SOUND OFF AND BE HEARD
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Share information to help Hillsborough County school children, school employees, and taxpayers.
Tell me what you think
Since 2006 I have had the honor of representing all Hillsborough County children and voters...I created this blog in 2007 and have welcomed the opportunity for feed back throughout my term.
I am now a candidate for re-election and I need your help. Visit my website at http://www.voteapril.com/ .
I still want your input. If you think something is wrong, then tell me how it can be better. If you have information that would help our children, employees, or taxpayers, this is the place to share.
Please also note that this is my personal blog, not the board's. Furthermore, the opinions expressed by posters on this blog may or may not necessarily reflect my opinions or those of the School Board.
April, I really think a big issue is the fact that no one will allow the teachers to have any input. Why is no one asking for our suggestions or thoughts on how to fix the high school situation for next year? Even if you give teachers an extra period next year your still going to be short teachers... and the following year after burn out you are going to need even more teachers! Whats going to happen then... will we need to teach 7 classes? The board is going to have to find money and make cuts in other places no matter what. Why not try to be "proactive" in that regards!? P.S. Thanks for this blog. It is needed!
Never responded to a blog before, but I will do my best. One of my concerns is teacher retention at the high school level and attracting new teachers to Hillsborough County. I have 3 school aged children attending Hills. Co. schools and am worried about the quality of teaching at the HS level when the 6/7 schedule takes place. I know teachers are planning now on how they will survive next year. It scares me to think that the superintendent cares so little about teacher moralle and keeping her employees happy. Teachers are NOT in it for the money. The 28 million savings which is a little more than a 3% raise for every employee is not worth overworking our teachers. Comparing HS to elementary teachers sickens me. HS school teachers would be fine to teach 300 minutes with 5 classes just not 6. Okay, I am a HS teacher, too! I am disappointed that she has divided the ranks and it is working; Ms. Olson's comments at the last meeting is evidence. My department head told me that my classes for next year are at or above 27 already. If past history is an indicator of future history, my classes will increase in size and I will be asked to "take-in" another teacher (called "co-teaching" and they will be paid a T-payroll) to meet the class size ammendment, and there will be classes down the hall sitting at 20 or less. The principal's office will be used as a "ghost" classroom (data processor slipped and told me that - she knows the master schedule!!) so as to further reduce the "average" because that is what has happened this year. I am tired of the deceptive practices of this district to pretend to meet class size ammendment. Even though I voted against it, the citizens of Florida want this to haappen for public schools. I did not think it was necessary but I do have one class out of 5 at 24(the other 4 are 30 to 31 currently!) and I think the people were correct in passing this law. I definitely give more attention and feedback to this class than my other 4. Hmmm. It is good for the children! It really seems like ROSSAC is all about the money and not about focusing on learning. Elementary school teachers teach 5 classes - but not every day. My daughters are evidence of that! I teach 5 classes everyday with 163 (counted at semester break) students daily. I check attendance for all 5 classes and update "GradeQuick" (computer based grade book) then check a bulletin for excused/unexcused absences for each class and update computer again. My daughter's class has been preparing for a play so some of her Social Studies and Science classes have just not happened. Please understand, I am okay with that but at HS it does not happen. Classes meet daily. I am prepared and that takes planning time. My co-teacher and I do not have common planning time so we spend about 5-10 minutes after school daily to "fast plan". Collaboration will not happen next year so teachers will teach in isolation even more so. We are suppose to be on campus from 7:15-2:50 - this is just silly because many of our students drive and you can't even get out of the parking lot until 3:05 - so we stay and work. Kids are with us the entire time. There is no time without needed adult supervision. My daughters leave their campus at 2:05 and teachers at this elementary school's contract time is until 3:05 Our faculty meetings are 3-4 after school hours - elementary teachers can have meetings within there contract time. This is just silly to compare - don't you think! It is not right to compare. We supervise our students in between classes (7 minutes in the hall) this is never counted as anything, but it is time we spend not doing our job of teaching and planning. I appreciate my daughters' teachers and I know they work hard; HS teachers work differently but by far no less diligently. I will visit again. Thank you! Signed: MathTeach
I think the mere fact you are asking for imput is a progressive. Thinking back to when I was in school, I wonder why teaching has changed so much. The FCAT and the structure of the class sizes seem to be most important.
Teachers today are not educators, they are babysitters. They receive children in all phases of development and are expected to know how to teach 299 different personalities and learning capabilities.
I think if Hillsborough County is going to make a difference they need to have a different approach with teachers. Allow them to teach and not test prep. Have them return to the classroom of control and beyond that, respect the professionals that dedicate their careers to education.
Thanks for doing this, April. I am impressed that a School Board member has set up a site to gather input.
Here are my two cents. I would recommend that Mrs. Elia meet with teachers on a more frequent basis to engage in an open dialogue concerning upcoming policy changes. The recent events may have been less traumatic if she understood what concerns were out there. There are issues at every level, and I firmly believe she should be more accessible to elementary, middle and high school teachers on a more frequent basis.
Because Mrs. Elia can't possibly visit all of us, let me suggest an alternative:
1. Distribute an employee survey with SDHC specific issues that The Board and Mrs. Elia deem important.
2. Send the survey to the employee’s home address, so they can respond confidentially.
3. Publish the results by location, Area Director, and overall SDHC so principals and administrators can take ownership of the results and correct those things that need help. Mrs. Elia and her human resources staff can then insert herself wherever appropriate. She can also report back to all employees with updates on what she’s doing to address any identified issues.
4. Take the same survey either six months or a year later, and once again publish the results. It will help Mrs. Elia and all employees to review progress (or lack of) on important issues.
We currently take surveys now, but frankly, they have no credibility because we don’t see the results. If SDHC were to implement a program like the one I’m suggesting, I think it would ensure a greater degree of accountability which would allow Mrs. Elia and the Board to measure performance.
If you need any further information about this, let me know. I’ll send you an email with my phone number.
Thanks again for giving us a forum to contribute to SDHC’s success. We’re all in this together.
Thank you for your initiative. This won't make you popular, that's for sure. I will be back. You realize of course that you will have to stand up to elia and the entire crew. Virtually alone. I'm thinking you have the integrity but it will take ALL of your energy. We'll help you, of course. Thank you.
