Where is the Village? Part 6 -- School Administrators

School administrators, the principal and assistant principals, are the leaders of the school. They work as a team to tend to the business of the school house and bring all of the stakeholders together support the school and educate its students. Nowadays, thanks to NCLB, school administrators are being pushed to the limit as they are being pressed by the LEA and the public to ensure their school is progressing successfully. Consequently, they are treated more like bureaucratic subordinates than leaders.

Don't get me wrong; there are some administrators who are dynamic risk-takers, natural-born leaders, and unconditionally supportive of their students and their school personnel. As of lately, especially in public schools, these types of administrators comes a dime a dozen. There are several things that irk me about some school administrators (based on my professional experiences):

• Being an administrator is more like an advancement than an opportunity to lead. There are teachers who desires to become an administrator to solely leave the classroom. With the move, they will have less paperwork and limited interaction with students while getting a bigger paycheck. According to some of my close colleagues who are administrators, you will work for every dime you earn; in addition, your workload will increase and job security will decrease.
• Administrators are becoming younger and younger, in age and in teaching experiences. In most states, to become an administrators, one will need 3-5 satisfactory years of teaching experiences. Are they serious? How are you going to appreciate the teaching profession when you are still learning your craft? I don't care how good you are; that's too short of a time period to build a career. Hell, in most states, you have to have 3 satisfactory years to get teacher tenure. In my opinion, the rules should be changed; to become an administrator requires 10+ satisfactory years of teaching experiences. Veteran teachers will have more respect for an administrator who has been in the trenches for a long while, not just for a few years.
• Administrators are central office's puppets. They have become bureaucratic micro-managers than leaders. They do what they are told by central office, instead of doing what they can to better serve their students and teachers under legal parameters.
• Administrators do not have their teachers' backs. Like some parents, administrators will take the immediate word of a child much quicker than they will of the teacher; they won't give their teachers the benefit of a doubt. In addition, administrators give in to the whims of the parents too easily to avoid lawsuits. Where is the administrative backbone? What happen to the principle of doing the right thing? What message are you sending to your students, faculty, and staff?
• Administrators lack people skills. With leadership position comes power and authority over others. And some administrators can be vindictive, verbally harsh, difficult, sneaky, back-stabbing, abrasive, non-supportive, and rude.  Some feel like they can be that way. Their power-tripping shenanigans can diminished positive school culture and destroy work morale.
• Administrators are half-stepping in their duties. One of my graduate professors, now a central office administrator, is a former school principal. In class, she always tell us this: If a school has a bad teacher and that teacher is still in the classroom, I will look first at the administrator. In other words, via ample class observations, evidence of professional support, and proper documentation, the administrators should have a strong case to have the teacher removed from the classroom, even with due process.
• Administrators are always at meetings, especially off campus. They are not as visible and accessible anymore like they need to be. Their presence in the school house is needed. It reassures the students, faculty, and staff that they are not alone in the trenches, as well as reaffirms their leadership status in the school.
• Administrators dismiss their humble roots. They forget where they come from. They forget how it feels to be in teachers' shoes. Thus, they become apathetic to the needs of teachers, which may affect the academic well-being of the students. Speaking of which, a good friend of mine who was also my administrative evaluator one school year shared his perspective on moving up the education ladder: You know how teachers always say "administrators forget where they came from"? Well, that's how we feel about those in central office; they forgot how it feels to work in the school house. Interesting observation...

Personally, I don't have the desire to become a school administrator; I am more afraid I will forget where I come from. Also, to become an administrator requires a teacher to obtain additional credentials which is time-consuming, expensive, and requires much work. The expertise gained should be used in leadership capacity. When will they be able to use their expertise when they are held accountable for school success? If the school fails, it is more of a reflection of the school administration. That's much pressure they can keep.

Where is the Village? Part 5 -- Local Education Agency

In this blog, Local Education Agency (LEA) is synonymous to school district, which consist of the following entities:

• School board
• Superintendent
• Central/district office personnel

LEAs are accountable to the state and the people they serve in their districts. Whatever the LEA decides to do, it must be aligned with state guidelines. In addition, LEA must involve the will of its constituents. In fact, in most LEAs, all members of the school board are elected into office. Depending on the LEA, superintendents, however may be either elected into office by the people or appointed to office by the school board. Generally, the superintendent appoints those in his/her staff.

