I was in attendance in my son's IEP meeting on December 16th, 1996. I assumed it was going to a contentious meeting, as it had all of the earmarks of those types I had attended before.
Prior to this meeting, I had written a letter to the principal outlining some of my concerns. After six years of learning the ways of the District, I had become better at covering all of the bases, even though I knew there would be some angle I was not prepared for.
While there were a lot of interesting things that happened in this meeting, I will address one connected to the link below. The principal recorded the meeting. There were a lot of "damaging" things said by some of the District people and also there was a lot of "evidence" of how my "procedural safeguards" were compromised, some being outright violated. Keep in mind this was prior to me learning the rules of the game. In fact, that day started my official quest for knowledge regarding IDEA and how it is supposed to work.
It was the proverbial straw. Some of the people who were in that meeting are still around. I think one or two of them understood the injustice that was done. I think the others were more entrenched in how to spin the events so they were defensible.
The fallout of this meeting was immediate and widespread. It may not surprise some of you that despite the fact that I had an MO-12 inviting me to an IEP meeting on that day and a time specific and room specific, along with the fact that nine or ten other people showed up at the same time and place, upon my request for copies of the records of that IEP meeting, I was told by a District Person that there had been no IEP meeting. I guess it depends on what the definition of "was" was.
The principal had tape recorded the meeting. She had prepared for taping. I did not. Try getting a definitive "yes" or "no" answer today whether a parent can tape an IEP meeting.
Back to my point that speaks to the below. After I insisted on getting a copy of that tape, I was finally given a tape.
The tape I received was blank.
This post jogged my memory:
Saturday, April 05, 2008
I can't remember exactly how this poor mangled teacher came to my attention. I think she emailed me. I asked for a copy of her court case to put on our blog, and she said OK.
Showing posts with label administrative abuse of teachers. Show all posts
Showing posts with label administrative abuse of teachers. Show all posts
Sunday, April 6, 2008
Saturday, April 5, 2008
Two Can Be As Bad As One
A little Three Dog Night to keep the home fires burning:
"One is the loneliest number that you'll ever do
Two can be as bad as one, its the loneliest number since the number one"
***********
As I play keyboard critiquing of the local HCDS, cultivated on years of resentment to unprofessional treatment, every once in a while I wonder if I truly did experience more than my share of "isolated incidents".
How would one know they were isolated if one wasn't keeping track? I know I started keeping track after six years. I know for six years I gave benefit of the doubt many many times, continuing to trust that I was being dealt with professionally.
I think school administrators are provided the "isolated defense" strategy in Administration 101 through Administration 599 under "Strategies to Minimize Credible Critiques."
Somehow I missed this post until today:
"......April, do not believe any number the county gives you. They skew exams to fit their agenda and this will be no different. ...." (anon - March 22, 2008 12:51 PM)
So now there are at least two of us on record for questioning the reliability of numbers.
I will continue to label my posts, but I have frequently written about my perception of how HCDS relates to "numbers", and of course this article fed right into my perception.
It may or not have any bearing on the subject, but a previous principal would have first hand knowledge of how "numbers" are generated and recorded. Therefore, if there were any shenanigans going on, a previous principal should know how to ferret it out.
What should be concerning for all of us is at what point do those who are tracking numbers and relying on their reliability know if and when to decipher fact from fiction?
I have written about how a lot of my personal experiences with the HCDS was like looking through smoke and mirrors or playing a shell game, and "the nailing jello to a wall" difficulty in trying to obtain accountability.
I know I was "just a parent" and had no business complaining about how the system operated, but I do wonder while professional decisions are being made about how to manage the "x" largest school district and one that claims it is a national model for some latest accolade, who knows what the real numbers are?
"One is the loneliest number that you'll ever do
Two can be as bad as one, its the loneliest number since the number one"
***********
As I play keyboard critiquing of the local HCDS, cultivated on years of resentment to unprofessional treatment, every once in a while I wonder if I truly did experience more than my share of "isolated incidents".
How would one know they were isolated if one wasn't keeping track? I know I started keeping track after six years. I know for six years I gave benefit of the doubt many many times, continuing to trust that I was being dealt with professionally.
I think school administrators are provided the "isolated defense" strategy in Administration 101 through Administration 599 under "Strategies to Minimize Credible Critiques."
Somehow I missed this post until today:
"......April, do not believe any number the county gives you. They skew exams to fit their agenda and this will be no different. ...." (anon - March 22, 2008 12:51 PM)
So now there are at least two of us on record for questioning the reliability of numbers.
I will continue to label my posts, but I have frequently written about my perception of how HCDS relates to "numbers", and of course this article fed right into my perception.
It may or not have any bearing on the subject, but a previous principal would have first hand knowledge of how "numbers" are generated and recorded. Therefore, if there were any shenanigans going on, a previous principal should know how to ferret it out.
What should be concerning for all of us is at what point do those who are tracking numbers and relying on their reliability know if and when to decipher fact from fiction?
I have written about how a lot of my personal experiences with the HCDS was like looking through smoke and mirrors or playing a shell game, and "the nailing jello to a wall" difficulty in trying to obtain accountability.
I know I was "just a parent" and had no business complaining about how the system operated, but I do wonder while professional decisions are being made about how to manage the "x" largest school district and one that claims it is a national model for some latest accolade, who knows what the real numbers are?
Saturday, March 22, 2008
Feel Like A Number
"To workers I'm just another drone
To ma bell I'm just another phone
Im just another statistic on a sheet
To teachers I'm just another child
To IRS I'm just another file
Im just another consensus on the street
Gonna cruise out of this city
Head down to the sea
Gonna shout out at the ocean
Hey it's me
And I feel like a number" - Bob Seger
hghhhghgghhgggghh - not sure what "a number" really means, but I have a few hits on numbers when it comes to the HCDS.
Today, we have this article from the Tampa Tribune: Lack Of Students Makes 'Lonely' Day
While a lot of people can debate the issues of religion, I want to focus on an interesting phenonenon I see. When one makes statements about how well someone does something, how does one know? Is there scientific methodology or just a call for faith and good will -in other words "trust us".
This part got my attention:
"Student Numbers Not Precise
Principals were told to count heads Friday morning and reported those to the district as well as to reporters. By late afternoon when the district issued its official school-by-school count, some numbers didn't match.
For example: Durant High Principal Pam Bowden told a reporter Friday afternoon that 220 students showed up. The district numbers shows 611.
Also, Boldt's head count at Chamberlain shows 260. The district report shows 386.
"I wonder where they got that from," Boldt said. "It doesn't match my hand body count."
Shortly after being asked for a head count, principals were asked to send in the number of absences. Either way, Boldt said, he had 260 students and can't believe another 126 showed up later.
Every day, school personnel scan attendance cards collected from teachers. That number is the official count sent to the state for funding and other reports. Chamberlain does that during the second class period.
That could be the difference in those two counts on Friday, Boldt said, if fewer cards got scanned because they were locked in teachers' desks or substitutes didn't have access.
Lewis Brinson, the district's assistant superintendent for administration, also unofficially reported low numbers from high schools during the day. He said they came from principals.