How refreshing it is to see a representative of the people actually engage the people. I knew by your actions at the April 24 school board meeting that teachers had found a voice on the board. I thank you for making the motion to extend audience time the extra minute.
I am a newer teacher who came from the business world and am in my fourth year as an educator. I speak my support in general terms on my Web forum and leave the specifics to those with more experience in the system. I believe the arguments are strong that adding an extra period of teaching-time next year is a mistake. It might patch an economic hole temporarily, but I do not believe it will hold for any length of time. In the meantime, it is causing nothing but upset and turmoil that will remain long after its implementation. This unilateral decision has caused much disruption in the smooth execution of educational duties in our district.
Peter J. Negroni wrote on the American Association of Administrators Web site in 2000, "[s]uccessful leadership that enables all children to be educated to high standards requires we embrace a radical change in the superintendency. We cannot manage systems if that means we neglect teaching and learning, leaving the gritty business of instruction to others."
The board along with Elia is leaving the gritty business of instruction to teachers who are speaking out loudly. Believe me the teachers you see at the board meetings are a scintilla of those who are dissatisfied with the plans for next year. No one seems to be listening. Instead, teachers are lectured by board members who themselves have flip-flopped on issues to go with the prevailing political winds. Teachers are demeaned in public for being whiney children like those they teach. Those on the bully pulpit use cheap reverse psychology to compare teachers exercising their rights to participate in political debate to schoolchildren misbehaving in class—as if school board meetings are classrooms, the audience is children, and the ones behind the big desk are the superior schoolmasters.
As someone who came into the teaching field after being out of school for some time I have been appalled at the treatment doled out to teachers by school board members!
Thank you again, for the forum you present here. My only suggestion is that as the comments grow you begin a new post. Sometimes when the list of comments is so long it is difficult to follow. I suggest from time to time you post a few words of response and begin a new line of comments.
1. Building enough schools in enough places so that kids don't have to be bused out of their neighborhoods for any reason. Along with this, though, is...
2. Raising expectations for all students at all schools. I know a number of teachers, and one of their top complaints isn't the raw number of students; it's the number of disruptive or apathetic students who drag down the rest of the class with them. If you could get those students' attention, crack down on them, and then follow through, then the teachers might have an easier time.
Having said that, there has to be more attention paid to what makes a good teacher and what doesn't so principals can hire good ones that know how to teach instead of being forced to take someone just because they're tenured and in the pool. Having a degree and experience doesn't make you a good teacher; personality enters into it in a big way.
3. Think about a "boot camp" for kids who have a lot of referrals or discipline records before they can enter the next grade. Doesn't really matter what kind of behavioral problems they have as a diagnosis - the root cause of a lot of it is lacking or inconsistent discipline at home. Kids are kids, and if they think they can get away with something they will.
4. Think *a lot* about using the online schools to distribute students out closer to their homes; I bet you could rent small buildings throughout Tampa for less money than it costs to (a) acquire land, (b) build schools, and (c) maintain a bus fleet to ship kids all over the county.
5. Think about building or buying apartment complexes for teacher housing, especially for younger teachers w/o families.
I have written you earlier today through the board web site, and in previous weeks.
I am most concerned about ESE teachers at the seconardy level. Here is my email I sent to Wynnie Tye (supervisor of ESE) today. It sums up many of my concerns.
"I did not comment about the issue of teachers teaching an additional class next year at the specialist’s meeting on Friday, I did not want to detract from your message. I have never doubted your support of special educators and special education. Your reputation as an advocate for ESE issues is unparalleled.
However, I have sent you several communications about this issue, and have not received a reply from you. I have had replies from members of the board, other district level administrators, CTA, and the press. You said on Friday to contact you with our concerns, so I am doing so again. I also encourage my colleagues to do the same.
For ESE not to have a period for paperwork is not only unfair, but if the district is concerned about paperwork compliance issues, as Walter Stevens spoke about at the meeting, the plan for next year is utterly counterproductive. The district not counting consultative students for unit allocation is a precedent, and NOT a small issue. Consultation is part of the spectrum of services. Their paperwork and time required for case management outside of the classroom time is near that of the students we have in classes full time.
The IEP paraprofessional is only a drop in the bucket for help. It will be interesting to see if we get anyone who qualifies. I currently have 3 paraprofessional vacancies, and another one for the fall.
I calculate that case management and paperwork currently require over 300 hours per year for the VE teachers. With our 2 VE unit losses, that will mean an additional 600 hours for the remaining teachers. To make case loads equitable next year, all students will be divided up amongst all the teachers (TMH/SPMH included) because everyone has one "planning" period. That will give everyone case loads of 23-25. Maybe the teachers in the self-contained classrooms are better equipped to do additional paperwork than the other teachers. They have classroom aides, they do not have to co-plan with 2-4 different general education teachers, and the types of classroom activities they do with their students can be managed by most paraprofessionals.
As I have said many times, the additional period for ESE teachers means we do not get time to plan, or we do not get time to do paperwork and case management. The IEP paraprofessional, if used to cover classes, means that our students will NOT have a highly qualified teacher for considerable amounts of time. Teachers are missing many classes for IEP meetings already. Paraprofessionals are covering the self-contained classes and the co-teach classes have one teacher frequently. This plan greatly lessens the promise that ESE teachers teaching an additional period means a highly qualified teacher in the classroom.
I have sent several references on "best practice" factors to improve the retention and attrition rates for special educators (a national concern) to you, other members of the “committee” who discussed these issues, the board, CTA, and district administrators. These USDOE studies document the workload and roles ESE teachers have currently across the country. I do not see where having ESE teachers teach this extra period, leaving ONE period for lesson planning AND 370 hours of additional ESE required work, is supported by one piece of literature. The increases in paperwork and role conflict which will be caused by this proposal are in fact, THE CAUSES of special educator's high attrition rates.
As parents of our students begin to ask questions about how this issue will affect their child, I find myself unable to provide any real answers, except to say what we do outside of the classroom (design and provide accommodations and modifications, collaborate, consult, counsel, make phone calls, tutor, mediate etc., in addition to plan lessons and complete paperwork) will have half the time we currently have for these tasks.
5:06, it's part of the "big dogs eat first" ethos that infects the district administration.
