Teachers in Montgomery and Frederick counties will be judged on how well their students do on state test scores next year, despite how hard their districts fought against the changes in the last few years. The Maryland State Department of Education rejected proposals from the school systems this week that laid out how the systems would change its teacher and principal evaluations to meet requirements under new state and federal laws. This comes as a blow to both school systems, which were the only two systems in Maryland not to sign onto Race to the Top, a federal program intended to raise teacher effectiveness and student performance by giving districts money if they complied to standards. The districts stated the changes would compromise the integrity of their evaluations, which they believe to be effective. In turn, they missed out on millions of dollars that would have helped them make the changes; Montgomery stood to receive $12 million, and Frederick $2.2 million.
MCPS teacher: Disaster!! I have spent the majority of my career working in Title I schools and most students do progress with excellent teaching. However, not all make the benchmark due to significant lag. We are setting our children up for failure with this latest plan of evaluating teachers based on student test scores;a score that does not consider progress. I am fairly sure that many dedicated and talented teachers will be looking for work at the Bethesda, Chevy Chase and Potomac schools. Where does that leave the children who attend schools in the red zone?
Teacher threatened that only bad teachers will teach red zone. What's to get? Teacher threatens students to threaten parents. Not impressed. Tell it to the union.
How will this impact Special Education teachers? Teachers of kids in the autism program, or the school community based program...where the ALT-MSA is meaningless and everyone knows it. Perhaps last year MCEA and the state teachers union should have spent more time lobbying to reject the RTTT money which came with those strings attached, instead of focusing on the "maintenance of effort" bill.
@Anonymous MCPS teacher, what would it take to bring the kids who aren't doing well in the red zone schools up to grade, so to speak? You are in the classroom--what would it take? Please make a list, 1., 2., 3. Be specific please. We had closed the achievement gap according to previous super Weast and MCPS and BOE just about 2 years ago. What happened in those few short years to create a new gap, besides having a different superintendent? How did it happen? What changed? Thanks.
Damn shame teachers fought standardized tests so hard. Maybe student progress would have been incorporated.
Instead, they left the system to administrators that wouldn't come up with a mathematically relevant and fair system. There's no reason this had to be a disaster.
Now there will be a big fight for repeal rather than a fix.
If a crummy student at 10th percentile rises to 20th percentile under a teacher's term where the average 10th percentile STAYS in 10th percentile, this teacher deserves credit (merit pay???) above a Potomac teacher that sees 95th percentile students hold steady. Statistics should be able to tell us if raising a 95th percentile student to 96th is of similar difficulty so as to give Potomac teachers opportunities for merit pay as well.
The only alternatives I hear for standardized testing as teacher evaluation tools are subjective. This is unacceptable and teachers' unions become complicit in instructor mediocrity when they fight the use of empirical data. Accountability is impossible without it. If they can identify alternative sources of such data, fine, but I have yet to hear a sound suggestion. Peer review doesn't qualify.
"Statistics should be able to tell us if raising a 95th percentile student to 96th is of similar difficulty so as to give Potomac teachers opportunities for merit pay as well."
I guessed you missed the memo about "lies, damned lies, and statistics." LOL The numbers can be spun almost as much as the subjective evaluations you disdain so much. I would have much preferred to have been evaluated under PAR when I formerly taught in MCPS than by the utterly subjective and not-very-nice administrators (thankfully long since retired!) who did my last evaluation without having been in my classroom more than once in two years, who scheduled my classes opposite required high school non-elective classes and blamed me when my enrollment went down. (Seriously, I can't make this stuff up!)
Maybe "statistics should be able" to tell you about percentiles, but they won't tell you about the teacher who is juggling the explosive child on one side of her classroom with the oppositional child at the next table with the girl who regularly comes to school without breakfast (but for whom the teacher provides food out of pocket daily). Statistics won't tell you that the explosive child often literally has to be taken out of the classroom before morning announcements are even begun in order for the rest of the class to have a hope in hell of hearing anything the teacher has to say - or that the teacher and the adult assigned to support that kid spend their own time working out wraparound services for that child when they can get someone in the building to do it. Statistics won't tell you about the middle schooler in Potomac, either, whose parents have been pushing for higher grades since she was in kindergarten and has been chewing her hair and nails since she was 6 and is so stressed she can barely concentrate, let alone learn. I've taught all these kids, some of them recently and some not so recently, but all since NCLB was enacted.