Scanned numbers sent to the district mainframe "are as accurate as the person who was on the other end scanning," Brinson said. "Whether they're right or not, these are the official numbers."
"I don't know if scanning created this problem or not," he said. Then he promised, "We're going to get to the bottom of this."
I humbly ask - bottom of what and how will you know when you get there. And who will you tell, if and when you do?
"Numbers" that the District have, or don't have, seem to be a recurring issue. I guess it is based on trust.
I found a couple of hits right here:
Numbers and Coke Leave One Out of Touch with Reality
Footballs, Business Cards, Gavels and Scientific Method
To ma bell I'm just another phone
Im just another statistic on a sheet
To teachers I'm just another child
To IRS I'm just another file
Im just another consensus on the street
Gonna cruise out of this city
Head down to the sea
Gonna shout out at the ocean
Hey it's me
And I feel like a number" - Bob Seger
hghhhghgghhgggghh - not sure what "a number" really means, but I have a few hits on numbers when it comes to the HCDS.
Today, we have this article from the Tampa Tribune: Lack Of Students Makes 'Lonely' Day
While a lot of people can debate the issues of religion, I want to focus on an interesting phenonenon I see. When one makes statements about how well someone does something, how does one know? Is there scientific methodology or just a call for faith and good will -in other words "trust us".
This part got my attention:
"Student Numbers Not Precise
Principals were told to count heads Friday morning and reported those to the district as well as to reporters. By late afternoon when the district issued its official school-by-school count, some numbers didn't match.
For example: Durant High Principal Pam Bowden told a reporter Friday afternoon that 220 students showed up. The district numbers shows 611.
Also, Boldt's head count at Chamberlain shows 260. The district report shows 386.
"I wonder where they got that from," Boldt said. "It doesn't match my hand body count."
Shortly after being asked for a head count, principals were asked to send in the number of absences. Either way, Boldt said, he had 260 students and can't believe another 126 showed up later.
Every day, school personnel scan attendance cards collected from teachers. That number is the official count sent to the state for funding and other reports. Chamberlain does that during the second class period.
That could be the difference in those two counts on Friday, Boldt said, if fewer cards got scanned because they were locked in teachers' desks or substitutes didn't have access.
Lewis Brinson, the district's assistant superintendent for administration, also unofficially reported low numbers from high schools during the day. He said they came from principals.
Scanned numbers sent to the district mainframe "are as accurate as the person who was on the other end scanning," Brinson said. "Whether they're right or not, these are the official numbers."
"I don't know if scanning created this problem or not," he said. Then he promised, "We're going to get to the bottom of this."
I humbly ask - bottom of what and how will you know when you get there. And who will you tell, if and when you do?
"Numbers" that the District have, or don't have, seem to be a recurring issue. I guess it is based on trust.
I found a couple of hits right here:
Numbers and Coke Leave One Out of Touch with Reality
Footballs, Business Cards, Gavels and Scientific Method
Monday, March 17, 2008
Get Rid of the Good, Keep the Bad - Makes It All Ugly
I follow the local blogs on the discussion of how teachers try to gain respect and be called "professionals". For every anecdotal story one has about how great teachers are, I can provide an anecdotal story that happened to me that demonstrates how some teachers and administrators are not great. Some lie. Some falsify records. Some abuse their power to overcome legitimate criticism.
What was interesting to me is how this can go on without other school employees stopping it. I also have this vision that when people retire from the system, they will come out and publicly denounce what they tolerated for so many years.
"The Gradebook" provides a link (March 17 - Unions ruining our schools) to a story about teachers and unions. I once may a statement that there is no bigger business than public education and unions. The word business is still being defined.
Here is the story from the "The Examiner"
I frankly have no grudge against unions. But I do have a grudge against the public education system. It is fraught with deceit. Like boxing, it really doesn't matter the integrity of the individual boxer, it is the overall organization that is defective.
A signing student once needed a signing adult to help the student in a non-signing class. It was written into the IEP. The principal hired someone who did not sign, was in their last year of employment and up front said they would not learn to sign. My argument that this person did not meet the spirit of the IEP contract for service fell on deaf ears. The principal stated he had to hire from a pool. The fact that the kid's needs were not being met, as required by federal law, was blown off by local SP&P's. So, if you want to talk about professional actions with me, be prepared for me to be sceptical.
To illustrate that point, if the following statements are true, then it shows there is disregard for individual teacher performance.
"Though she was named Minnesota's Teacher of the Year, Cathy Nelson was laid off when her school's enrollment declined -- because of her union's contract, which required the most junior teachers to be canned first, regardless of ability.
Sarah Gustafson was laid off from her teaching job the day after she was named to the Florida Educator Hall of Fame - again, because her union contract valued seniority over talent.
Union blindness also protects some truly unfit teachers whom no one would want in a classroom. In most schools few teachers need to be replaced, but tenure laws keep the numbers down to very, very few indeed.
In Illinois, a recent study found that only two out of the 95, 500 union-protected, tenured teachers outside of Chicago are dismissed annually for poor teaching. Of the 21 school districts investigated by the Center for Union Facts, not a single one - including Boston, Columbus, Houston, Minneapolis, and Newark - had a tenured-teacher firing rate in excess of 0.5percent a year. Surely they can't all be that good, in light of our kids' demonstrated skill levels"
What was interesting to me is how this can go on without other school employees stopping it. I also have this vision that when people retire from the system, they will come out and publicly denounce what they tolerated for so many years.
"The Gradebook" provides a link (March 17 - Unions ruining our schools) to a story about teachers and unions. I once may a statement that there is no bigger business than public education and unions. The word business is still being defined.
Here is the story from the "The Examiner"
I frankly have no grudge against unions. But I do have a grudge against the public education system. It is fraught with deceit. Like boxing, it really doesn't matter the integrity of the individual boxer, it is the overall organization that is defective.
A signing student once needed a signing adult to help the student in a non-signing class. It was written into the IEP. The principal hired someone who did not sign, was in their last year of employment and up front said they would not learn to sign. My argument that this person did not meet the spirit of the IEP contract for service fell on deaf ears. The principal stated he had to hire from a pool. The fact that the kid's needs were not being met, as required by federal law, was blown off by local SP&P's. So, if you want to talk about professional actions with me, be prepared for me to be sceptical.
To illustrate that point, if the following statements are true, then it shows there is disregard for individual teacher performance.
"Though she was named Minnesota's Teacher of the Year, Cathy Nelson was laid off when her school's enrollment declined -- because of her union's contract, which required the most junior teachers to be canned first, regardless of ability.
Sarah Gustafson was laid off from her teaching job the day after she was named to the Florida Educator Hall of Fame - again, because her union contract valued seniority over talent.
Union blindness also protects some truly unfit teachers whom no one would want in a classroom. In most schools few teachers need to be replaced, but tenure laws keep the numbers down to very, very few indeed.