For my money, it would be a really good thing for the district admins to all have to spend a month in the classroom, in charge of 25 kids all day, so they could see first hand how their decisions affect the teachers who actually do the work instead of having it filtered through their underlings.
I bet having to actually be downstream of their decisions would drastically change their viewpoint. And I would really love to be a fly on the wall when "Queen Mary" tries to control 25 kids who don't want to be there.
If you're looking for places where the district can save money, here are a few suggestions, for what they're worth.
1) I don't know if it's actually true or just urban legend, but many veteran teachers have heard that school administrators are NEVER fired, just moved downtown, to places where they can do relatively little harm. I'm sure some of my colleagues could give you examples. It would be easy enough to verify how many principals have ever been fired. as far as teachers have heard, it never happens, unless perhaps there is a felony involved. Surely they're not ALL stellar???
2) along similar lines, many people have heard that downtown personel don't actually use the personal days they have banked when they take time off. After all, if you are in an office of your own, with your own secretary, who is going to report that you weren't in the office and check that you didn't take a personal day? According to "legend" these people then get to cash out a hefty chunk of change when they retire. Are there any caps on how many personal/vacation days district administrators can cash out upon retirement? According to one of my school's secretaries, there is a maximum number of days SHE is allowed to cash in. It wouldn't be too hard to check how many people have USED personal/vacation days in, say, the past year, and how many.
3) one of my school's secretaries left a job downtown, taking a demotion and a lower pay in order to come back to a school site. The reason? She said she never had anything to do downtown. SHe says that even if she gets paid less, she has actual WORK to do at the school which keeps her busy. Just how many secretaries downtown do we have, and just how many do we need? How do they spend their time? One need only take a stroll through a department on a given day to see if they look like they have anything to do.
If there is any truth to these "myths," this could explain where a LARGE chunk of district change goes every year. Just a thought . . .
Another thought: if the Superintendent has to increase secondary teacher workload because she can't find enough of us to hire, then how is she SAVING money? If the 300 min plan is necessitated by a major teacher shortage, then she can't spend the money to hire them if she wanted to, so just where do the SAVINGS come in? Last I heard, when you CAN'T spend money, that isn't a SAVINGS, but the Superintendent continues to insist that she is SAVING money. hmmmmmm . . . I wonder where she's doing that?????
a third thought: how could communication have been better? Candy Olson says she doesn't "think" it could've been. Seems to me that not many people have actually BEEN THINKING about this. How about the Superintendent made a video, sent it out to all the schools, where secondary teachers watched in full faculty meetings? How about the full text of that video message was repeated on the "Superintendent's message" on the IDEAS desktop? WHen Earl Lennard was superintendent, HE made a video and sent it out to the schools. I don't even remember what it was about, I'm certain it was NOT for a crisis, certainly not of THIS magnitude, but surely this "perfect storm" facing the district warrants THAT much of the Superintendent's time????? WHen you want people to buy in to a plan, you invite them, you call on their sense of team spirit, their sense of common pride, you remind them of what they have achieved. Did the Superintendent EVER talk to teachers this way???? Well, FINALLY in MARCH, when she sent out a message before Spring break, where she sounded like she was talking to children whom she very much hoped would "be careful!" Well, I have to tell you, it rang totally insincere and disingenuous--she came up with a plan in late November, and she didn't bother to say anything to teachers until March???? I don't think I would qualify that as effective communication, or effective management in general. She has clearly demonstrated an utter lack of regard for teachers, an utter lack of respect, and as a result, she has lost credibility with us, and I don't see any way for her to gain it back. It's like the saying about first impressions goes--you only get to make one once. Mrs. Elia's shot is over.
"i thought we had learned about the whole boot camp philosophy??"
Vox,
I thought the quotes around "boot camp" typically indicated a concept rather than a copy. Subtle, I know, but the military is still in business and I sincerely think 3:39 was not advocating killing kids.
Thank you for this blog. I'm sure you'll feel the heat from the other board members. I really think we need to spend some time looking at travel. How much of the districts budget is spent on travel for the downtown folks? Also, how much money are we wasting on new equipment every 4 or 5 years downtown or in the schools? I have a funny feeling that if we start to look at the expenditure reports we are going to find waste everywhere!
How much money does the district spend on those stupid teacher rallys at the beginning of each school year? I would much rather see that money go to hiring new teachers and help out with the shortage then spend my day on a school bus travelling downtown to the forum and being forced to listen to some boring useless inspirational speech about how teachers can change the world. My guess is that it cost a ton of money to rent the forum, pay for the bus drivers and the gas. Skip it!! Save the money!
to piggy back on what anonymous said, I say "AMEN" to canning the trip to the forum during our "pre-planning." I'm sure Daggett, the international guru, didn't come cheap. Besides, why not give teachers the TIME to PLAN AND PREPARE for the coming year???
Most of our "pre-planning" time is taken up with meetings, professional study day, etc., etc., etc. Very little of that time actually goes for what it is supposed to go for--PLANNING!
Thank you for this forum. I am the parent of a 17 year old and a 10 year old, and I have been discouraged by the amount of time spent in the class on what I refer to as my 2 F words...FCAT and fund-raising. My 10 year old wasted much of the year on test prep, so much so that one of the parents has pulled her child out to home school. Curriculum seems to have vanished, replaced by tedious paragraphs to read and examine. I am all for accountability and comprehension, but the pressure of the tests is going to ruin public schools. Then there is the enormous energy going into fund-raising, elevating some schools to a level that neighboring schools will never reach. Long ago the country decided that "separate but equal" was not allowed, but we have becone not only separate as far as income, but grossly unequal. The school board should suggest limits for fund-raising and increase the public awareness of the need to fund ALL schools appropriately.
Thank you, Mrs. Griffin, for the opportunity to express our concerns and offer ideas in an atmosphere free of veiled threats, intentional intimidation, and insults. Your fairness and honest concern have been the silver lining to this dark cloud.
Why are we so woefully short in funding this year? It is my understanding that the district’s inaccurate enrollment projection contributed heavily to the problem. Assuming that growth in this county would continue at its usual breakneck speed, teachers were awarded a 10% pay raise. In reality, Hillsborough County’s growth rate has fallen appreciably. The shortfall has now come home to roost.