Teaching isn't an "objective" career. We don't turn out widgets. These are real people, and each of them comes to us with their own set of strengths and weaknesses and needs. "Statistics" as produced by these tests doesn't tell anyone the vast majority of what goes on in the classroom, or in the students' lives that affects their classroom performance. "Statistics" doesn't begin to take into account the countless minute details that teachers HAVE to do DAILY in order to keep their kids from falling behind in some cases, let alone making progress.
You're right... statistics won't tell you those things. If a teacher consistently scores below his peers, however, it becomes difficult to continually place fault with those factors. That said, there should be some way to normalize data based on population factors. As the previous poster said, perhaps of the union had fought to improve the system, rather than simply say "no", these issues would have been addressed. But from the perspective of an outsider (read: a non-teacher) it is extremely difficult for me to accept that the quality of a teacher is totally immeasurable. Maybe the union is content to take the bad teachers with the good, but I don't think anyone else, including teachers, should be.
"The system" doesn't seem to need the improvement that "reformers" say it needs. It has resulted in the removal of many many weak teachers while shielding teachers from the kinds of bad reviews from administrators with agendas that I was stuck with when I worked here ages ago. It's BETTER than the proposed replacements - why replace it? Why should we replace a performance car with a run-of-the-mill sedan?
I think this boils down to -- are the teachers what is wrong with education today. If so then we should definitely spend the time and money on developing a test for every subject and then evaluate the teachers on them. If you believe (like me) that there are multiple reasons that schools are failing (If you even beleive that schools are failing) then it is a travesty to put so much time into testing and teaching to a test. Many of the problems shown in the "gap" are socioeconomic not educational.
Doesn't matter. Schools are to provide all children with a free, public education. If a kid needs help, help them. Don't just toss them out the door. Yet, that is what schools have done historically. The current cop out is to say "it's not our problem". Same issue, refusal to educate all children to their highest potential.
Education does not take place soley in school. I think we all know that. There are numerous reasons why a child may fail; a poor teacher is just one of many potential reasons. The current MCPS evaluation system has been successful in coaching poor performing teachers who must then demonstrate their effectiveness in the classroom or they are removed.
What's objectionable is that, as stated above, there are many reasons why a child might fail or not demonstrate much progress in a given school year, things that are beyond a teacher's control. Perhaps attendance is a problem. Hunger. Sleep deprivation because of stress at home. Illness. Lack of effort. How is any of this controlled solely by a teacher? Teachers and schools can and do help them, but they are not the be all end all. "Reformers" are attempting to hold teachers responsible for things that are quite simply not under their control.
So where are the teachers when key programs like the Kingsley Wilderness School in Montgomery County are closed? Silent. The Apple Ballot says nothing when critical programs to support severely struggling students is cut. When a program like that is cut, those students stay in their local schools. Then the teachers union is going to whine that they can't educate those students. Well, duh. Where were you when those kids needed a program that would serve them? Silent. The teachers' union let the program be cut. In fact, the teachers union CUT the program in concert with MCPS because the teachers union is AT the secret budget table making these decisions. So why would the teachers union cut a program that would negatively impact it's own teachers? This is where the teachers' union has no leg to stand on. They are cutting critically needed programs in Montgomery County to serve ALL children. Then, complain that teachers can't educate all children? Fail.
Ugh. The Teachers' unions brought this on themselves. When you fail to police your own profession and allow low performing teachers to continue teaching you lose the moral authority. Testing is the response to this because it is an "objective" way to figure who is more or less effective. This didn't have to be. It shouldn't be. And it's not what is best. But sometimes you reap what you sow and have to take responsibility for what comes around in the end. Until teachers sit down and begin taking responsibility- then this will be the crap we have to deal with.