In Illinois, a recent study found that only two out of the 95, 500 union-protected, tenured teachers outside of Chicago are dismissed annually for poor teaching. Of the 21 school districts investigated by the Center for Union Facts, not a single one - including Boston, Columbus, Houston, Minneapolis, and Newark - had a tenured-teacher firing rate in excess of 0.5percent a year. Surely they can't all be that good, in light of our kids' demonstrated skill levels"
Saturday, December 29, 2007
Image More Important Than Substance?
This article may hold information that is common to our public school education systems. For those who believe that the main goal of the system is to maintain an image of competence at the cost of achieving competence, this article fits the template.
Two teachers with apparent laudable backgrounds appear to be trying to improve their system. It appears they have the necessary experience to comprehend what changes were needed that would be beneficial.
For their efforts, they are banned.
"Traube said the district isn’t interested in public constructive criticism.
“I think its obvious what they want is a very cooperative relationship between anyone representing teachers,” he said. “They don’t want anyone to be adversarial in this district”.
"Chester, who is retired from a career in the U.S. Food and Drug Administration has taught for seven years. Last year, children at one of the schools she was banned from nominated her for teacher of the year, she said. She also volunteered to start a penmanship club at one of the schools."
"Teaching is what she loves, Chester said. But, she said, “I would like the cloud of fear that people who work for this district are under to go away.”"
This is not the first time I have heard of a "cloud of fear" within a public school system.
Banned substitutes still speaking out against school district : Lee County : Naples Daily News
Two teachers with apparent laudable backgrounds appear to be trying to improve their system. It appears they have the necessary experience to comprehend what changes were needed that would be beneficial.
For their efforts, they are banned.
"Traube said the district isn’t interested in public constructive criticism.
“I think its obvious what they want is a very cooperative relationship between anyone representing teachers,” he said. “They don’t want anyone to be adversarial in this district”.
"Chester, who is retired from a career in the U.S. Food and Drug Administration has taught for seven years. Last year, children at one of the schools she was banned from nominated her for teacher of the year, she said. She also volunteered to start a penmanship club at one of the schools."
"Teaching is what she loves, Chester said. But, she said, “I would like the cloud of fear that people who work for this district are under to go away.”"
This is not the first time I have heard of a "cloud of fear" within a public school system.
Banned substitutes still speaking out against school district : Lee County : Naples Daily News
Monday, November 19, 2007
A new threat to Public School Authority
This is the second one of these cases I have seen.
School Sues Woman For Criticism On Blog
This was the first, where the school board eventually dropped their threat.
However, having read the reports on what happened since the above threat drop, enough attention has been brought to rise to this level.
My interest in this is more than just blogger's being a pain. I am curious to see if bloggers may be able to accomplish something that disgruntled teachers, disgruntled school administrators (yes, they may be few, but they exist), disgruntled parents and disgruntled unions (not sure about that one) have never been able to accomplish.
About 18 years ago, someone "took me aside" and told me that "the School system is very powerful". I was told I should be careful. I was told that "they" don't lose.
The HCDS is just one of many School systems. However, I have since analyzed events and actions that I hear or read about taken by all school boards from a "power and authority" perspective. I don't understand how they get it. I don't understand how it can be so broad. I don't understand how it is so difficult to contest it.
They can take command of so many behaviors for students, teachers and parents. They can take command of behaviors that are on school property and off school property. They can take command of behaviors on school time or off school time. They have the power to have students, teachers and parents arrested in any of the above settings. Or they can absolve themselves of responsibilities with an apparent fearless stance.
And this power is almost absolute.
The media is full of stories of how school systems have demonstrated this power and authority.
Technology is affording information to more people much faster. I am curious to how bloggers have an effect on school system's power and authority.
Update:
I was perusing the local blogs and this seemed either fortuitous, serendipitous or coincidental
If you read all of it, one can make this connection which compliments my thoughts on school systems power and authority. Is it abused?
What got my attention was the comment or question about how the School Board appeals are handled. I would be interested to know if the School Board has to vote to authorize appeals. If so, did they vote to appeal both of the Erwin and the Whitehead cases? Was there testimony by Board members in both of these cases that indicated they knew of the appeal?
Just askin'
School Sues Woman For Criticism On Blog
This was the first, where the school board eventually dropped their threat.
However, having read the reports on what happened since the above threat drop, enough attention has been brought to rise to this level.
My interest in this is more than just blogger's being a pain. I am curious to see if bloggers may be able to accomplish something that disgruntled teachers, disgruntled school administrators (yes, they may be few, but they exist), disgruntled parents and disgruntled unions (not sure about that one) have never been able to accomplish.
About 18 years ago, someone "took me aside" and told me that "the School system is very powerful". I was told I should be careful. I was told that "they" don't lose.
The HCDS is just one of many School systems. However, I have since analyzed events and actions that I hear or read about taken by all school boards from a "power and authority" perspective. I don't understand how they get it. I don't understand how it can be so broad. I don't understand how it is so difficult to contest it.
They can take command of so many behaviors for students, teachers and parents. They can take command of behaviors that are on school property and off school property. They can take command of behaviors on school time or off school time. They have the power to have students, teachers and parents arrested in any of the above settings. Or they can absolve themselves of responsibilities with an apparent fearless stance.
And this power is almost absolute.
The media is full of stories of how school systems have demonstrated this power and authority.
Technology is affording information to more people much faster. I am curious to how bloggers have an effect on school system's power and authority.
Update:
I was perusing the local blogs and this seemed either fortuitous, serendipitous or coincidental
If you read all of it, one can make this connection which compliments my thoughts on school systems power and authority. Is it abused?
What got my attention was the comment or question about how the School Board appeals are handled. I would be interested to know if the School Board has to vote to authorize appeals. If so, did they vote to appeal both of the Erwin and the Whitehead cases? Was there testimony by Board members in both of these cases that indicated they knew of the appeal?
Just askin'
Friday, November 9, 2007
My read-everyday blogger is emphatic about "EDUCATING YOUNG STUDENTS IS NOT A BUSINESS!"
We share an angst about our public education system. We view it from different perspectives.
I am particularly impressed by this post: Courage Needs Fear by Definition
There are two points that, when put together, I have a question about.
"It is appropriate to describe what goes on at an individual school if it is relevant to the public (taxpayers). It should not concern the taxpayer which school one is describing in particular, but only that a problem exists that needs to be addressed. Those involved know what school is having which problem."
"We must have reasonable faith that those in administration we disagree with are acting according to their best beliefs of how things should be."
I have watched many Board meetings and had years of experience in both describing individual issues and grappling with trying to have reasonable faith in administrators.
Through blogging and other on-line media, I now see evidence of teachers who are trying to expose problems that effect their ability to perform their job as educators. I see teachers using research based articles and references to support their positions.
We share an angst about our public education system. We view it from different perspectives.
I am particularly impressed by this post: Courage Needs Fear by Definition
There are two points that, when put together, I have a question about.
"It is appropriate to describe what goes on at an individual school if it is relevant to the public (taxpayers). It should not concern the taxpayer which school one is describing in particular, but only that a problem exists that needs to be addressed. Those involved know what school is having which problem."
"We must have reasonable faith that those in administration we disagree with are acting according to their best beliefs of how things should be."