Why were those responsible for enrollment projection so far off the mark? The signs were there all along…condos standing empty, new home construction down, slowing sales of existing homes, dire forecasts from builders and financial gurus alike. One only had to listen to an occasional newscast to be enlightened. My first suggestion would be to determine WHO was responsible for such a huge error in enrollment projection, question what research was conducted prior to making this projection, and have a serious heart-to-heart discussion on what went wrong and why.
Another area that might be beneficial to revisit is the number of pre-planning days currently allocated and how those days are used. District Cheerleading Day, a.k.a the St. Pete Times Forum debacle, probably cost a pretty penny. Want an eye-opener? Ask teachers for their REAL opinions on the educational value of that logistical nightmare of a presentation. In fact, ask teachers if ANY of the information presented benefited them in the classroom. Then apply those same questions to the Professional Study Day. If teachers were actually allowed to use the pre-planning days for planning, fewer days might be sufficient. What would the savings be if just one or two days were eliminated?
Since high school teachers have been asked to bear the brunt of this shortfall, enumerate what cuts the folks at ROSSAC are enduring. We are told that the money saved will go to teachers and “other” employees. Why are “other” employees not being asked to share the same degree of pain?
Finally, when tough decisions need to be made, demand that the decision-makers review available research…and that includes research that may not support their leanings. What research was reviewed on lack of planning time and student achievement? Block scheduling? The financial and academic effects of double sessions? How have other districts dealt with similar budget issues?
It is apparent that some members on the School Board believe that if the increased teaching time/decreased planning time issues had just been better communicated to teachers, discontent would have been minimized. It is not simply a problem of poor communication…that is just the proverbial straw…the real problem is the “SOLUTION” set forth by Superintendent Elia. I have been a teacher in Hillsborough County for 25 years. I believe the most serious issue we face is the credibility of those in charge.
My wife is a middle school teacher, and she had the same opinion as y'all do of that useless teacher rally.
My bet is that Ms. Elia got talked into thinking that busing everyone downtown so they could see a highly paid show pony would be of some help in the coming school year. That, along with her high-handed way of dealing with people tells me that she doesn't belong in that job.
There's a difference between (a) making hard and unpopular decisions in a responsible manner and (b) making those decisions in an oblivious manner and being gratuitously disrespectful to the teachers in the district.
Her management style is more a symptom than the actual disease, though. The whole district administration is ripe for a good housecleaning, starting with the facilities and land acquisition people (who can't seem to get a good price on things to save their lives).
The whole district needs to have something tattooed on the inside of their eyelids that says
"It isn't about you, it's about the students!"
There are way too many people working downtown who value education more than they value the kids it's supposed to serve.
Please reconsider the new contract language that was approved at the last board meeting.
And teachers, you must VOTE NO when the ballots are distributed.
Why? Because the negotiations that produced the new language did not address all the issues.
Impact of 6/7 that hasn't been bargained: (1) Compensatory time that will be lost when a teacher is forced to change schools. (2) Number of preps should be reduced to two because planning time is being reduced. (3) Current and past T-payroll teachers who have been teaching 6 periods in an 8.67 hour day for an extra $5 to $8K per year must now teach the same number of classes in less time for less pay. (4) Mileage to a new school: There is already a 10 mile travel limit for some teachers in carry-over pools (contract paragraph 11.4.6.I) so there should be a travel limit for teachers displaced due to 6/7, with a mileage allowance.
The "impact upon terms and conditions of employment must be bargained BEFORE implementation" of the 300 minute, 6 out of 7 decision. This is the law. Once the contract language is ratified bargaining is complete.
Hi April. Teachers are currently payed for 9 day out of 10 day for each paycheck. The extra day goes into an escrow account. The district holds our money and redistributes it to us during Winter Break, Spring Break etc etc. My question to you is... where does the interest money the district keeps from the escrow accounts go? Its bad enough that the district keeps the interest that is earned off of MY money but where does it go? If its not going back into my pocket why isn't it being use to hire new teachers to help with our situation? I think some serious research needs to be done to find out where this money is disappearing to.
April, Thank You ! Thank You ! Thank You ! We need more people like you in this world. As a kindergarten teacher for 10 plus years, I'm starting to get really upset about a few issues that principals and others discount because "it's just Kindergarten" Here they are: 1- We need a planning time !!! If the SDHC expects our children to read and write as they leave K , then give us a planning time !! Some K- units have specials some do not. Make it or Take it across the district for every school it's only fair.2- Create a fair formula for the unit to para ratio. At a school, with 8 maybe 10 units next year 3 paras just isn't enough.3- STAT process- We foresee a major lawsuit about to happen along the lines of the ESOL case that went to the Supreme Court . My friend has a foster care child in her classroom with major problems. She completed the STAT packet in Nov. the CST meeting was held last week. Guess what ? the Principal and AP not there, no paperwork to sign, the psych. told the foster parent the child will not qualify for services, no notes were taken in the proper format, etc.. This child hits others,the teacher,rubs her rear end on the floor, her teacher, and the kids.This child has urinated on the floor in front of the class-several times,throws chairs,throws trash cans,yells,screams, etc... Nothing has been done !!! The teacher was made to feel like a fool, marked off on her evaluation because of poor behavior management. A regular education teacher can not cure a child who has been raped,wittness their house burn to the ground, and taken away from their family. No matter what type of behavior system they use in the classroom. Something, has to be done about the STAT process in the SDHC. A 15 min. presentation during pre-planning does not do. When a STAT meeting or CST takes place it needs to be recorded as if it were a deposition for legal reasons. How does a psych. get away saying a child will not qualify for services? The meeting was predetermined and held only to CYA. What a waste of time and a insult to the teacher and her hard work. Oh, did I say "it's only KINDERGARTEN" Well that's all. I hope you do not discount this blog.
28 comments:
April,
I really think a big issue is the fact that no one will allow the teachers to have any input. Why is no one asking for our suggestions or thoughts on how to fix the high school situation for next year? Even if you give teachers an extra period next year your still going to be short teachers... and the following year after burn out you are going to need even more teachers! Whats going to happen then... will we need to teach 7 classes? The board is going to have to find money and make cuts in other places no matter what. Why not try to be "proactive" in that regards!? P.S. Thanks for this blog. It is needed!
