a teacher, a role model, and an overall person for the collective benefit of my students and my community. I seek knowledge that leads to growth opportunities that lead to learning.

Is it reputable?
The provider must have credentials that persons of character deem reliable. I look within our district learning community first because, usually, the peer-delivered programs are designed for district needs. I look next at learning communities within the professional realm, i.e., professional associations, state agencies, state colleges, etc. I shy away from the one-day wonders that promise life changing results in five easy steps for $99 held in the conference room of the local motel with easy-on, easy-off access and free grade book/calendar with purchase of a complete class makeover kit and CR ROM.

Is it results oriented?
Why bother if it delivers a message with no meat? I want information that I can put into action for positive change in my class, in my community, or in myself. I want good substantiated educational theory turned into good orderly direction for good life changing practice. I want to step into my room the next school day and ---wait for it--- use it effectively right now. I don’t want Drs. Julie & Jim Dandy from the U of Fiendex reading their PowerPoint presentations during a web conference about the harmful effects of mobile telephone waves on the average teenager’s ability to text.

So to avoid the dull and the dim-witted, I employ some good old common professional sense - the 3 R's.

Texas Best High School

It happens every year about this time. Jay Matthews releases the Newsweek List of Best High Schools in America. As soon as that happens the local newspaper runs a front page story about how well our high school fairs using headlines like “Newsweek Honor” and “among America’s finest”. Underneath the headlines several paragraphs remark without detail about the measurement, framed with quotations from a District representative. (Incidentally, her remarks put the “award” into a better reference than the article overall.) Newsweek’s methodology takes the number of AP/IB test taken and divides it by the number of graduating seniors. I don’t know if having every student take an AP exam is a good thing or not. I do know that others claim the list is misleading.


In 2006 Sara Mead and Andrew J. Rotherham co-authored Why Newsweek's List of America's 100 Best High Schools Doesn't Make the Grade. Boiled down to one statement, Our research shows that Newsweek's methodology is far too focused on one discrete indicator of school quality and that many schools that fail to make the Newsweek list may be doing a better job educating all (3T emphasis) of their students. And, in all fairness, Matthews responded to the criticism in a most professional and clearly stated manner. You can hit the links of both for a read. I only mention these to bring attention the fact that there are better means of judging one’s local high school.

Perhaps a better look at America’s Best High Schools comes from U.S. News & World Report. Their list reflects the best high schools that prepare students not only for college preparedness, but for basic skills attainment as well. The basic methodology is a three step process of investigation. Step one looks at state reading and math test performance of the individual school’s students versus the average student of that state. In turn, USN factors that by the number of economically disadvantaged enrolled in the school. Those who qualify move to Step Two which compares the school’s least advantaged students’ state test grades to the state’s average. Step Three invokes what USN calls the College Readiness Index. This computation involves numbers of students taking an AP or IB test with an additional quality factor using test scores.

So how did Texas schools come out in the two lists? Of the 1721 high school campuses listed by TEA, 669 made the USN list with only 122 of those making a Bronze medal or better. That ranked Texas at number 14 between Rhode Island and Colorado. The NW list recorded 127 schools with no state ranking. One cannot really compare Texas schools by either list. One can surmise that the USN list adds an educational depth not seen on the NW list.

What does all of this mean - not much. They are fun to play with, but the ultimate ranking comes from neither US News nor Newsweek, but rather from our own Texas Education Agency as directed by the legislature. It’s not about ranking your school, it’s all about meeting the challenges set by state government. A good place to start is the following three publications: The Texas Education Agency Strategic Plan for the Fiscal Years 2011-2015 (released July 2010); the Evaluation of the Texas High School Project, First Comprehensive Report (released May 2010);and, Closing the Gaps 2015, The Texas Higher Education Plan (originally released October 2000). They are bureaucratically wordy, but well worth the read.

Where Have All the Seniors Gone?

Graduation has come and gone for high school seniors. As I sat listening to the salutatorian, gazing across the sea of eager faces ready to get that diploma in hand, I began wondering just what path these graduating students will take. Afterall, in our small village, we think that everyone of these smiling faces will pursue a 4-year college degree. At least, that’s the path we prepare them to take.

I went to the National Center for Higher Education Management Systems to find surprisingly that only 52% of the graduating high school students in Texas will go on to college. Our high school’s data profile sheet boasts 55% plan on attending a 4-year college. Note that I said plans as the data comes from a survey of senior level students, not from any valid and reliable longitundinal study.

Throughout the year colleges and universities around Texas and beyond send marketing representatives out to high schools in pursuit of future enrollees. They hand out logo-emblazoned pens, trinkets, bumper stickers and slick four-color brochures extolling the virtues and benefits of attending their particular halls of learning. As the students’ senior year closes they begin receiving letters of acceptance, or rejection, from the several programs of higher learning of their choice. So, what happens to the 52% who pack up and move off to the ivy walls? Do they succeed?

For a look at that, I went to College Results Online to compare the graduation rates of some major Texas colleges (15,000 + student population). Here’s the data it provided:

2007 4-year Graduation Rate Public Colleges
U of Texas Austin 47%; Texas A&M U 38.4%; Texas Tech U 27.8%; Texas State U 22.4%; U of North Texas 14.7%; U of Houston 7.2%

2007 4-year Graduation Rate Private Not-For-Profit Colleges
Rice 77.5%; Southern Methodist U 55.5%; Texas Cristian U 50.3%; Baylor U 48%

I was surprised! After four years the best a major public university can get through their programs of higher learning is not even half of those enrolled freshmen. If your high school had that kind of graduating student rate, I’ll bet parents would demand that TEA launch a full-scale investigation.

I realize that there are reasons for this pitiful display. I am certain that each individual college can counter these figures with factual data that in their eyes mitigates the shame or in the least shifts the blame. In all fairness, let’s look at the rest of the story. Take a look at this:

2007 5-year Graduation Rate Public Colleges
U of Texas Austin 72.7%; Texas A&M U 71.7%; Texas Tech U 50.3%; Texas State U 47.2%; U of North Texas 32.4%; U of Houston 31%

2007 5-year Graduation Rate Private Not-For-Profit Colleges
Rice 88.8%; Southern Methodist U 69.3%; Texas Cristian U 66.9%; Baylor U 69.2%

The rate after that fifth-year victory lap are significantly better. Why is that? Do students continue one more year of study in their major field for scholarly investigation? Are they re-taking courses due to failing grades or dropped classes? Is it that mommy/daddy’s pockets are bulging with discretionary educational dollars demanding to be spent on one more year of college memories?

If only half of graduating high school students enroll in a “4-year college”, yet, only half of them graduate from that college, what are the rest doing? In 2007 approximately 240,000 students graduated from a Texas high school. That’s about 120,000 who enrolled in a 4-year college of which about 60,000 did not complete the program. I understand why the state educational system and the public hold Texas high school teachers accountable for student success, when will they offer the same scrutiny of accountability to higher education? One would think that the parents shelling out thousands of hard-earned dollars to those colleges might be a bit upset.

There are several points to be made from all this. I will make only one in the form of a question. If only half of the graduating seniors are college-bound, and only half of those complete a 4-year program, then where did the other 180,000 go? I’m working on an answer for you. Until then, I gladly invite your comments.

 

Hang on

School is almosr out and I will update this space ad nauseum.  Look forward to:

Special Education - do we really need it?
Technology in Texas Schools - I don't see it, do you?
FAPE - are we crazy?

Stay tuned for more fun & games - what?