I have watched many Board meetings and had years of experience in both describing individual issues and grappling with trying to have reasonable faith in administrators.
Through blogging and other on-line media, I now see evidence of teachers who are trying to expose problems that effect their ability to perform their job as educators. I see teachers using research based articles and references to support their positions.
Monday, November 5, 2007
When is a carrot unhealthy?
What do they know and how do they know it?
Hernando: Schools may drop merit pay
This article says it will cost $369,000 plus from the teachers so that the district can get the money and then the money will be given to up to %25 of a to-be-determined group based on a jello-consistency format.
It appears the power people involved look at this "free money" as having a price tag.
My question is, how much is the total gain for the %25 of teachers that get lucky.
It seems like %75 of the teachers paid for a pig in the poke. And helped %25 of their friends.
Hernando: Schools may drop merit pay
This article says it will cost $369,000 plus from the teachers so that the district can get the money and then the money will be given to up to %25 of a to-be-determined group based on a jello-consistency format.
It appears the power people involved look at this "free money" as having a price tag.
My question is, how much is the total gain for the %25 of teachers that get lucky.
It seems like %75 of the teachers paid for a pig in the poke. And helped %25 of their friends.
Wednesday, October 31, 2007
What can one say on a blog
This is a sign of the times.
GISD moves ahead with threat to sue parent
By Rhiannon Meyers
The Daily News
Published October 31, 2007
GALVESTON — The public school district has officially demanded that
parent Sandra Tetley remove what it says is libelous material from her Web
site or face a lawsuit for defamation.
I have not read the blog to make my own opinion.
The fact that the School Board is suing was enough to get my attention.
What I am curious to see is if this is an abuse of power of the School Board.
How many teachers do you know that have been told not to bite the hand that feeds them?
How many parents that you know have been retaliated against by indirect or direct threats? I've been there, and I know others that have been there. And one landmark Federal case. Right here in my county.
This is the blog: here
GISD moves ahead with threat to sue parent
By Rhiannon Meyers
The Daily News
Published October 31, 2007
GALVESTON — The public school district has officially demanded that
parent Sandra Tetley remove what it says is libelous material from her Web
site or face a lawsuit for defamation.
I have not read the blog to make my own opinion.
The fact that the School Board is suing was enough to get my attention.
What I am curious to see is if this is an abuse of power of the School Board.
How many teachers do you know that have been told not to bite the hand that feeds them?
How many parents that you know have been retaliated against by indirect or direct threats? I've been there, and I know others that have been there. And one landmark Federal case. Right here in my county.
This is the blog: here
Sunday, October 28, 2007
If it was about religion, race or sexual orientation, there would be tolerance
"Marsha Alcorn, the district's 504 coordinator, says most parents with allergic children don't need the 504 plan.
"We do a health care plan in the schools with the school nurse," she says. "I think the parents feel there is more teeth [in the 504], but they should be getting all they need already."
See article :'A Peanut In The Classroom Is Like A Loaded Gun'
I am not surprised to hear this scenario in Hillsborough County. I am also familiar with the standard response of "isolated incident".
Research the year plus difficulties a parent had that led to a 504 complaint that resulted in the HCDS policy on juvenile diabetes (1997). This was a classic case of ignorance and refusal to accept medical information(over a year) exacerbated by a system entrenched in need to maintain power to back up the teacher’s actions.
This is also not a "broad brush attack".
I believe the problems lie where there is lack of understanding of the law and professional responsibilities infused with a cavalier attitude for some District personnel to maintain power. This abuse of power takes many forms, usually by backing a decision that was ill founded. The District appears to be reticent to openly correct a misguided administrative decision. I often wonder if switching student placement or promoting personnel is the preferred face-saving action.
I am aware that there are many professionals in HCDS that do a great job, work hard and are dedicated to the welfare of their students. In fact, the unprofessional actions of others play a big part of making your job more difficult.
Ask yourself how long these and other reported problems go on before they rose to a degree of exposure and forced accountability. Accountability is the issue. Parsing over health care plans or 504 plans and are they written or not is the smoke screen.
Read for yourself. Go to wrightslaw.com - bottom left link - Section 504
"We do a health care plan in the schools with the school nurse," she says. "I think the parents feel there is more teeth [in the 504], but they should be getting all they need already."
See article :'A Peanut In The Classroom Is Like A Loaded Gun'
I am not surprised to hear this scenario in Hillsborough County. I am also familiar with the standard response of "isolated incident".
Research the year plus difficulties a parent had that led to a 504 complaint that resulted in the HCDS policy on juvenile diabetes (1997). This was a classic case of ignorance and refusal to accept medical information(over a year) exacerbated by a system entrenched in need to maintain power to back up the teacher’s actions.
This is also not a "broad brush attack".
I believe the problems lie where there is lack of understanding of the law and professional responsibilities infused with a cavalier attitude for some District personnel to maintain power. This abuse of power takes many forms, usually by backing a decision that was ill founded. The District appears to be reticent to openly correct a misguided administrative decision. I often wonder if switching student placement or promoting personnel is the preferred face-saving action.
I am aware that there are many professionals in HCDS that do a great job, work hard and are dedicated to the welfare of their students. In fact, the unprofessional actions of others play a big part of making your job more difficult.
Ask yourself how long these and other reported problems go on before they rose to a degree of exposure and forced accountability. Accountability is the issue. Parsing over health care plans or 504 plans and are they written or not is the smoke screen.
Read for yourself. Go to wrightslaw.com - bottom left link - Section 504
Thursday, September 20, 2007
Milwaukee Public Schools loses special ed lawsuit - Coming to a District near you soon?
Milwaukee Public Schools loses special ed lawsuit.
http://www.jsonline.com/story/index.aspx?id=660882
See below how the judge answered this one: "lawyers hired by the school district had argued that much of the testimony from the parents was not reliable"
Systemic delay in HCDS was addressed a few years ago. The District has, to the last of my knowledge, a written policy that requires initial evaluations to be initiated within 30 days of parent's signed consent and completed within 60 days of same consent.
Unless the parent knows that the signed consent is the only thing that triggers this timeline (possibly a false premise under Section 504), verbal assurances that the issues will be adressed only delay the timeline. Suspending kids whose behavior is dramatically different from his/her peers (usually a sign that it may be a manifestation of their disability) without the District acknowledging or evaluating the kid for a suspected disability certainly saves money.
Suspending kids sets the stage of "First we blame the kid, then we blame the parent". It absolves the District from providing resources needed to address the manifested behaviors. While the parent is repeatedly assured that the District personnel are trained professionals, the District personnel's ignorance of understanding the concept of "special education" is on full display. This is prevalent with site administrators who have no concept of special ed.
What is the cost to saving money?