Never responded to a blog before, but I will do my best. One of my concerns is teacher retention at the high school level and attracting new teachers to Hillsborough County. I have 3 school aged children attending Hills. Co. schools and am worried about the quality of teaching at the HS level when the 6/7 schedule takes place. I know teachers are planning now on how they will survive next year. It scares me to think that the superintendent cares so little about teacher moralle and keeping her employees happy. Teachers are NOT in it for the money. The 28 million savings which is a little more than a 3% raise for every employee is not worth overworking our teachers. Comparing HS to elementary teachers sickens me. HS school teachers would be fine to teach 300 minutes with 5 classes just not 6. Okay, I am a HS teacher, too! I am disappointed that she has divided the ranks and it is working; Ms. Olson's comments at the last meeting is evidence. My department head told me that my classes for next year are at or above 27 already. If past history is an indicator of future history, my classes will increase in size and I will be asked to "take-in" another teacher (called "co-teaching" and they will be paid a T-payroll) to meet the class size ammendment, and there will be classes down the hall sitting at 20 or less. The principal's office will be used as a "ghost" classroom (data processor slipped and told me that - she knows the master schedule!!) so as to further reduce the "average" because that is what has happened this year. I am tired of the deceptive practices of this district to pretend to meet class size ammendment. Even though I voted against it, the citizens of Florida want this to haappen for public schools. I did not think it was necessary but I do have one class out of 5 at 24(the other 4 are 30 to 31 currently!) and I think the people were correct in passing this law. I definitely give more attention and feedback to this class than my other 4. Hmmm. It is good for the children! It really seems like ROSSAC is all about the money and not about focusing on learning. Elementary school teachers teach 5 classes - but not every day. My daughters are evidence of that! I teach 5 classes everyday with 163 (counted at semester break) students daily. I check attendance for all 5 classes and update "GradeQuick" (computer based grade book) then check a bulletin for excused/unexcused absences for each class and update computer again. My daughter's class has been preparing for a play so some of her Social Studies and Science classes have just not happened. Please understand, I am okay with that but at HS it does not happen. Classes meet daily. I am prepared and that takes planning time. My co-teacher and I do not have common planning time so we spend about 5-10 minutes after school daily to "fast plan". Collaboration will not happen next year so teachers will teach in isolation even more so. We are suppose to be on campus from 7:15-2:50 - this is just silly because many of our students drive and you can't even get out of the parking lot until 3:05 - so we stay and work. Kids are with us the entire time. There is no time without needed adult supervision. My daughters leave their campus at 2:05 and teachers at this elementary school's contract time is until 3:05 Our faculty meetings are 3-4 after school hours - elementary teachers can have meetings within there contract time. This is just silly to compare - don't you think! It is not right to compare. We supervise our students in between classes (7 minutes in the hall) this is never counted as anything, but it is time we spend not doing our job of teaching and planning. I appreciate my daughters' teachers and I know they work hard; HS teachers work differently but by far no less diligently. I will visit again. Thank you! Signed: MathTeach
I think the mere fact you are asking for imput is a progressive. Thinking back to when I was in school, I wonder why teaching has changed so much. The FCAT and the structure of the class sizes seem to be most important.
Teachers today are not educators, they are babysitters. They receive children in all phases of development and are expected to know how to teach 299 different personalities and learning capabilities.
I think if Hillsborough County is going to make a difference they need to have a different approach with teachers. Allow them to teach and not test prep. Have them return to the classroom of control and beyond that, respect the professionals that dedicate their careers to education.
Thanks for doing this, April. I am impressed that a School Board member has set up a site to gather input.
Here are my two cents. I would recommend that Mrs. Elia meet with teachers on a more frequent basis to engage in an open dialogue concerning upcoming policy changes. The recent events may have been less traumatic if she understood what concerns were out there. There are issues at every level, and I firmly believe she should be more accessible to elementary, middle and high school teachers on a more frequent basis.
Because Mrs. Elia can't possibly visit all of us, let me suggest an alternative:
1. Distribute an employee survey with SDHC specific issues that The Board and Mrs. Elia deem important.
2. Send the survey to the employee’s home address, so they can respond confidentially.
3. Publish the results by location, Area Director, and overall SDHC so principals and administrators can take ownership of the results and correct those things that need help. Mrs. Elia and her human resources staff can then insert herself wherever appropriate. She can also report back to all employees with updates on what she’s doing to address any identified issues.
4. Take the same survey either six months or a year later, and once again publish the results. It will help Mrs. Elia and all employees to review progress (or lack of) on important issues.
We currently take surveys now, but frankly, they have no credibility because we don’t see the results. If SDHC were to implement a program like the one I’m suggesting, I think it would ensure a greater degree of accountability which would allow Mrs. Elia and the Board to measure performance.
If you need any further information about this, let me know. I’ll send you an email with my phone number.
Thanks again for giving us a forum to contribute to SDHC’s success. We’re all in this together.
Thank you for your initiative. This won't make you popular, that's for sure. I will be back. You realize of course that you will have to stand up to elia and the entire crew. Virtually alone. I'm thinking you have the integrity but it will take ALL of your energy. We'll help you, of course. Thank you.
welcome, ms. griffin. Thanks for doing this.
I applaud your bravery Ms. Griffin.
My hope is that this will, in time, convince other Board members that they have employees with valid and workable ideas.
Ideas that support what really is best for our students.
Ideas that reflect what truly is "fair and equitable" even if it isn't one size fits all.
Thank you. My vote was not wasted.
How refreshing it is to see a representative of the people actually engage the people. I knew by your actions at the April 24 school board meeting that teachers had found a voice on the board. I thank you for making the motion to extend audience time the extra minute.
I am a newer teacher who came from the business world and am in my fourth year as an educator. I speak my support in general terms on my Web forum and leave the specifics to those with more experience in the system. I believe the arguments are strong that adding an extra period of teaching-time next year is a mistake. It might patch an economic hole temporarily, but I do not believe it will hold for any length of time. In the meantime, it is causing nothing but upset and turmoil that will remain long after its implementation. This unilateral decision has caused much disruption in the smooth execution of educational duties in our district.