Education does not take place soley in school. Right. But your teacher's MCEA sucked and continues to suck all the money out of our county budget, so the support services county residents would like to see, in health and human services, support for mental health, enrichment programs for children and families, libraries, after-school and summer programs, all are sacrificed to the MCEA. This is what the teachers want. This is the MCEA leadership you elected and you support. Take some responsibililty. You have sucked us dry.
Good point. The Apple Ballot can not continue to demand the lion's share of the County budget on one hand, and then insist that the education of our children is not the sole responsibility of the school system. The libraries have limited hours, the health services have been cut, police, transportation (bus service) and community services have all been cut back. The Apple Ballot can't have it both ways. The Apple Ballot team has ignored the funding of the rest of the county for years. Their stance has been it wasn't their problem. Yet, they want some magical community services to appear to support students?
After reading the above comments on this blog, it becomes blatantly evident why we are in this terrible mess. There's a lot of blame to pass around, but this does not solve the issue. Test scores, used as a means to evaluate teachers, is ridiculous. You can't prove the worth of a teacher with a test score, just as we would never assign the worth of a child with his/her test score...............there are too many variables involved. Most importantly, as a teacher and a parent in MoCo I have no doubt that test scores at the various schools in the county are manipulated by those that have access to the MSA booklets. There was a study a few months ago regarding Highland View ES, and the study revealed that it was statistically impossible for a school to fluctuate in their test scores in the manner that Highland's scores did. We have heard of cheating scandals all over this nation with regard to the state testing scores. I don't think MoCo is any different, and I would think that we have had our share of cheating and data manipulation in this county. Schools that are showing honest gains in student achievement are focusing on the social well-being of their students. We need to stop focusing on test scores as the end result of whether our children are achieving. THere's so much more to a child than a test score. Students who achieve believe that they are capable and important. This is the big problem. We are lost. There are so many children who do not know that they are smart and important and that they can have a good life and that they deserve a good life. Many of my children already feel that their life consists of surviving. When a child knows they are loved and when they feel safe they can and will achieve. Too many children come to school hungry, scared, confused,depressed, angry, etc. For example, a child entered my room late one morning. We were just getting ready to do a writing prompt on bears. He sat down, took out his pencil and began to read an article and attempt to do his prompt. About halfway through the prompt, he flagged me over and let me know that he and his mother were being evicted. His father had died and he was living with his mother who had a drug addiction. He shared that he was sad because his dogs were being taken to the animal shelter and his dogs were his best friends. I felt so sad, knowing that this little boy was doing his best to keep himself composed so that he could read his article about bears and complete his writing prompt, and that all the while he knew that his belongings and his beloved pets were being tossed out of his home. I have been teaching for over 20 years and I have seen many children in very sad circumstances such as this young boy. MORE than any other variable, the child's self concept determines how well they will do in class and in life. If we focused more on the needs of our children (health care, nutrition and love) instead of their test scores our children just might be able to improve their test scores. As an adult, how productive are you when you are anxious or depressed? How clearly are you able to think? One of the people commenting above asked specifically what teachers need. What teachers need is the support and respect of this community. Teachers need volunteers and mentors so that their children will have the one-on-one relationships that can encourage a child to push on and to know that they are loved and important. Teachers need smaller class sizes so that they can give individ. time to each child in their care. I don't need a promethean board or a raise. I would gladly do without either and so would most of my colleagues. AND, please don't bully me about MCEA or the secret budget committee. I don't have a second because I am too busy teaching and tending to the needs of my children during the school week and on weekends. I see some of my children more than their parents do, but I don't blame or judge. We're all in this together.
*raises coffee mug to this Anonymous poster* I wish there were a "like" button for this post. I've seen those circumstances in my students and in my children's schoolmates too many times as well.
It's well-known that teachers are the biggest IN-SCHOOL factor in a child's success, but the VAST majority of factors influencing children's academic success happen not only outside the classroom but outside the school environment itself. Money and resources and "rigor" are being thrown at schools in ways that are NOT helping the "achievement gap," and the newer changes are making the problem worse.
