Tell me what you think
Sunday, April 20, 2008
Couldn't have said it better myself
I read the article that is in my previous post before reading this editorial in the Tampa Tribune. Thank you Tampa Tribune editorial board for paying attention to such an important issue. Together we have opened the door to a much needed conversation. There will be more to come on this issue...stay tuned.
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14 comments:
Hi April. I am a concerned parent. Thank you for sharing the link to today's Tribune editorial regarding the EXCELerator program. My question to you is: did you vote yes or no to implementing this program in our middle and high schools? If you voted yes my question is why would you knowing there was no teacher and/or parent input? Did you know that this program didn't go through the correct adoption procedures in order to be implemented in our schools? If you voted no, THANK YOU! Now that the contracts have been signed, isn't it too little too late to waste more taxpayer dollars with workshops? How can a workshop help in this situation? I look forward to your response.
Please be honest; is there any possibility of fighting the SpringBoard decision? Or, are we stuck with it for the next three years, no matter how horrid it is for everyone?
1) By the teacher contract in this county, a supplement cannot be forced on a teacher. Teachers can take it or leave it. So, SpringBoard, if defined as a supplement, can't be enforced. Accordingly, they cannot be punished, if it is indeed a supplement.
2) If Elia/board tries to change the story, that it is curriculum, then they violated the contract by avoiding proper, rigorous curriculum procedures as stated in the teacher contract.
3) I teach in this county. I am informed, and I, like every other teacher I know, had no idea about SpringBoard, until it was being shoved down our throats. I would like to know who really knew. I am sure it was JUST the 4 pilot schools.
4) April, what will be done to a teacher who refuses to use SpringBoard on the grounds that it is a supplement, and they are certified, degreed professionals in the content area they teach with many, many years experience?
5) Tell us how to get rid of this contract, please. Please give us the real answers as to how this aligns with the teacher contract. Everyone I have spoken to is very rude and deflects real questioning on grounds that I am a malcontent and I must be a "team player". I see earlier they claimed it was a “flex” adoption. The term "flex" NEVER shows up in the teacher contract. That is disturbing. Now, they claim it’s a supplement.
Thank You,
Concerned teacher and parent
Anonymous 4:21,
Yes, I did vote for the memorandum of understanding forming a partnership between the CollegeBoard and SDHC. The monies for these programs were primarily grants. That being said, I feel I was misled. I did ask questions about teacher input and was told that teachers were involved in this decision. That statement is true, although there were not a lot of teachers involved in the decision. I was also told that the timelines the teachers at the pilot schools laid out were too aggressive and we were adjusting them to half the time. I don’t think we have had enough time to gather data on whether or not the adjusted schedule works or not. We need to put the breaks on.
This started out as a pilot program in 4 of our neediest schools with a grant from the Bill and Melinda Gates Foundation. It sounded like a good opportunity to help in our goal of eliminating the achievement gap. Then before we really had time to evaluate it administration was pushing it district wide. I really didn't start hearing concerns from the public until after the decision was made. When the public became aware of the decision they started voicing concerns. First there were a couple of teachers that contacted me and as the numbers of concerned citizens grew the more my concern grew. I do not feel the board was provided with complete data. I also was not aware at the time that Hillsborough County was the first district to push this program district wide. I do not want our children to be guinea pigs.
And yes, I did ask about the adoption process…this is what I was told “Since the currently adopted textbooks are still used in SpringBoard for Language Arts and Math, this would be considered a flex adoption and supervisors are setting up flex adoption committees in accordance with the teacher contract”.
As far as the deed being done...contracts can be cancelled for various reasons. A workshop can allow the board to have public input and discuss issues and concerns since we are not allowed by Florida sunshine law to talk outside of a publicly noticed meeting.
I will do my best to change the direction we are headed in.
April
“directly impacts Elia's hefty bonus”
“Elia also stands to personally benefit because her bonus is tied to the number of students - particularly blacks and Hispanics - who take AP classes and tests.”
If she really believes in it so strongly, then step away from the bonus. Otherwise, she has zero credibility.
April--
I haven't finished thinking this through, yet. Here are my gut reactions. As a teacher and a parent, I am deeply concerned.
I am not sure what Springboard is supposed to do--is there a problem to be "fixed" that is not known? For example, graduation rate, AP scores, GPAs....
How is this supposed to help my child if he/she does not plan to attend college? This money could be spent developing/improving vocational centers. This student does not need a college oriented program, but one that targets career related skills.
On the other hand,are our Honors/AP classes not good enough? That should be addressed with thiose level teachers. Already my Regular English classes grow after the first 9 weeks and explode after the 1st semester with kids who can't manage those classes. Fellow teachers of those classes complain that many students have been placed inappropriately and can't handle the reading level and speed, as well as the other requirements.
If this is supposed to assist teachers who are not performing well, then those specific teachers should receive mentoring and assistance in whatever areas are needed.There are many gifted, experienced teachers and department heads who can do this.