Peter J. Negroni wrote on the American Association of Administrators Web site in 2000, "[s]uccessful leadership that enables all children to be educated to high standards requires we embrace a radical change in the superintendency. We cannot manage systems if that means we neglect teaching and learning, leaving the gritty business of instruction to others."
The board along with Elia is leaving the gritty business of instruction to teachers who are speaking out loudly. Believe me the teachers you see at the board meetings are a scintilla of those who are dissatisfied with the plans for next year. No one seems to be listening. Instead, teachers are lectured by board members who themselves have flip-flopped on issues to go with the prevailing political winds. Teachers are demeaned in public for being whiney children like those they teach. Those on the bully pulpit use cheap reverse psychology to compare teachers exercising their rights to participate in political debate to schoolchildren misbehaving in class—as if school board meetings are classrooms, the audience is children, and the ones behind the big desk are the superior schoolmasters.
As someone who came into the teaching field after being out of school for some time I have been appalled at the treatment doled out to teachers by school board members!
Thank you again, for the forum you present here. My only suggestion is that as the comments grow you begin a new post. Sometimes when the list of comments is so long it is difficult to follow. I suggest from time to time you post a few words of response and begin a new line of comments.
1. Building enough schools in enough places so that kids don't have to be bused out of their neighborhoods for any reason. Along with this, though, is...
2. Raising expectations for all students at all schools. I know a number of teachers, and one of their top complaints isn't the raw number of students; it's the number of disruptive or apathetic students who drag down the rest of the class with them. If you could get those students' attention, crack down on them, and then follow through, then the teachers might have an easier time.
Having said that, there has to be more attention paid to what makes a good teacher and what doesn't so principals can hire good ones that know how to teach instead of being forced to take someone just because they're tenured and in the pool. Having a degree and experience doesn't make you a good teacher; personality enters into it in a big way.
3. Think about a "boot camp" for kids who have a lot of referrals or discipline records before they can enter the next grade. Doesn't really matter what kind of behavioral problems they have as a diagnosis - the root cause of a lot of it is lacking or inconsistent discipline at home. Kids are kids, and if they think they can get away with something they will.
4. Think *a lot* about using the online schools to distribute students out closer to their homes; I bet you could rent small buildings throughout Tampa for less money than it costs to (a) acquire land, (b) build schools, and (c) maintain a bus fleet to ship kids all over the county.
5. Think about building or buying apartment complexes for teacher housing, especially for younger teachers w/o families.
change is always good welcome aboard
i thought we had learned about the whole boot camp philosophy??
Thank you, Ms Griffin for doing this.
I have written you earlier today through the board web site, and in previous weeks.
I am most concerned about ESE teachers at the seconardy level. Here is my email I sent to Wynnie Tye (supervisor of ESE) today. It sums up many of my concerns.
"I did not comment about the issue of teachers teaching an additional class next year at the specialist’s meeting on Friday, I did not want to detract from your message. I have never doubted your support of special educators and special education. Your reputation as an advocate for ESE issues is unparalleled.
However, I have sent you several communications about this issue, and have not received a reply from you. I have had replies from members of the board, other district level administrators, CTA, and the press. You said on Friday to contact you with our concerns, so I am doing so again. I also encourage my colleagues to do the same.
For ESE not to have a period for paperwork is not only unfair, but if the district is concerned about paperwork compliance issues, as Walter Stevens spoke about at the meeting, the plan for next year is utterly counterproductive. The district not counting consultative students for unit allocation is a precedent, and NOT a small issue. Consultation is part of the spectrum of services. Their paperwork and time required for case management outside of the classroom time is near that of the students we have in classes full time.
The IEP paraprofessional is only a drop in the bucket for help. It will be interesting to see if we get anyone who qualifies. I currently have 3 paraprofessional vacancies, and another one for the fall.
I calculate that case management and paperwork currently require over 300 hours per year for the VE teachers. With our 2 VE unit losses, that will mean an additional 600 hours for the remaining teachers. To make case loads equitable next year, all students will be divided up amongst all the teachers (TMH/SPMH included) because everyone has one "planning" period. That will give everyone case loads of 23-25. Maybe the teachers in the self-contained classrooms are better equipped to do additional paperwork than the other teachers. They have classroom aides, they do not have to co-plan with 2-4 different general education teachers, and the types of classroom activities they do with their students can be managed by most paraprofessionals.
As I have said many times, the additional period for ESE teachers means we do not get time to plan, or we do not get time to do paperwork and case management. The IEP paraprofessional, if used to cover classes, means that our students will NOT have a highly qualified teacher for considerable amounts of time. Teachers are missing many classes for IEP meetings already. Paraprofessionals are covering the self-contained classes and the co-teach classes have one teacher frequently. This plan greatly lessens the promise that ESE teachers teaching an additional period means a highly qualified teacher in the classroom.
I have sent several references on "best practice" factors to improve the retention and attrition rates for special educators (a national concern) to you, other members of the “committee” who discussed these issues, the board, CTA, and district administrators. These USDOE studies document the workload and roles ESE teachers have currently across the country. I do not see where having ESE teachers teach this extra period, leaving ONE period for lesson planning AND 370 hours of additional ESE required work, is supported by one piece of literature. The increases in paperwork and role conflict which will be caused by this proposal are in fact, THE CAUSES of special educator's high attrition rates.
As parents of our students begin to ask questions about how this issue will affect their child, I find myself unable to provide any real answers, except to say what we do outside of the classroom (design and provide accommodations and modifications, collaborate, consult, counsel, make phone calls, tutor, mediate etc., in addition to plan lessons and complete paperwork) will have half the time we currently have for these tasks.
Respectfully,"
5:06, it's part of the "big dogs eat first" ethos that infects the district administration.
For my money, it would be a really good thing for the district admins to all have to spend a month in the classroom, in charge of 25 kids all day, so they could see first hand how their decisions affect the teachers who actually do the work instead of having it filtered through their underlings.
I bet having to actually be downstream of their decisions would drastically change their viewpoint. And I would really love to be a fly on the wall when "Queen Mary" tries to control 25 kids who don't want to be there.
If you're looking for places where the district can save money, here are a few suggestions, for what they're worth.