<<<<<<<<<"The inability of MPS to reach full compliance with the law in the area of Child Find is not the result of numerous isolated and unrelated cases, but stems from systemic inadequacies," Goodstein wrote. MPS said two years ago that it had spent $1.8 million on its defense, some of which it could possibly recoup through insurance. That was before the three-week-long trial in 2006. Spitzer-Resnick said his group has spent more than $1 million, money it hopes MPS and DPI will now be forced to pay. During the 2006 trial in front of Goodstein, lawyers hired by the school district had argued that much of the testimony from the parents was not reliable. But Goodstein cited specific cases presented at the trial where he judged the district had not addressed students' needs appropriately. Spitzer-Resnick said that throughout the legal proceedings: "We've heard 'It's poverty, it's mobility, it's homelessness.' Guess what? Those excuses are not given any credence by the court or by the law." One of the mothers involved in the lawsuit, whose son's story was chronicled in a December 2005 Journal Sentinel article, said she made repeated requests that her son be tested for learning disabilities. Eventually, the boy was 12 years old but still in the third grade at MPS. He was suspended so often that his mother and teachers sometimes lost track of where he was supposed to be. In another case, one girl cut herself at school and once wrote on her desk: "Kill all people. Solve the problem." While she did well on standardized tests, she couldn't seem to pass the sixth grade. The judge noted that school officials suspended the girl and referred her to a new school - but did not evaluate her for special education until prodded to. "The issue of suspension has an effect on the timely identification of children in need of special education," the judge wrote. "It also had an effect on the timeliness of providing services.">>>>>>>>
http://www.jsonline.com/story/index.aspx?id=660882
See below how the judge answered this one: "lawyers hired by the school district had argued that much of the testimony from the parents was not reliable"
Systemic delay in HCDS was addressed a few years ago. The District has, to the last of my knowledge, a written policy that requires initial evaluations to be initiated within 30 days of parent's signed consent and completed within 60 days of same consent.
Unless the parent knows that the signed consent is the only thing that triggers this timeline (possibly a false premise under Section 504), verbal assurances that the issues will be adressed only delay the timeline. Suspending kids whose behavior is dramatically different from his/her peers (usually a sign that it may be a manifestation of their disability) without the District acknowledging or evaluating the kid for a suspected disability certainly saves money.
Suspending kids sets the stage of "First we blame the kid, then we blame the parent". It absolves the District from providing resources needed to address the manifested behaviors. While the parent is repeatedly assured that the District personnel are trained professionals, the District personnel's ignorance of understanding the concept of "special education" is on full display. This is prevalent with site administrators who have no concept of special ed.
What is the cost to saving money?
<<<<<<<<<"The inability of MPS to reach full compliance with the law in the area of Child Find is not the result of numerous isolated and unrelated cases, but stems from systemic inadequacies," Goodstein wrote. MPS said two years ago that it had spent $1.8 million on its defense, some of which it could possibly recoup through insurance. That was before the three-week-long trial in 2006. Spitzer-Resnick said his group has spent more than $1 million, money it hopes MPS and DPI will now be forced to pay. During the 2006 trial in front of Goodstein, lawyers hired by the school district had argued that much of the testimony from the parents was not reliable. But Goodstein cited specific cases presented at the trial where he judged the district had not addressed students' needs appropriately. Spitzer-Resnick said that throughout the legal proceedings: "We've heard 'It's poverty, it's mobility, it's homelessness.' Guess what? Those excuses are not given any credence by the court or by the law." One of the mothers involved in the lawsuit, whose son's story was chronicled in a December 2005 Journal Sentinel article, said she made repeated requests that her son be tested for learning disabilities. Eventually, the boy was 12 years old but still in the third grade at MPS. He was suspended so often that his mother and teachers sometimes lost track of where he was supposed to be. In another case, one girl cut herself at school and once wrote on her desk: "Kill all people. Solve the problem." While she did well on standardized tests, she couldn't seem to pass the sixth grade. The judge noted that school officials suspended the girl and referred her to a new school - but did not evaluate her for special education until prodded to. "The issue of suspension has an effect on the timely identification of children in need of special education," the judge wrote. "It also had an effect on the timeliness of providing services.">>>>>>>>
Saturday, September 15, 2007
"We have known for a long time (decades!) about what constitutes effective staff development. As the latest version of the National Staff Development Council Standards for Staff Development notes, effective staff development has small groups of educators working together over time in professional learning communities; is based on principles of effective adult learning; and
deepens educators’ content knowledge.
Yet what does staff development look like in most school districts? Typically it involves three or four one-shot “sit and get” (or “spray and pray”) sessions spread across the year, each on a different topic than the one before, that are attended by most or all educators in the organization. A “one size fits all” model is used, meaning that there is relatively little differentiation between, say, music teachers and math teachers and industrial arts teachers. Sometimes schools spice it up a bit and have a buffet day where educators can pick from multiple choices throughout the day, much like a professional conference."
deepens educators’ content knowledge.
Yet what does staff development look like in most school districts? Typically it involves three or four one-shot “sit and get” (or “spray and pray”) sessions spread across the year, each on a different topic than the one before, that are attended by most or all educators in the organization. A “one size fits all” model is used, meaning that there is relatively little differentiation between, say, music teachers and math teachers and industrial arts teachers. Sometimes schools spice it up a bit and have a buffet day where educators can pick from multiple choices throughout the day, much like a professional conference."
and from the comment section, I chose this:
"The one area that has frustrated me as a consultant is that there is little to no funding to provide executive coaching services to principals. If a principal needs help, they often can't speak up or they are admitting weakness"
I posted the above to say this:
As those who should know, transition plans (school to post school) can start as early as the age of 14. I was aware that the common practice in HCDS was to wait until the last two years of the student's stay, and that out of these last two years, "work training" was usually no more than half a year per year out of the last two. One could understand the difficulties that arose when I insisted on my son obtaining work experience starting at the age of 15.
While there is so much information that should be provided leading up to the following point, suffice it to say that my son became involved in a "pilot program" in HCDS. He was one of three students in the program. The District paid money for an outside consultant to demonstrate how to set up "school to work" situations for even the most "challanged" students. I thought it was a great program and it provided support and guidance to my son's team.
The program consisted of 3 teams for each of the students. My understanding was that the information and strategies of the "pilot program", once developed, would be shared to others and become integrated within the system. In one of the early meetings one of the teachers of one of the teams said" Why am I here? I have a bunch of student's in my class room that need me - I don't have time for this."
I am sure it baffles the administrators that know how much my son received from HCDS to hear me be critical about the system. My previous post under "A Piece of the Dysfunctional Puzzle" speaks to the difficulty of challanging a mindset as opposed to challanging what is perceived as an isolated incident. An illustration of this may be revealed by a comment another teacher made to me one day. She said to me "it is unfair that your son get's more than the other students in the class."
I recently heard that the "pilot program" and the systems that were in place at the school my son was at the time are no longer there. As far as I can tell, the key players of the program are gone from the school. Some have "moved up the ladder" and some transferred out.
I can only assume that when the next parent comes along that insists on following the rules, another "pilot program" will be invested in.
Tuesday, September 11, 2007
Sacred Cows and Unwritten SP&P's.
There are some things that happen in one’s life that one wants to forget. There are some things that happen in one’s life that one should forget and move on. The recent events revolving around the actions and comments of the HCDS’ Board has jostled my memory about past events that I would like to forget.