The study concerning test scores (referenced above) had mentioned Highland ES, not Highland View ES: http://www.wjla.com/articles/2012/04/highland-elementary-test-scores-scrutinized-superintendent-responds-75438.html
The reason the teachers post as anonymous on this blog is because MCPS is so corrupt. The parents on this blog know of their corruption all too well. As long as Larry Bowers and Weast's people are running the show, we all fear for our jobs..........those of us that are openly honest about the school systems short comings. And that is right, it was Highland Elem. Interestingly, a teacher who was at the school during Ray Myrtle's tenure told me that she had no idea how they received their high test scores. She shared that it was like a miracle. The year after Myrtle left, the scores declined. Parents have a lot of power in this county, even with the corruption. Teachers have none what so ever. THose of us who speak out will be placed on the dreaded PAR. Par is not just used to "help" underperforming teachers. It is also commonly used to rid the county of older, outspoken, honest educators. I am sure that the State is well aware of the problems with PAR in MOCO.
One of the most important things that we should try to accomplish is an open network between teachers in this county and the parents coalition. Teachers need to feel safe in informing parents of what is really happening in their child's school. At Rock Creek Forest for example, I am aware, from a teacher who works there, that the special ed minutes of students are not being fulfilled. The teachers are documenting. BUt, what do they do with the information. MCPS covers it up and then the teachers are labeled as trouble makers and unprofessional for divulging the violations within the school. The union sides with the administration on these matters. THe parents, however, can pursue such claims. MoCo schools continue to do whatever they want because they operate under the "divide and conquer" rule and they have done it well. To be open as honest as a teacher in MoCo and to do your best for your children is not highly regarded in MCPS. In fact, if you are a child advocate and question unethical practices in the school where you teach, you are accused of and written up for being "unprofessional" which is the 6th category on our teacher evaluations. MCPS has a tight noose around our necks.
MCPS teacher: Disaster!! I have spent the majority of my career working in Title I schools and most students do progress with excellent teaching. However, not all make the benchmark due to significant lag. We are setting our children up for failure with this latest plan of evaluating teachers based on student test scores;a score that does not consider progress. I am fairly sure that many dedicated and talented teachers will be looking for work at the Bethesda, Chevy Chase and Potomac schools. Where does that leave the children who attend schools in the red zone?
ReplyDeleteWith plenty of teachers. We are in a recession. Jobs are jobs. The Apple Ballot runs Maryland. Whine to your union.
DeleteYou missed the point of the teacher's post. Go back and read it again and you'll hopefully figure out what this teacher is saying.
DeleteTeacher threatened that only bad teachers will teach red zone. What's to get? Teacher threatens students to threaten parents.
DeleteNot impressed. Tell it to the union.
Where do you see threats to students?
DeleteThe union has taken a strong stand against the state's evaluation system, as has MCPS. The state chose not to listen.
How will this impact Special Education teachers? Teachers of kids in the autism program, or the school community based program...where the ALT-MSA is meaningless and everyone knows it.
ReplyDeletePerhaps last year MCEA and the state teachers union should have spent more time lobbying to reject the RTTT money which came with those strings attached, instead of focusing on the "maintenance of effort" bill.
@Anonymous MCPS teacher, what would it take to bring the kids who aren't doing well in the red zone schools up to grade, so to speak? You are in the classroom--what would it take? Please make a list, 1., 2., 3. Be specific please. We had closed the achievement gap according to previous super Weast and MCPS and BOE just about 2 years ago. What happened in those few short years to create a new gap, besides having a different superintendent? How did it happen? What changed? Thanks.
ReplyDeleteDamn shame teachers fought standardized tests so hard.
ReplyDeleteMaybe student progress would have been incorporated.
Instead, they left the system to administrators that wouldn't come up with a mathematically relevant and fair system.
There's no reason this had to be a disaster.
Now there will be a big fight for repeal rather than a fix.