While LEAs must adhere to state policies and statutes, it doesn't mean they have to do it in the same manner. Hence, each LEA can have more control on how it conduct its business in education our children. This can be attributed to local tax revenues, particularly property taxes, which differentiate the affluent districts from the poor districts. Subsequently, school funding issues at a local level continues to be problematic in some LEAs.

With federal intrusion now included, LEAs are more accountable for their spending of school funds. Like the states, some LEAs have also engaged in corrupt behavior to secure federal funding, such as those in Atlanta, Houston, and New York.

While the school board runs the LEA, it is the superintendent that executes its will. The central (or district) office is its main hub. The personnel there consists of assistant superintendents, instructional coordinators, trainers, program evaluators, and their support staffs. In most cases, most central office administrators were former school administrators. Unfortunately, many of them were promoted to high-paying central office positions via political strings (e.g., nepotism, cronyism, etc.); some of these individuals promoted may also be incompetence for the job. In Atlanta, one metro LEA is known to have recurring problems with nepotism. In addition, in late May of this year, the former superintendent of this same metro LEA, along with three others, were indicted for racketeering stemming from cronyism. Nevertheless, the LEA is the tone-setter and the navigator for the schools in its jurisdiction. That's why this recent story about unprofessional behavior occurring from the top was disheartening, especially since school just started there a few weeks ago. What a way to start off a new school year!

Finally, just because the school board is elected by the people, it doesn't always mean it will follow the will of its constituents. For example, earlier this year, with the backing of the school board (and the federal government) the superintendent fired the entire staff (and later, rehired some of them back) at a local high school in Rhode Island for its consistent low-performing school status. Another example occurred in North Carolina a few months ago; a newly-elected school board voted "to end busing for diversity in the school system" which outrage several of its constituents. These and other incidents are reminders of how delicate the relationships between the LEA and its constituents are, especially during election time.

Where is the Village? Part 4 -- Government

Government includes the following entities:

• Elected public officials
• All levels -- local, state, and federal
• All branches -- legislative, executive, and judicial
• Law enforcement agencies
• Local police and fire fighters
• Lawmakers
• Politicians

Our government system in America is unlike any other. Under its doctrines, we have freedoms and rights others in the international community envy and that are taken for granted.  However, our government has its flaws. These flaws are fostered by political influences from powerful interests and the ruling political party. In addition, they are fueled by money, greed, and power. Isn't the government for the people by the people? Why are the needs of the people absent from the equation?

Regarding education, each state has the constitutional right to oversee and support its local school districts. The federal government limited their presence in education-related issues, until in the 1980's. With the release of A Nation At Risk in 1983 and the TIMSS studies, federal intrusion in education has increase significantly over the years. Currently, the federal legislation for education is the No Child Left Behind [NCLB] Act of 2001; while it is currently under reauthorization, the present administration has developed its own education agenda via A Blueprint for Reform.  While the public have embraced its intervention, many educators have criticized the mandates and provisions in the federal law. While there is ongoing debate during the reauthorizing process, one of my graduate professors recently reminded our class of the significance of NCLB: Prior to its enactment, there were no law or policy in place that held schools accountable for student performance, ensured all public school teachers to be highly-qualified, allowed parents to choose a school of their choice, and provide public access to school data. Despite its good intentions, the federal law is seriously flawed and suggested modifications are being met with praise by most of the public and dissent by many in the education field.

Prior to the current economic downtown, states were struggling to meet the NCLB mandates. Nevertheless, most states comply due to money ties; many of them have been guilty of engaging in unethical behavior to ensure federal funding.  Even with the most recent Race To The Top competition, states have bowed to the will of the federal government to win additional money. In return, state winners agree to adhere to the federal education agenda. Why are only a few states, like Texas and Utah, are showing some backbone and decided not to give into the feds so easily? I mean, even in my current state of Georgia, state politicians are flip-flopping positions behind this money.