I am proud to teach in a school where our department is composed of talented, committed teachers with advanced degrees. We all share material and ideas if someone develops a good activity or unit. We have most all been to CRISS and other county workshops. Some of out teachers TEACH workshops and others go out of state to national workshops during the summer "vacation". Availability of material/activitie/strategies is not a problem.
Oh, yes--the ESE kids that FUSE....how does this serve them? They have many issues in common with the kids who need to be on a non college path of study.
WHY?
April,
Your comment said it was a supplement, but now it is a "flex". "Flex" isn't in the teacher contract. Which is it?
Anonymous 3:35,
Originally I was told supplement. I have been corrected and told flex, which is why I corrected my comment.
April
April--
The mention of Elia's bonuses got me to thinking... Why does she receive a huge bonus for A school grades and other criteria (which others earn for her), yet not receive a cut at least equal to, if not more for F or D schools, etc.? She is the one who steanrolled this 6/7 deal and when the time come, it'd sure be more fair for her to share them blame with the rest of us. By the way--how ever did that "scale" come donw the path and catch us all so off guard? If things were handles well at ROSSAC, I could do my job in my classroom.
Thanks for all you do.
I am also not happy about Springboard-- I am insulted as a professional.
Anonymous 9:29,
I was not on the board when the formula for her raise and bonus were negotiated. There is more to come on this issue.
April
April, WHY do you keep believing things that these liars tell you? Please start demanding proof.
Dear April,
Thanks so much for your visit today. I look forward to discussing this issue, among many more, in the near future. Here is an excerpt from the The Mathematics Teacher, an official journal of the National Council of Teachers of Mathematics, is devoted to improving mathematics instruction from grade 8 through two-year and teacher-education colleges.
(The following letter appeared in the November 1992 issue of THE
MATHEMATICS TEACHER, p. 608)
When our students' performance on tests or quizzes is below our expectations, we have a number of options, including the following: (a)let the results stand, (b) throw out the test, (c) give a retest (Spiegel
1991), (d) change the scale used to assign a letter grade, or (e) adjust,or scale, the numerical grades.
The following is not an endorsement of modifying grades to fit expectations. (It then proceeds to explain how to scale exams). Such action, used improperly, can easily dilute the integrity of teaching by creating an illusion of success. However,occasionally such action is justifiable. If teachers must modify grades,they should do so fairly and infrequently.
It appears that SDHC is “modifying grades to fitexpectations” thereby “diluting the integrity of teaching by creating an illusion of success”.
“Occasional such action is justifiable” (this wholesale action does not appear to be occasional). “If teachers (NOTE: not administrators with different agendas) must modify grades, they should do so fairly and infrequently.”
If we have to scale scores, it is my professional judgment that the correct answer is (b).
The tests are poor, plain and simple. They violate many basics taught in undergraduate measurement classes.
These capricious decisions by the powers-that-be fly in the face of this professional journal, however, I am certain that Hildebrand / Steele duo have their reasons. The exams that I witness are all almost entirely at the knowledge level (see Bloom) and have little do with thinking critically (a reasonably important life long skill). Our social studies exams are better suited for Jeopardy! and Trivial Pursuit preparation. However, once you scale them does it really matter?
Thanks again for your time and your courage.
Dear April,
Here is an excerpt from the The Mathematics Teacher, an official journal of the National Council of Teachers of Mathematics, is devoted to improving mathematics instruction from grade 8 through two-year and teacher-education colleges.
(The following letter appeared in the November 1992 issue of THE
MATHEMATICS TEACHER, p. 608)
When our students' performance on tests or quizzes is below our expectations, we have a number of options, including the following: (a)let the results stand, (b) throw out the test, (c) give a retest (Spiegel
1991), (d) change the scale used to assign a letter grade, or (e) adjust,or scale, the numerical grades.
The following is not an endorsement of modifying grades to fit expectations. (It then proceeds to explain how to scale exams). Such action, used improperly, can easily dilute the integrity of teaching by creating an illusion of success. However,occasionally such action is justifiable. If teachers must modify grades,they should do so fairly and infrequently.
It appears that SDHC is “modifying grades to fitexpectations” thereby “diluting the integrity of teaching by creating an illusion of success”.
“Occasional such action is justifiable” (this wholesale action does not appear to be occasional). “If teachers (NOTE: not administrators with different agendas) must modify grades, they should do so fairly and infrequently.”
If we have to scale scores, it is my professional judgment that the correct answer is (b).
The tests are poor, plain and simple. They violate many basics taught in undergraduate measurement classes.
These capricious decisions by the powers-that-be fly in the face of this professional journal, however, I am certain that Hildebrand / Steele duo have their reasons. The exams that I witness are all almost entirely at the knowledge level (see Bloom) and have little do with thinking critically (a reasonably important life long skill). Our social studies exams are better suited for Jeopardy! and Trivial Pursuit preparation. However, once you scale them does it really matter?
Thanks again for your time and your courage.
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