1) I don't know if it's actually true or just urban legend, but many veteran teachers have heard that school administrators are NEVER fired, just moved downtown, to places where they can do relatively little harm. I'm sure some of my colleagues could give you examples. It would be easy enough to verify how many principals have ever been fired. as far as teachers have heard, it never happens, unless perhaps there is a felony involved. Surely they're not ALL stellar???
2) along similar lines, many people have heard that downtown personel don't actually use the personal days they have banked when they take time off. After all, if you are in an office of your own, with your own secretary, who is going to report that you weren't in the office and check that you didn't take a personal day? According to "legend" these people then get to cash out a hefty chunk of change when they retire. Are there any caps on how many personal/vacation days district administrators can cash out upon retirement? According to one of my school's secretaries, there is a maximum number of days SHE is allowed to cash in. It wouldn't be too hard to check how many people have USED personal/vacation days in, say, the past year, and how many.
3) one of my school's secretaries left a job downtown, taking a demotion and a lower pay in order to come back to a school site. The reason? She said she never had anything to do downtown. SHe says that even if she gets paid less, she has actual WORK to do at the school which keeps her busy. Just how many secretaries downtown do we have, and just how many do we need? How do they spend their time? One need only take a stroll through a department on a given day to see if they look like they have anything to do.
If there is any truth to these "myths," this could explain where a LARGE chunk of district change goes every year. Just a thought . . .
Another thought: if the Superintendent has to increase secondary teacher workload because she can't find enough of us to hire, then how is she SAVING money? If the 300 min plan is necessitated by a major teacher shortage, then she can't spend the money to hire them if she wanted to, so just where do the SAVINGS come in? Last I heard, when you CAN'T spend money, that isn't a SAVINGS, but the Superintendent continues to insist that she is SAVING money. hmmmmmm . . . I wonder where she's doing that?????
a third thought: how could communication have been better? Candy Olson says she doesn't "think" it could've been. Seems to me that not many people have actually BEEN THINKING about this. How about the Superintendent made a video, sent it out to all the schools, where secondary teachers watched in full faculty meetings? How about the full text of that video message was repeated on the "Superintendent's message" on the IDEAS desktop? WHen Earl Lennard was superintendent, HE made a video and sent it out to the schools. I don't even remember what it was about, I'm certain it was NOT for a crisis, certainly not of THIS magnitude, but surely this "perfect storm" facing the district warrants THAT much of the Superintendent's time????? WHen you want people to buy in to a plan, you invite them, you call on their sense of team spirit, their sense of common pride, you remind them of what they have achieved. Did the Superintendent EVER talk to teachers this way???? Well, FINALLY in MARCH, when she sent out a message before Spring break, where she sounded like she was talking to children whom she very much hoped would "be careful!" Well, I have to tell you, it rang totally insincere and disingenuous--she came up with a plan in late November, and she didn't bother to say anything to teachers until March???? I don't think I would qualify that as effective communication, or effective management in general. She has clearly demonstrated an utter lack of regard for teachers, an utter lack of respect, and as a result, she has lost credibility with us, and I don't see any way for her to gain it back. It's like the saying about first impressions goes--you only get to make one once. Mrs. Elia's shot is over.
"i thought we had learned about the whole boot camp philosophy??"
Vox,
I thought the quotes around "boot camp" typically indicated a concept rather than a copy. Subtle, I know, but the military is still in business and I sincerely think 3:39 was not advocating killing kids.
BTW "ghost" classroom doesn't mean haunted. 10:22
Hi April:
Here's one thing that has bothered me for many years.
When an administrator has to travel on school district business, they get a mileage allowance.
When teachers have to travel on school district business (professional day) they don't get mileage.
Maybe none of us should get mileage. I'll bet that would save a ton of money.
This is not the first time Hillsborough County teachers have lost confidence in the superintendent. It is an appointed position after all.
April,
Thank you for this blog. I'm sure you'll feel the heat from the other board members. I really think we need to spend some time looking at travel. How much of the districts budget is spent on travel for the downtown folks? Also, how much money are we wasting on new equipment every 4 or 5 years downtown or in the schools? I have a funny feeling that if we start to look at the expenditure reports we are going to find waste everywhere!
How much money does the district spend on those stupid teacher rallys at the beginning of each school year? I would much rather see that money go to hiring new teachers and help out with the shortage then spend my day on a school bus travelling downtown to the forum and being forced to listen to some boring useless inspirational speech about how teachers can change the world. My guess is that it cost a ton of money to rent the forum, pay for the bus drivers and the gas. Skip it!! Save the money!
to piggy back on what anonymous said, I say "AMEN" to canning the trip to the forum during our "pre-planning." I'm sure Daggett, the international guru, didn't come cheap. Besides, why not give teachers the TIME to PLAN AND PREPARE for the coming year???
Most of our "pre-planning" time is taken up with meetings, professional study day, etc., etc., etc. Very little of that time actually goes for what it is supposed to go for--PLANNING!
Thank you for this forum. I am the parent of a 17 year old and a 10 year old, and I have been discouraged by the amount of time spent in the class on what I refer to as my 2 F words...FCAT and fund-raising. My 10 year old wasted much of the year on test prep, so much so that one of the parents has pulled her child out to home school. Curriculum seems to have vanished, replaced by tedious paragraphs to read and examine. I am all for accountability and comprehension, but the pressure of the tests is going to ruin public schools. Then there is the enormous energy going into fund-raising, elevating some schools to a level that neighboring schools will never reach. Long ago the country decided that "separate but equal" was not allowed, but we have becone not only separate as far as income, but grossly unequal. The school board should suggest limits for fund-raising and increase the public awareness of the need to fund ALL schools appropriately.
Thank you, Mrs. Griffin, for the opportunity to express our concerns and offer ideas in an atmosphere free of veiled threats, intentional intimidation, and insults. Your fairness and honest concern have been the silver lining to this dark cloud.
Why are we so woefully short in funding this year? It is my understanding that the district’s inaccurate enrollment projection contributed heavily to the problem. Assuming that growth in this county would continue at its usual breakneck speed, teachers were awarded a 10% pay raise. In reality, Hillsborough County’s growth rate has fallen appreciably. The shortfall has now come home to roost.