If a crummy student at 10th percentile rises to 20th percentile under a teacher's term where the average 10th percentile STAYS in 10th percentile, this teacher deserves credit (merit pay???) above a Potomac teacher that sees 95th percentile students hold steady.
Statistics should be able to tell us if raising a 95th percentile student to 96th is of similar difficulty so as to give Potomac teachers opportunities for merit pay as well.
The only alternatives I hear for standardized testing as teacher evaluation tools are subjective. This is unacceptable and teachers' unions become complicit in instructor mediocrity when they fight the use of empirical data. Accountability is impossible without it. If they can identify alternative sources of such data, fine, but I have yet to hear a sound suggestion. Peer review doesn't qualify.
"Statistics should be able to tell us if raising a 95th percentile student to 96th is of similar difficulty so as to give Potomac teachers opportunities for merit pay as well."
DeleteI guessed you missed the memo about "lies, damned lies, and statistics." LOL The numbers can be spun almost as much as the subjective evaluations you disdain so much. I would have much preferred to have been evaluated under PAR when I formerly taught in MCPS than by the utterly subjective and not-very-nice administrators (thankfully long since retired!) who did my last evaluation without having been in my classroom more than once in two years, who scheduled my classes opposite required high school non-elective classes and blamed me when my enrollment went down. (Seriously, I can't make this stuff up!)
Maybe "statistics should be able" to tell you about percentiles, but they won't tell you about the teacher who is juggling the explosive child on one side of her classroom with the oppositional child at the next table with the girl who regularly comes to school without breakfast (but for whom the teacher provides food out of pocket daily). Statistics won't tell you that the explosive child often literally has to be taken out of the classroom before morning announcements are even begun in order for the rest of the class to have a hope in hell of hearing anything the teacher has to say - or that the teacher and the adult assigned to support that kid spend their own time working out wraparound services for that child when they can get someone in the building to do it. Statistics won't tell you about the middle schooler in Potomac, either, whose parents have been pushing for higher grades since she was in kindergarten and has been chewing her hair and nails since she was 6 and is so stressed she can barely concentrate, let alone learn. I've taught all these kids, some of them recently and some not so recently, but all since NCLB was enacted.
Teaching isn't an "objective" career. We don't turn out widgets. These are real people, and each of them comes to us with their own set of strengths and weaknesses and needs. "Statistics" as produced by these tests doesn't tell anyone the vast majority of what goes on in the classroom, or in the students' lives that affects their classroom performance. "Statistics" doesn't begin to take into account the countless minute details that teachers HAVE to do DAILY in order to keep their kids from falling behind in some cases, let alone making progress.
You're right... statistics won't tell you those things. If a teacher consistently scores below his peers, however, it becomes difficult to continually place fault with those factors. That said, there should be some way to normalize data based on population factors. As the previous poster said, perhaps of the union had fought to improve the system, rather than simply say "no", these issues would have been addressed. But from the perspective of an outsider (read: a non-teacher) it is extremely difficult for me to accept that the quality of a teacher is totally immeasurable. Maybe the union is content to take the bad teachers with the good, but I don't think anyone else, including teachers, should be.
Delete"The system" doesn't seem to need the improvement that "reformers" say it needs. It has resulted in the removal of many many weak teachers while shielding teachers from the kinds of bad reviews from administrators with agendas that I was stuck with when I worked here ages ago. It's BETTER than the proposed replacements - why replace it? Why should we replace a performance car with a run-of-the-mill sedan?
DeleteI think this boils down to -- are the teachers what is wrong with education today. If so then we should definitely spend the time and money on developing a test for every subject and then evaluate the teachers on them. If you believe (like me) that there are multiple reasons that schools are failing (If you even beleive that schools are failing) then it is a travesty to put so much time into testing and teaching to a test. Many of the problems shown in the "gap" are socioeconomic not educational.
ReplyDeleteDoesn't matter. Schools are to provide all children with a free, public education. If a kid needs help, help them. Don't just toss them out the door. Yet, that is what schools have done historically. The current cop out is to say "it's not our problem". Same issue, refusal to educate all children to their highest potential.