If the state government are weak enough to give in, more then like its school districts will follow suit. While it is understandable that Local Education Agencies (LEAs) across the state do not want to go against state laws and policies, it is the local constituents who will be affected by these laws and policies the most. Within state and federal legal parameters, most states give LEAs more freedom to do what need to be done to educate the children in their districts. Like at the state level, LEAs are riddled with corruption and unequal distribution of funding.

Nevertheless, as I stated in an earlier blog entry, this is my personal stance involving government involvement in education:

Yes, the education system in American as a whole is broken and need to be fixed. However, it should be fixed from the bottom up, not the top down. Locally, all school stakeholders should come together and make a concerted effort to transform our schools and  to improve student achievement. As constitutionally overseers of education, each state should support its own school districts and their local efforts. Federal intervention should be limited at best.

Unfortunately, NCLB isn't going anyway anytime soon. It has become the norm. However, the government is accountable to the people, and when people mobilize during election, oh buddy!

Changing Perceptions...one voice at a time

Last week, AJC's Get Schooled blogger Maureen Downey highlighted a recent survey done showing a MAJOR disconnect with education reform ideas of success among parents and teachers; plus, Education Week posted findings from a poll showing a BIGGER disconnect with President Obama's education agenda and that of the public. I am not surprised by these findings; but serious dialogue and understanding of what actually takes place in the classroom is sorely needed. Hence, everyone in the village must learn to work together and be on the same page in achieving two common goals: to save and support our public schools as well as to always pursue the best interests of our children.

My sole purpose is to represent the general consensus of teachers' concerns with education, its reform tactics, and possible solutions to these problems. It is rare that we teachers are publicly invited and encouraged to give their input and share in the decision-making processes which will impact our jobs. Yet, we teachers know best what works in our classroom, not students, parents, researchers, or lawmakers. While a few commonalities exist, all classrooms are not made alike and all students are not the same. This effort to standardize everything with its "one-size-fits-all" and "quick-fix" approaches is counterproductive to student learning. Yet, the public demands answer to a highly complex problem.

Yesterday, CNN sought insights from award-winning teachers and published their suggestions to help improve schools. They include the following recommendations:

• Keep more quality teachers in the classroom
• Stop the testing obsession
• Promote the digital literacy
• Allow more teacher collaboration
• Find alternative sources for funding
• Improve parent-teacher relationships
• Push for year-round schooling
• Embrace creativity and risks
• Meet basic needs

As a teacher, I agree wholeheartedly with their reasonable suggestions. However, we teachers must be at the discussion table in determining how to achieve these. 

In closing, to say that this is the beginning of the school year nationwide, we teachers are being showered with some love and appreciation for the hard, unnoticed, yet noble work we do. On behalf of all the teachers, thanks for your support.

FYI: 2010 -- The year of education documentaries

Education reform is becoming more and more of a hot topic which will become a political force during the upcoming elections. Two months ago, USA Today education columnist Greg Toppo published an web article highlighting upcoming documentaries on education reform. He cited four of them that are coming out this year alone:

1. Teached by Kelly Amis-- http://www.loudspeakerfilms.com/about-teached/
2. The Cartel by Bob Bowdon --http://www.thecartelmovie.com/ (I actually have seen this movie in Atlanta last week)
3. The Lottery by Madeleine Sackler -- http://thelotteryfilm.com/
4. Waiting for Superman by Oscar-winning filmmaker David Guggenheim -- http://www.waitingforsuperman.com/

According to the article, all four movies focus on improving education via school choice and charter schools as well as exposing current problems and corruption in public education. Whether you agree with the movies' messages or not, working with others requires a mutual understanding of different points of views. We have to be open-minded and stay inform on what the other side thinks. In addition, the other side need to reciprocate the same courtesy and stop perpetuating the blame game.