Why were those responsible for enrollment projection so far off the mark? The signs were there all along…condos standing empty, new home construction down, slowing sales of existing homes, dire forecasts from builders and financial gurus alike. One only had to listen to an occasional newscast to be enlightened. My first suggestion would be to determine WHO was responsible for such a huge error in enrollment projection, question what research was conducted prior to making this projection, and have a serious heart-to-heart discussion on what went wrong and why.
Another area that might be beneficial to revisit is the number of pre-planning days currently allocated and how those days are used. District Cheerleading Day, a.k.a the St. Pete Times Forum debacle, probably cost a pretty penny. Want an eye-opener? Ask teachers for their REAL opinions on the educational value of that logistical nightmare of a presentation. In fact, ask teachers if ANY of the information presented benefited them in the classroom. Then apply those same questions to the Professional Study Day. If teachers were actually allowed to use the pre-planning days for planning, fewer days might be sufficient. What would the savings be if just one or two days were eliminated?
Since high school teachers have been asked to bear the brunt of this shortfall, enumerate what cuts the folks at ROSSAC are enduring. We are told that the money saved will go to teachers and “other” employees. Why are “other” employees not being asked to share the same degree of pain?
Finally, when tough decisions need to be made, demand that the decision-makers review available research…and that includes research that may not support their leanings. What research was reviewed on lack of planning time and student achievement? Block scheduling? The financial and academic effects of double sessions? How have other districts dealt with similar budget issues?
It is apparent that some members on the School Board believe that if the increased teaching time/decreased planning time issues had just been better communicated to teachers, discontent would have been minimized. It is not simply a problem of poor communication…that is just the proverbial straw…the real problem is the “SOLUTION” set forth by Superintendent Elia. I have been a teacher in Hillsborough County for 25 years. I believe the most serious issue we face is the credibility of those in charge.
I would suggest something new for future school board meetings.
Let's have the meetings in the neighborhoods. Have them in the auditorium of various schools throughout the county.
Let's make the leaders come to the people vs. the people coming to the leaders.
It will allow many more people to comment on what improvements may be needed.
Sure, it may cost more. But, let's see how we can save a few bucks in this massive district to bring accountability back into the equation.
And, let's get rid of the large dais. I want to see the school board members eye-to-eye.
This is too good a read to miss.
Teachers Fight For What's Right
My wife is a middle school teacher, and she had the same opinion as y'all do of that useless teacher rally.
My bet is that Ms. Elia got talked into thinking that busing everyone downtown so they could see a highly paid show pony would be of some help in the coming school year. That, along with her high-handed way of dealing with people tells me that she doesn't belong in that job.
There's a difference between (a) making hard and unpopular decisions in a responsible manner and (b) making those decisions in an oblivious manner and being gratuitously disrespectful to the teachers in the district.
Her management style is more a symptom than the actual disease, though. The whole district administration is ripe for a good housecleaning, starting with the facilities and land acquisition people (who can't seem to get a good price on things to save their lives).
The whole district needs to have something tattooed on the inside of their eyelids that says
"It isn't about you, it's about the students!"
There are way too many people working downtown who value education more than they value the kids it's supposed to serve.
Please reconsider the new contract language that was approved at the last board meeting.
And teachers, you must VOTE NO when the ballots are distributed.
Why? Because the negotiations that produced the new language did not address all the issues.
Impact of 6/7 that hasn't been bargained:
(1) Compensatory time that will be lost when a teacher is forced to change schools.
(2) Number of preps should be reduced to two because planning time is being reduced.
(3) Current and past T-payroll teachers who have been teaching 6 periods in an 8.67 hour day for an extra $5 to $8K per year must now teach the same number of classes in less time for less pay.
(4) Mileage to a new school: There is already a 10 mile travel limit for some teachers in carry-over pools (contract paragraph 11.4.6.I) so there should be a travel limit for teachers displaced due to 6/7, with a mileage allowance.
The "impact upon terms and conditions of employment must be bargained BEFORE implementation" of the 300 minute, 6 out of 7 decision. This is the law.
Once the contract language is ratified bargaining is complete.
Hi April. Teachers are currently payed for 9 day out of 10 day for each paycheck. The extra day goes into an escrow account. The district holds our money and redistributes it to us during Winter Break, Spring Break etc etc. My question to you is... where does the interest money the district keeps from the escrow accounts go? Its bad enough that the district keeps the interest that is earned off of MY money but where does it go? If its not going back into my pocket why isn't it being use to hire new teachers to help with our situation? I think some serious research needs to be done to find out where this money is disappearing to.
April,
Thank You ! Thank You ! Thank You !
We need more people like you in this world. As a kindergarten teacher for 10 plus years, I'm starting to get really upset about a few issues that principals and others discount because "it's just Kindergarten" Here they are:
1- We need a planning time !!!
If the SDHC expects our children to read and write as they leave K , then give us a planning time !! Some K- units have specials some do not. Make it or Take it across the district for every school it's only fair.2- Create a fair formula for the unit to para ratio. At a school, with 8 maybe 10 units next year 3 paras just isn't enough.3- STAT process- We foresee a major lawsuit about to happen along the lines of the ESOL case that went to the Supreme Court . My friend has a foster care child in her classroom with major problems. She completed the STAT packet in Nov. the CST meeting was held last week. Guess what ? the Principal and AP not there, no paperwork to sign, the psych. told the foster parent the child will not qualify for services, no notes were taken in the proper format, etc.. This child hits others,the teacher,rubs her rear end on the floor, her teacher, and the kids.This child has urinated on the floor in front of the class-several times,throws chairs,throws trash cans,yells,screams, etc... Nothing has been done !!! The teacher was made to feel like a fool, marked off on her evaluation because of poor behavior management. A regular education teacher can not cure a child who has been raped,wittness their house burn to the ground, and taken away from their family. No matter what type of behavior system they use in the classroom. Something, has to be done about the STAT process in the SDHC. A 15 min. presentation during pre-planning does not do. When a STAT meeting or CST takes place it needs to be recorded as if it were a deposition for legal reasons. How does a psych. get away saying a child will not qualify for services? The meeting was predetermined and held only to CYA. What a waste of time and a insult to the teacher and her hard work. Oh, did I say "it's only KINDERGARTEN" Well that's all. I hope you do not discount this blog.
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