Blogging affords me the opportunity to present past events in a manner that gives some substance to why I have done the things I have done. One must read my adjacent blog as well. What those who read about me should understand that my cause is not about me, it is about the ethical people within the system, the parents and the students. I have repeatedly seen good hard working people doing the “right thing” be subverted by a system and the people who carry out the system’s desires.
Many pieces of the dysfunctional puzzle are shaped as unwritten SP&Ps within the realm of Special Education. When one has their finger on the pulse of the District, it is not difficult to recognize these unwritten SP&P’s. One of these unwritten policies was brought out as a finding in the Whitehead vs. HCDS case. The allegation was that the District had an unwritten policy to not write individual speech therapy into an IEP as a related service. My understanding is someone, who apparently did not know this unwritten policy, first wrote individual speech therapy into the IEP. Another IEP was convened soon after that to discuss something else, and when the IEP was updated, the individual speech therapy was removed from the new IEP, without discussion.
"66. Respondent violated the procedural requirements relating to the formulation and implementation of Andrew W.’s IEP by the following actions:
(a) Implementing a policy of omitting from IEPs specific speech/language services that will be provided to an individual, irrespective of the individual’s needs for specific speech/language services. '
One interested in learning the mechanisms of the system should read this case. The ensuing events cost the District a lot of money. Judging by the number of District personnel that were in attendance in the Federal court the day of the decision, one wonders what the toll was to the staff over the many years this case ran. Perhaps some were hardened to the process. The Whiteheads proved in Federal court the ensuing events were deemed to be retaliatory by the District.
Click here: Wrightslaw - The Division of Administrative Hearings
Most of the unwritten SP&P’s appear to revolve around clever ways to save money. Ignorance of the law contributes to them being carried out unwittingly by the one's lower on the chain. I remember seeing countless IEP’s that had signatures of staff who did not attend the IEP meeting. How can that happen unless it is part of the culture? The answer lies in the least expensive method for the system to be in compliance with their paperwork. To be morally and ethically compliant to the law and to student’s needs requires money and resources. The recent finding by the state of the unfulfilled OT/PT services should raise an alarm. However, with lack of sanctions, it is business as usual.
While none of us like to have a past of slamming doors, I can relate to the need to take actions that in hindsight are not the best choice, but something has to happen to stop the injustice. I know in the past I have said things that needed to be said, but it needed to be said to someone other than the person I said it to, and came off wrong.
What should now be coming to light is the hidden cost in saving money. While I will reserve my opinion of those who not only obfuscate the truth but defend the parsing to the hilt, what should be a concern for all of us is the impact it has on the quality of life for the employee’s who know the truth and have to live with the distortion. Keeping it from the parents is relatively easy, Having a chilling control on keeping teacher’s quiet is an issue of itself.
Sacred Cows and Unwritten SP&P’s, no matter how cleverly contrived, have a cost.
Blogging affords me the opportunity to present past events in a manner that gives some substance to why I have done the things I have done. One must read my adjacent blog as well. What those who read about me should understand that my cause is not about me, it is about the ethical people within the system, the parents and the students. I have repeatedly seen good hard working people doing the “right thing” be subverted by a system and the people who carry out the system’s desires.
Many pieces of the dysfunctional puzzle are shaped as unwritten SP&Ps within the realm of Special Education. When one has their finger on the pulse of the District, it is not difficult to recognize these unwritten SP&P’s. One of these unwritten policies was brought out as a finding in the Whitehead vs. HCDS case. The allegation was that the District had an unwritten policy to not write individual speech therapy into an IEP as a related service. My understanding is someone, who apparently did not know this unwritten policy, first wrote individual speech therapy into the IEP. Another IEP was convened soon after that to discuss something else, and when the IEP was updated, the individual speech therapy was removed from the new IEP, without discussion.
"66. Respondent violated the procedural requirements relating to the formulation and implementation of Andrew W.’s IEP by the following actions:
(a) Implementing a policy of omitting from IEPs specific speech/language services that will be provided to an individual, irrespective of the individual’s needs for specific speech/language services. '
One interested in learning the mechanisms of the system should read this case. The ensuing events cost the District a lot of money. Judging by the number of District personnel that were in attendance in the Federal court the day of the decision, one wonders what the toll was to the staff over the many years this case ran. Perhaps some were hardened to the process. The Whiteheads proved in Federal court the ensuing events were deemed to be retaliatory by the District.
Click here: Wrightslaw - The Division of Administrative Hearings
Most of the unwritten SP&P’s appear to revolve around clever ways to save money. Ignorance of the law contributes to them being carried out unwittingly by the one's lower on the chain. I remember seeing countless IEP’s that had signatures of staff who did not attend the IEP meeting. How can that happen unless it is part of the culture? The answer lies in the least expensive method for the system to be in compliance with their paperwork. To be morally and ethically compliant to the law and to student’s needs requires money and resources. The recent finding by the state of the unfulfilled OT/PT services should raise an alarm. However, with lack of sanctions, it is business as usual.
While none of us like to have a past of slamming doors, I can relate to the need to take actions that in hindsight are not the best choice, but something has to happen to stop the injustice. I know in the past I have said things that needed to be said, but it needed to be said to someone other than the person I said it to, and came off wrong.
What should now be coming to light is the hidden cost in saving money. While I will reserve my opinion of those who not only obfuscate the truth but defend the parsing to the hilt, what should be a concern for all of us is the impact it has on the quality of life for the employee’s who know the truth and have to live with the distortion. Keeping it from the parents is relatively easy, Having a chilling control on keeping teacher’s quiet is an issue of itself.
Sacred Cows and Unwritten SP&P’s, no matter how cleverly contrived, have a cost.
Saturday, September 8, 2007
Name that Tune - Living in the USA or Suspicious Minds
I will present a hypothetical situation. I am interested in any one's response. At least mull it over for the implications.
There is a parent who owns a business. There are 100's of patrons to this business. It has a good reputation. At the time of my hypothetical situation, the business had been operative right at 20 years.
During this 20 years, there have been countless employee's of the HCDS who have used this business. No problems. In fact, the good reputation is why so many used it.
In the last 16 years, this same parent/business owner has had a child enrolled in the HCDS. There was an older kid than the one below.
It was happenstance that one of the business patrons was also an HCDS employee and was also involved with the second child of the business owner. The relationship was positive both as patron/business owner and HCDS employee/parent. In fact, the relationship between HCDS employee and parent spanned almost 14 years. Relationship started when kid was 4 months old and was extremely positive. HCDS employee was extremely competent in her area.
Due to circumstances that evolved, the relationship between the parent and the HCDS became adversarial. The above mentioned relationship remained the same.
Within a few weeks of an event that "drew a line in the sand" between parent and HCDS, the above mentioned patron of the parent's business (employee of the HCDS) was told by some one in the District to not do business with parent/business owner, as it was a "conflict of interest".
Fast forward. Business has now been operative 32 years. Still has patrons of HCDS. No issues.
Change the hypothectical to a real event. Mull it over. Let me know what you think.
There is a parent who owns a business. There are 100's of patrons to this business. It has a good reputation. At the time of my hypothetical situation, the business had been operative right at 20 years.