Profile: Dr. Steve Perry...and his war of words against teachers and teachers unions

From time to time, I will profile individuals that is of interest to me, whether they are proponents or opponents of teachers. These individuals may be politicians, researchers, educators, philanthropists, celebrities, business persons, community leaders, volunteers, and ordinary people; the commonality here is their views and contributions to education and/or its reform movement. (UPDATE: organizations will also be profiled as well)

First at bat is Dr. Steve Perry:

• CNN Education Contributor
• Author of Man Up! Nobody Is Coming To Save You (best-selling) and Raggedy Schools
• Founder and Principal, Capital Prep Magnet School, Hartford, CT
• Profile nationally on CNN's Black In America 2
• Motivational Speaker

What this man has done is exceptional and commendable. Considered as one of the best high schools in the country, his school has a 100% graduation and college-acceptance rates with a near zero dropout rate; also it is geared to serve African American and Hispanic students from low-income communities. His innovative vision and approach, as well as his dosages of tough love and high expectations, are extraordinary and worthy of praises. Perhaps, the one thing I admired and respect most about him is he walks the talk.

He makes himself visible and accessible to his students and staff; plus he leads and commands by example. If you want others to raise the bar, then you have to step your game up as well. He has done that and will continue to do it.

In addition, I agree with his assessment on what he calls "Civil Rights-style Black leaders":

Michael Eric Dyson and Cornel West, for example. They talk about the problems then they go and teach at Georgetown, Princeton and Harvard where there aren’t many poor Black students.

While I agree, I still respect the insights of Dr. Dyson and Dr. West. Nevertheless, as an Ivy League graduate himself (University of Pennsylvania), it is refreshing to see one, like Dr. Perry, who is actually getting his hands dirty as he is demanding for change instead of keeping his hands clean.

HOWEVER

Despite his accomplishments and credentials, my issue with Dr. Perry is his tough views on public school teachers and teachers unions.  The following excerpts are some of his comments and views:

• "The teacher’s unions are the death of public schools. They create an environment that is contentious. It’s the administration against the teachers. The teachers against the administrators. Everybody has a union. When was the last time you’ve heard the teachers union fighting on behalf of the students? When will they be fighting for longer days and what the students really need? I don’t get paid overtime. You don’t get paid overtime. People say teachers are underpaid, but relatively to the general public -- to basketball players, etc...What did our kids do wrong but be born? What did they do to deserve to be educated (or not educated) in the schools they’re in? The longer they stay in these schools, the more their scores go down. It’s criminal. Our kids will go through fire for somebody if they believed that person cared about them. "
• "I think if you love children and you love education, you can’t join a teachers union because they are working literally against our children and our families and our communities. Specifically, they fight every single form of school reform that there is...What teacher unions do is guarantee people jobs regardless of what their actual contributions to the profession are. Young educators in training are going to lose their jobs to those teachers with tenure, or because their schools are failing and closes down."
• Parents must have school choice and vouchers. A good teacher at the front of every classroom should be the number-one priority in public education. But the outdated employment practice called “teacher tenure” lets union leaders keep incompetent, troubled, and burnt-out teachers in the system, while keeping out people who are actually committed to educating children.
• On yesterday on CNN's Rick's List, anchor Rick Sanchez and Dr. Perry dialogued about "Who's responsible for failing schools?" Of course, Dr. Perry insists it was the teachers' fault.

In addition, look at what he says about parent accountability:

Parents are blame-able, but they are not accountable. Parents could definitely help but they don’t often. But let’s say they did. Even as a person who runs a school, I ain’t teaching my son Chemistry. That’s like the Piano teacher saying to me, well Dr. Perry we’ll teach your son the piano if you know how to play the piano. Then why am I paying the teacher? What I do hold parents responsible for is allowing this crisis in our education system to continue.

Are you serious? So just because parents are not included in the school accountability circle, it doesn't excuse them for bad parenting and lack of parental involvement in schools.