DeleteEducation does not take place soley in school. I think we all know that. There are numerous reasons why a child may fail; a poor teacher is just one of many potential reasons. The current MCPS evaluation system has been successful in coaching poor performing teachers who must then demonstrate their effectiveness in the classroom or they are removed.
DeleteWhat's objectionable is that, as stated above, there are many reasons why a child might fail or not demonstrate much progress in a given school year, things that are beyond a teacher's control. Perhaps attendance is a problem. Hunger. Sleep deprivation because of stress at home. Illness. Lack of effort. How is any of this controlled solely by a teacher? Teachers and schools can and do help them, but they are not the be all end all. "Reformers" are attempting to hold teachers responsible for things that are quite simply not under their control.
So where are the teachers when key programs like the Kingsley Wilderness School in Montgomery County are closed? Silent.
DeleteThe Apple Ballot says nothing when critical programs to support severely struggling students is cut.
When a program like that is cut, those students stay in their local schools. Then the teachers union is going to whine that they can't educate those students. Well, duh. Where were you when those kids needed a program that would serve them? Silent.
The teachers' union let the program be cut. In fact, the teachers union CUT the program in concert with MCPS because the teachers union is AT the secret budget table making these decisions.
So why would the teachers union cut a program that would negatively impact it's own teachers?
This is where the teachers' union has no leg to stand on. They are cutting critically needed programs in Montgomery County to serve ALL children. Then, complain that teachers can't educate all children?
Fail.
Ugh. The Teachers' unions brought this on themselves. When you fail to police your own profession and allow low performing teachers to continue teaching you lose the moral authority. Testing is the response to this because it is an "objective" way to figure who is more or less effective. This didn't have to be. It shouldn't be. And it's not what is best. But sometimes you reap what you sow and have to take responsibility for what comes around in the end. Until teachers sit down and begin taking responsibility- then this will be the crap we have to deal with.
ReplyDeleteEducation does not take place soley in school. Right. But your teacher's MCEA sucked and continues to suck all the money out of our county budget, so the support services county residents would like to see, in health and human services, support for mental health, enrichment programs for children and families, libraries, after-school and summer programs, all are sacrificed to the MCEA. This is what the teachers want. This is the MCEA leadership you elected and you support. Take some responsibililty. You have sucked us dry.
ReplyDeleteGood point. The Apple Ballot can not continue to demand the lion's share of the County budget on one hand, and then insist that the education of our children is not the sole responsibility of the school system. The libraries have limited hours, the health services have been cut, police, transportation (bus service) and community services have all been cut back. The Apple Ballot can't have it both ways. The Apple Ballot team has ignored the funding of the rest of the county for years. Their stance has been it wasn't their problem. Yet, they want some magical community services to appear to support students?
DeleteAfter reading the above comments on this blog, it becomes blatantly evident why we are in this terrible mess. There's a lot of blame to pass around, but this does not solve the issue. Test scores, used as a means to evaluate teachers, is ridiculous. You can't prove the worth of a teacher with a test score, just as we would never assign the worth of a child with his/her test score...............there are too many variables involved. Most importantly, as a teacher and a parent in MoCo I have no doubt that test scores at the various schools in the county are manipulated by those that have access to the MSA booklets. There was a study a few months ago regarding Highland View ES, and the study revealed that it was statistically impossible for a school to fluctuate in their test scores in the manner that Highland's scores did. We have heard of cheating scandals all over this nation with regard to the state testing scores. I don't think MoCo is any different, and I would think that we have had our share of cheating and data manipulation in this county.
ReplyDeleteSchools that are showing honest gains in student achievement are focusing on the social well-being of their students. We need to stop focusing on test scores as the end result of whether our children are achieving. THere's so much more to a child than a test score. Students who achieve believe that they are capable and important. This is the big problem. We are lost. There are so many children who do not know that they are smart and important and that they can have a good life and that they deserve a good life. Many of my children already feel that their life consists of surviving. When a child knows they are loved and when they feel safe they can and will achieve. Too many children come to school hungry, scared, confused,depressed, angry, etc.