During this 20 years, there have been countless employee's of the HCDS who have used this business. No problems. In fact, the good reputation is why so many used it.
In the last 16 years, this same parent/business owner has had a child enrolled in the HCDS. There was an older kid than the one below.
It was happenstance that one of the business patrons was also an HCDS employee and was also involved with the second child of the business owner. The relationship was positive both as patron/business owner and HCDS employee/parent. In fact, the relationship between HCDS employee and parent spanned almost 14 years. Relationship started when kid was 4 months old and was extremely positive. HCDS employee was extremely competent in her area.
Due to circumstances that evolved, the relationship between the parent and the HCDS became adversarial. The above mentioned relationship remained the same.
Within a few weeks of an event that "drew a line in the sand" between parent and HCDS, the above mentioned patron of the parent's business (employee of the HCDS) was told by some one in the District to not do business with parent/business owner, as it was a "conflict of interest".
Fast forward. Business has now been operative 32 years. Still has patrons of HCDS. No issues.
Change the hypothectical to a real event. Mull it over. Let me know what you think.
A Piece of the Dysfunctional Puzzle
It is very difficult to succinctly explain 15 years in a few sentences. But I can use the contents of a document I have to illustrate one of the many issues I faced.
At one point in time, an issue concerning my son's report card occurred. My issue was not about the grades. I could have cared less. How does one objectively grade a kid who is deaf, visually impaired and had other challenges that needed to be met. Grades were insignificant compared with needing to be taught adequate behaviors and how to function in his world. My issue was about what was not being done for my son that the IEP called for. I can only assume that the below interaction was just one more indicator of someone who should have known, did not understand my issues, and unfortunately passed it off as a shallow request from "a parent who wants his kid to get a better grade".
Preceding this action below, I had written a letter to the Area Director outlining my concerns. I received a response with a copy of my son's report card with red marker drawn through a couple of the grades and a higher grade written with same marker.
This did not address the issues, it simply added another dynamic. I subsequently found out that the grades had not been changed at the school. Again, the issue was not about the grades, but now, not only was I once again brushed off, I had just one more concern about getting false information, which I was accustom to. A short while later, I came upon another document.
I have in my possession a copy of a Student Withdrawal Form. I will withhold the date and the names used because I do not need the hassle of any type of litigation. I am writing about it now in hopes more people will understand how I got to where I am with this blog, and my adjacent blog.
I have always assumed that this document was to have never been seen by me, but I have it.
Along with the identifying data, it contains the Subjects and the original grades. Two of the original grades were "D"s. They have been slashed through and have "C" written next to them.
At the very bottom of the form is the following written by a teacher about an Area Director. It states:
" * These grades have been changed as per (name withheld)'s request although I feel it is unethical to do so. I have changed them solely to avoid any charges of insubordination".
Once again, this is one "small piece" of the dynamics I faced for many years.
This has been years ago, but another interesting find was the last time I checked the "J" screen, according to the "J" screen he wasn't even enrolled in HCDS during the time these events occurred, which was a little over three months. Must have just been an entry mistake. Or, maybe it was to lessen the chance his records would be found by an outside auditor.
At one point in time, an issue concerning my son's report card occurred. My issue was not about the grades. I could have cared less. How does one objectively grade a kid who is deaf, visually impaired and had other challenges that needed to be met. Grades were insignificant compared with needing to be taught adequate behaviors and how to function in his world. My issue was about what was not being done for my son that the IEP called for. I can only assume that the below interaction was just one more indicator of someone who should have known, did not understand my issues, and unfortunately passed it off as a shallow request from "a parent who wants his kid to get a better grade".
Preceding this action below, I had written a letter to the Area Director outlining my concerns. I received a response with a copy of my son's report card with red marker drawn through a couple of the grades and a higher grade written with same marker.
This did not address the issues, it simply added another dynamic. I subsequently found out that the grades had not been changed at the school. Again, the issue was not about the grades, but now, not only was I once again brushed off, I had just one more concern about getting false information, which I was accustom to. A short while later, I came upon another document.
I have in my possession a copy of a Student Withdrawal Form. I will withhold the date and the names used because I do not need the hassle of any type of litigation. I am writing about it now in hopes more people will understand how I got to where I am with this blog, and my adjacent blog.
I have always assumed that this document was to have never been seen by me, but I have it.
Along with the identifying data, it contains the Subjects and the original grades. Two of the original grades were "D"s. They have been slashed through and have "C" written next to them.
At the very bottom of the form is the following written by a teacher about an Area Director. It states:
" * These grades have been changed as per (name withheld)'s request although I feel it is unethical to do so. I have changed them solely to avoid any charges of insubordination".
Once again, this is one "small piece" of the dynamics I faced for many years.
This has been years ago, but another interesting find was the last time I checked the "J" screen, according to the "J" screen he wasn't even enrolled in HCDS during the time these events occurred, which was a little over three months. Must have just been an entry mistake. Or, maybe it was to lessen the chance his records would be found by an outside auditor.
Looking Back On The Memories
As one who tries to be introspective regarding my outlook on many aspects of my life, there have been many times I have been accused by those who know me that I over analyze issues.
Having grown up in a very rural part of Hillsborough County, I have had the benefit of knowing many people who have been employed in the local school system over the last 50 years. Some of them were my school mates. Many of the ones who have risen to the highest ranks possible were teachers at the high school I attended. Some of them I knew, some of them I did not. I probably would have never recognized the significant number of how many future administrators were directly tied to that particular school had it not been for particular circumstances in my life that afforded me that information.
I fondly remember my days as a student. I believe I can still name all of my first 8 elementary school teachers and one of my principals. I remember the challenge through the years of trying to get the highest score on the tests. My rivals were a couple of girls. In the third grade, a boy from out of state moved in to our area, at which point I had a male rival.
My high school years were memorable. My attendance record for my 12 years in school was excellent and was close to perfect one year. Despite my relative lower economic status and family dynamics, I was able to participate in several extra curricular activities. I was involved in both academics and sports. I played baseball (12-0 in our conference in my senior year), 1st chair trumpet player and played bass clef sousaphone, was undefeated in 1st chair chess club, drum major and school mascot, 99 percentile in aptitude assessment, a two year member of NHS and was voted “most likely to succeed”.
One of my memorable days was a Saturday in which I played sousaphone in a Concert Contest at Chamberlain in the morning, played a baseball game at Turkey Creek in the mid day (knocked in the winning run either in the last inning or may have been an extra inning), and then went to Sarasota to fulfill my Drum Major duties in a night parade.
I say all of this because one would think that I would be an ambassador for the school system that did so much for me. I held the teaching profession and school administrators in high regard for many years when my kids entered the system. There was a period of about 10 years that I continued to see the professional behavior and mutual respect between parent and school personnel. In 1990, circumstances started to change.
Along with the continued professionalism by many, it took six years of repeated incidents that demonstrated to me that there were a few people who I had to deal with, regardless of which school my son was in that could not be trusted. Along with them, there unfortunately were different key people in three of the 4 sites that repeatedly demonstrated actions and words that were repeatedly shown to be disingenuous.