With all due respect, Dr. Perry, you don't have the fathomest idea of what public teachers go through. While I agree teacher unions have their problems, we need teachers unions for two important reasons:

1. Protection from bad and incompetent school administrators
2. Provider of a professional voice

In addition, in my opinion, a huge part of the problem is the lack of freedom to lead and innovate in public schools due to extensive levels of bureaucracy and federal intrusion; plus, those who calls the shots in how we conduct "business" in the schools are non-educators or educators who forgot where they came from. Dr. Perry, you call the shots in your school. While you presumably haven't forgotten your humble roots, your school is mostly exempt from school accountability mandates. Yes! Something must be done to save our public schools. Yet, schools ALONE cannot carry this burden. It require a village, who are on the same page and share a common goal.

It is a shame that a visionary man with outstanding accolades and an impeccable reputation could overlook this.

Where is the Village? Part 3 -- Community

The community consists of the following entities:

• Small business owners
• Corporation representatives and executives
• Community activists
• Church leaders
• Non-profit organizations
• Colleges and universities
• Local media
• Volunteers

When it comes to the relationship between schools and the community, support is definitely a two-way street. Reciprocal support is great and is needed. However, over the years, the community as a whole has embrace an individualized and political way of doing business with schools. When local areas and schools become bad for whatever reasons, the community either abandon them, point the finger at them, or both. When things are going good, some within the community engaged in unethical behavior to benefit them and them alone. Notice the welfare of the children is not considered.  Yet, most in the community are the main ones who ridicule a failing school instead of support it anyhow.

In addition, five months ago in my personal journal, I wrote about the relationship with businesses and school for unrelated reasons. Below is an excerpt of my journal entry:

While businesses’ support for schools is essential and necessary, their underlining interests conflict with those of schools. The overarching goal of any business, by all means necessary, is to make money; schools can help them do that by producing a “business-like”, docile workforce and acting as a marketing outlet. While schools are technically businesses themselves, they are not seeking a profit; instead, schools are supposed to rear and educate children in becoming intellectual, empathetic, and responsible citizens. Essentially, businesses want schools to create competent human capital who display a “go along to get along” attitude; in return, schools receive political support, funding, and other resources from these businesses. Therefore, over the years, schools sold out for a buck and corporations have become a highly-influential force in education. So, when folks challenge the status quo, supervisors and managers give them a hard time in the workplace. Even with so-called laws protecting individuals from workplace harassment, when there is a will, they will find a way. That’s why businesses generally hate unions. So you cannot be “free” at work without encountering problems with your superiors. At least, that is what we are taught and are expected to teach future generations. What a shame! While I do agree children should be taught respect for self and others, proper mannerism, and adhering to order, they should also be allowed to express themselves freely without offending others and learn personal accountability.

In that same journal entry, I also discussed the lack of intervention from local churches:

In the same view, I don’t care for churches or religions for similar reasons. Nowadays, churches behave too much like a business. Like schools, churches have sold out for a buck. In my opinion, churches are supposed to spread the good news, help the poor and needy, stand for justice, and provide a means for fellowship and worship. Like businesses, churches not only desire lost souls, but also use their human capital to get paid... Churches and businesses have been plagued with scandals and corruption themselves. When caught, they both run away from accountability; instead, they plead for mercy, forgiveness, and bailouts... While God grants us all a free will, the religious parameters placed by churches are restrictive and, at times, hypocritical.

Alone with schools and the home, churches are supposed to instill morals and values in our children. How are churches supposed to do that when they are engaged in ungodly behavior themselves?


Whether on a national or local level, the media is controlled by the corporations. Ideally, the media serves two goals: to entertain and/or to inform. The media outlets have compromised their intentions to do the will of their corporate bosses. Consequently, information presented by the media may be biased toward a certain political ideology, which is more than likely shared by their corporate owners. This type of influence may be detrimental, if the ultimate goal is to make a profit.  What about the children? How will you support them?

Perhaps the only segments of the community who are good-doers most of the times are non-profits organizations and volunteers. They are not seeking to accrue revenues. While money is needed for them to exist, they are there to serve; that's their ultimate purpose. Only if all segments of the community were on the same page! How safe the neighbors would be? How successful local schools would become? How businesses will thrive? Yet, all of this is wishful thinking.