For example, a child entered my room late one morning. We were just getting ready to do a writing prompt on bears. He sat down, took out his pencil and began to read an article and attempt to do his prompt. About halfway through the prompt, he flagged me over and let me know that he and his mother were being evicted. His father had died and he was living with his mother who had a drug addiction. He shared that he was sad because his dogs were being taken to the animal shelter and his dogs were his best friends. I felt so sad, knowing that this little boy was doing his best to keep himself composed so that he could read his article about bears and complete his writing prompt, and that all the while he knew that his belongings and his beloved pets were being tossed out of his home.
I have been teaching for over 20 years and I have seen many children in very sad circumstances such as this young boy.
MORE than any other variable, the child's self concept determines how well they will do in class and in life. If we focused more on the needs of our children (health care, nutrition and love) instead of their test scores our children just might be able to improve their test scores. As an adult, how productive are you when you are anxious or depressed? How clearly are you able to think?
One of the people commenting above asked specifically what teachers need. What teachers need is the support and respect of this community. Teachers need volunteers and mentors so that their children will have the one-on-one relationships that can encourage a child to push on and to know that they are loved and important. Teachers need smaller class sizes so that they can give individ. time to each child in their care.
I don't need a promethean board or a raise. I would gladly do without either and so would most of my colleagues. AND, please don't bully me about MCEA or the secret budget committee. I don't have a second because I am too busy teaching and tending to the needs of my children during the school week and on weekends. I see some of my children more than their parents do, but I don't blame or judge. We're all in this together.
*raises coffee mug to this Anonymous poster* I wish there were a "like" button for this post. I've seen those circumstances in my students and in my children's schoolmates too many times as well.
DeleteIt's well-known that teachers are the biggest IN-SCHOOL factor in a child's success, but the VAST majority of factors influencing children's academic success happen not only outside the classroom but outside the school environment itself. Money and resources and "rigor" are being thrown at schools in ways that are NOT helping the "achievement gap," and the newer changes are making the problem worse.
The study concerning test scores (referenced above) had mentioned Highland ES, not Highland View ES: http://www.wjla.com/articles/2012/04/highland-elementary-test-scores-scrutinized-superintendent-responds-75438.html
DeleteThe reason the teachers post as anonymous on this blog is because MCPS is so corrupt. The parents on this blog know of their corruption all too well. As long as Larry Bowers and Weast's people are running the show, we all fear for our jobs..........those of us that are openly honest about the school systems short comings.
ReplyDeleteAnd that is right, it was Highland Elem. Interestingly, a teacher who was at the school during Ray Myrtle's tenure told me that she had no idea how they received their high test scores. She shared that it was like a miracle. The year after Myrtle left, the scores declined.
Parents have a lot of power in this county, even with the corruption. Teachers have none what so ever. THose of us who speak out will be placed on the dreaded PAR. Par is not just used to "help" underperforming teachers. It is also commonly used to rid the county of older, outspoken, honest educators. I am sure that the State is well aware of the problems with PAR in MOCO.
One of the most important things that we should try to accomplish is an open network between teachers in this county and the parents coalition. Teachers need to feel safe in informing parents of what is really happening in their child's school. At Rock Creek Forest for example, I am aware, from a teacher who works there, that the special ed minutes of students are not being fulfilled. The teachers are documenting. BUt, what do they do with the information. MCPS covers it up and then the teachers are labeled as trouble makers and unprofessional for divulging the violations within the school. The union sides with the administration on these matters.
ReplyDeleteTHe parents, however, can pursue such claims. MoCo schools continue to do whatever they want because they operate under the "divide and conquer" rule and they have done it well. To be open as honest as a teacher in MoCo and to do your best for your children is not highly regarded in MCPS. In fact, if you are a child advocate and question unethical practices in the school where you teach, you are accused of and written up for being "unprofessional" which is the 6th category on our teacher evaluations. MCPS has a tight noose around our necks.