Despite my many efforts to collaboratively and honestly communicate, these efforts were not reciprocated. On December 16th, 2006, this group of which I was a part of hit rock bottom. The rest, as they say, is history.
As with any profession, I recognize there are levels of experience and capabilities. I had the expectation that if I voiced my concerns and demonstrated repeatedly what was happening that there would be attention paid to what I was complaining about. Instead, the focus was on me being a malcontent, troublemaker and naysayer.
Having grown up in a very rural part of Hillsborough County, I have had the benefit of knowing many people who have been employed in the local school system over the last 50 years. Some of them were my school mates. Many of the ones who have risen to the highest ranks possible were teachers at the high school I attended. Some of them I knew, some of them I did not. I probably would have never recognized the significant number of how many future administrators were directly tied to that particular school had it not been for particular circumstances in my life that afforded me that information.
I fondly remember my days as a student. I believe I can still name all of my first 8 elementary school teachers and one of my principals. I remember the challenge through the years of trying to get the highest score on the tests. My rivals were a couple of girls. In the third grade, a boy from out of state moved in to our area, at which point I had a male rival.
My high school years were memorable. My attendance record for my 12 years in school was excellent and was close to perfect one year. Despite my relative lower economic status and family dynamics, I was able to participate in several extra curricular activities. I was involved in both academics and sports. I played baseball (12-0 in our conference in my senior year), 1st chair trumpet player and played bass clef sousaphone, was undefeated in 1st chair chess club, drum major and school mascot, 99 percentile in aptitude assessment, a two year member of NHS and was voted “most likely to succeed”.
One of my memorable days was a Saturday in which I played sousaphone in a Concert Contest at Chamberlain in the morning, played a baseball game at Turkey Creek in the mid day (knocked in the winning run either in the last inning or may have been an extra inning), and then went to Sarasota to fulfill my Drum Major duties in a night parade.
I say all of this because one would think that I would be an ambassador for the school system that did so much for me. I held the teaching profession and school administrators in high regard for many years when my kids entered the system. There was a period of about 10 years that I continued to see the professional behavior and mutual respect between parent and school personnel. In 1990, circumstances started to change.
Along with the continued professionalism by many, it took six years of repeated incidents that demonstrated to me that there were a few people who I had to deal with, regardless of which school my son was in that could not be trusted. Along with them, there unfortunately were different key people in three of the 4 sites that repeatedly demonstrated actions and words that were repeatedly shown to be disingenuous.
Despite my many efforts to collaboratively and honestly communicate, these efforts were not reciprocated. On December 16th, 2006, this group of which I was a part of hit rock bottom. The rest, as they say, is history.
As with any profession, I recognize there are levels of experience and capabilities. I had the expectation that if I voiced my concerns and demonstrated repeatedly what was happening that there would be attention paid to what I was complaining about. Instead, the focus was on me being a malcontent, troublemaker and naysayer.
Sunday, August 26, 2007
What are Hillsborough's numbers on Teacher Retention?
http://www.nea.org/teachershortage/index.html
Attracting and Keeping Quality Teachers
A historic turnover is taking place in the teaching profession. While student enrollments are rising rapidly, more than a million veteran teachers are nearing retirement. Experts predict that overall we will need more than 2 million new teachers in the next decade.
This teacher recruitment problem, which has reached crisis proportions in some areas, is most acute in urban and rural schools; for high-need subject areas such as special education, math and science, and for teachers of color.
Teacher compensation is a significant deterrent to recruitment. Teachers are still paid less than professions that require comparable education and skills. Teachers still are not valued and respected to the extent of their actual contributions to society.
Keeping teachers in profession is part of the puzzle
But solving the teacher shortage is not strictly a numbers game. Much has been said about the need to bring more young people into the teaching profession. But too little attention has been paid to holding onto the quality teachers already hired—both the beginning teachers as well as the more seasoned ones.
The statistics for turnover among new teachers are startling. Some 20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse—close to 50 percent of newcomers flee the profession during their first five years of teaching.
New teachers overwhelmed, don't get enough help
Why do new teachers leave? They say they feel overwhelmed by the expectations and scope of the job. Many say they feel isolated and unsupported in their classrooms, or that expectations are unclear.
In education today, the first-year teacher is typically assigned to the same tasks, in and out of the classroom, as a long-time veteran. Quality mentoring programs for all first-year teachers are vitally important. Mentoring enables them to learn “best practices” from seasoned professionals, and research shows that new teachers who participate in induction programs are nearly twice as likely to stay in the profession as those who don't.
It is unacceptable for teachers to be assigned out-of-field. Such assignments are a disservice to students and teachers alike.
NEA believes all teacher retention efforts must begin with the recognition of the complexity of teaching. And that means we must give teachers the time they need to plan and confer with their colleagues. Provide them with the mentors and professional development they need. Reduce class size so they can devote more time to each student. To meet the growing demand for teachers, first we must do more to keep the good teachers we already have."
Does anyone know the true stats on HCPS (or HCDS) teacher retention?
Attracting and Keeping Quality Teachers
A historic turnover is taking place in the teaching profession. While student enrollments are rising rapidly, more than a million veteran teachers are nearing retirement. Experts predict that overall we will need more than 2 million new teachers in the next decade.
This teacher recruitment problem, which has reached crisis proportions in some areas, is most acute in urban and rural schools; for high-need subject areas such as special education, math and science, and for teachers of color.
Teacher compensation is a significant deterrent to recruitment. Teachers are still paid less than professions that require comparable education and skills. Teachers still are not valued and respected to the extent of their actual contributions to society.
Keeping teachers in profession is part of the puzzle
But solving the teacher shortage is not strictly a numbers game. Much has been said about the need to bring more young people into the teaching profession. But too little attention has been paid to holding onto the quality teachers already hired—both the beginning teachers as well as the more seasoned ones.
The statistics for turnover among new teachers are startling. Some 20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse—close to 50 percent of newcomers flee the profession during their first five years of teaching.
New teachers overwhelmed, don't get enough help
Why do new teachers leave? They say they feel overwhelmed by the expectations and scope of the job. Many say they feel isolated and unsupported in their classrooms, or that expectations are unclear.
In education today, the first-year teacher is typically assigned to the same tasks, in and out of the classroom, as a long-time veteran. Quality mentoring programs for all first-year teachers are vitally important. Mentoring enables them to learn “best practices” from seasoned professionals, and research shows that new teachers who participate in induction programs are nearly twice as likely to stay in the profession as those who don't.
It is unacceptable for teachers to be assigned out-of-field. Such assignments are a disservice to students and teachers alike.
NEA believes all teacher retention efforts must begin with the recognition of the complexity of teaching. And that means we must give teachers the time they need to plan and confer with their colleagues. Provide them with the mentors and professional development they need. Reduce class size so they can devote more time to each student. To meet the growing demand for teachers, first we must do more to keep the good teachers we already have."
Does anyone know the true stats on HCPS (or HCDS) teacher retention?
Subscribe to:
Posts (Atom)
Posts