Where is the Village? Part 2 -- Parents

Nearly a week and a half ago, I came across this blog article entitled 9 Things Teachers Wish Parents Knew. The general consensus among teachers, according to this article, are as follows:

1. Don't be a stranger! (Parents, get to know your child's teachers; it is prudent to do so early in the school year)
2. Learning doesn't stop at 3:15. (Parents, once your child leaves the school house, you have to assist him/her with their learning process)
3. Stay involved -- even if you don't know the material (Seek help elsewhere or from the teacher)
4. Keep your child organized. (This can be achieved via modeling)
5. Let your child makes mistakes  "HALLELUJAH!!!!!!!!!!!!" This is my favorite tip; can't you tell? (Seriously, mistakes are the best teachable moments and learning opportunities...like ever! You are doing a disservice to yourself and your child by enabling him/her. This will catch up with you as your child become an adult)
6. Raise a good reader (Again, this can be achieved via modeling)
7. If a teacher deserves a good grade, give him/her one (Parental support is awesome and greatly appreciated by teachers)
8. The teacher is on your side -- give him/her the benefit of the doubt (For we are all in this together; work with us, not against us)
9. There is a secret to better grades (There is no I in TEAM and SUCCESS; let's work together)

If there are two groups of people who love to play the blame game more are the parents and the teachers. Teachers mainly complain about the lack of parental involvement, lack of student discipline from the parents, or the disregard parents have for teachers as their child's authority figures. Parents mainly complain about the alleged professional incompetence of the teacher, the lack of special treatment for their child, and the application of school/class rules toward their child. Honestly I entertained the teacher rhetoric when I was in the classroom.  Nevertheless, I was grateful when parents were willing to work with me. To a teacher, it makes a world of a difference. We should be partners, not adversaries...especially in the presence of children; it speaks volumes to a child and instill in the child respect for authority.

However, I would be remiss if I don't say this: Over my ten years of teaching, I have met my fair share of parents. For the most part, I have had a pretty good and respectable relationship with my students' parents. Yet, there are handful whose company I can live without. And that's OK; there are instances in which parents and teacher will disagree. It is how the disagreement is handled and resolved, if possible, that matter most. I am not one to give parental advice; for I have no children of my own. However, I have worked with children long enough to recognize good parenting. If I am fortunate to make contact with the parent, as a teacher, I become highly discouraged when I hear a parent tell me such things like these:

• My child is a good child. He/she will never do that...
• My child said you did ________ and I want to know why...
• My child didn't do that; you're lying...
• I know my child. You don't know what you're talking about...
• You do what you have to do because I am through...
• I don't know what else to do...
• What do you think I should do?
• Don't tell me what to do with my child...

Now, I cannot and will not speak for every teacher; I can only speak from my own teaching experiences. I believe an effective teacher should keep the lines of communication open with parents regularly, while handling the misbehaving or academic problems with the child firsthand. As a teacher, I strive to resolve any issue with the student first before informing the parent and, when necessary, the administrator. But we can't do this alone. Parents, we need you to support us by doing your part and being impartial. If you need to hear the two sides of the story, then fine; but don't entertain the notion the teacher is always out to get your child (see Tip #8 above for reiteration)

In addition, parents, please understand this: Unless it is legally mandated, we teachers will not give your child special treatment. We are there to help every child assigned to us. That's our job as teacher. The class rules posted by the teacher and the school rules established by the district apply to every student, not some. These rules will be enforced as such. Ideally, this should be done consistently. In reality, that may not always be the case. Nevertheless, as a teacher, I strive to be fair, firm, and consistent with every child in my class. Have I made mistakes? Sure, I am human like you. When I do, however, I will acknowledge them and do what I must to make it right. I show this same courtesy to students and parents alike; so why can they reciprocate that to me, the teacher?

Regardless of the societal ills in the world, the outside family issues, or the current economic climate, the parents are the tone-setters and the first teachers.  Nowadays, parents don't have the outside support their parents had growing up. It doesn't excuse any parent to always seek the best interest of his/her child. Parents, we teachers are your partners, not your role player. Yet, this is one of the many hats we teachers have to wear because there are folks who are not properly doing their job as good and responsible parents. Remember this: on average, a school day is only 7-9 hours. There are 24 hours in a day. What happen during the other 15-17 hours with your child should not have any bearing on the teacher, unless the teacher is also the child's parent. We teachers can only do so much. Please refer to Tips #2, 3, & 6.

Also, today's parents are not as firm with their children as their parents was growing up. Some days during my planning period, I used to sit in the main office and spectate. It is astonishing how the parents behave; surely, I can easily tell that "the apple didn't fall far from the tree". I partially blame the judicial system for this; while the children laws are intended to protect children from any form of abuse, to a certain degree, they inadvertently strip parents of their rights on how they are to rear their children. Also, I partially blame socioeconomic factors as well. I understand many children come from single-parent homes, and single parents have to work long hours to survive and provide for their children. While it is easier said than done, there must be a balance present. Then there is the other extreme when children comes from affluent, two-parents households and they are given anything and everything they want but perhaps don't need. How is the child suppose to learn responsibility and work ethic when he/she is given whatever by the parents? Parent, you will not always be around. Let them fall and earn their keep; see  Tip # 5. Adversity built character and good character is essential for future success. I remember growing up, my friends and I used to say this all the time: When I have kids, I don't want them to go through what I went through growing up. I will give them whatever they want; our parents were not bad or abusive to us. The last high school graduation class I taught was this year; under ideal situations, if the average graduate was 18 years old, then he/she was born in 1992. I graduated from high school in 1991. Therefore, I have been teaching the kids of my peers! Oh, Lord, what in the world were we thinking?

Finally, parents, we teachers are taxpayers too. When some of you have the audacity to throw tantrums and threaten to have us fired because you "pay our salaries", that is beyond demeaning and arrogant. All school stakeholders has a vested interest in the success of our public schools because we all invest in them. Please respect us as the professionals that we are. While we teachers are obligated  by law to serve you and your children, we are not your doormats.

Kudos to the parents who are doing what they can under the circumstances to provide for their children and concertedly work with their children's teachers. For the parents who are seeking role players, stop it, play your role, and follow suit.

Where is the Village? Part 1 -- Students

One will do what is allowed! ~ My personal philosophy when it comes to people, especially children.

Of all of the segments of this multi-blog piece, the Students segment will probably be the shortest and the most straightforward critique of them all. They have the most limited voice of them all; that's the way it should be. However, their input should NEVER be ignored. You wouldn't believe how intuitive and observant children are. Nowadays, our students are exposed to more information than we did growing up. Unfortunately, they are given too much freedom than they are ready to handle; this is where my general philosophy about people comes into play. Children will do what they do because they can; they can because grown folks allow them to, instead of setting and consistently enforcing parameters, as well as being appropriate role models for them to emulate. So heart of the problems with students lies with how they are treated by adults.

Train up a child in the way he should go: and when he is old, he will not depart from it. ~ Proverbs 22:6 (KJV)

Not trying to preach here, but this biblical verse is an universal truth. Children are inherently curious, risk-takers, rebellious, and mischievous. Everything will change except the game. When it comes to children's misbehaving antics, the more things change, the more they stay the same. However, if they are given parameters in a firm, fair, and consistent manners by all the adults in their lives, then they will not forget and, more than likely, they will become productive and mature adults.

While the parents are the children's first teachers, children will not be at home forever. They will be exposed to life by their peers and other adults. Of the two, what other adults do will be more influential to children. Unfortunately, every adult isn't meant to be around children. Yet, if a child is reared well, they will learn to discern quickly and stay out of trouble. Still and all, this has to be taught and instill in them.

Where is the Village? A Multi-post Perspective

It takes a village to raise a child ~ African proverb

Over my adult life, I have heard this cliche countless times. However, in education, this famous proverb speaks volume because it is the blatant truth. Raising and educating our children -- our future -- required a collaborative effort and commitment. Despite this fact, if the truth is to be told, the village is doing a horrible job in raising our children. Yes there are societal ills and times are changing; yet, these are not valid reasons to give up on our kids and stop work together. Surely, our collective priorities are out of sync and not in order.

The village are the school's "stakeholders", a corporate term that is commonly tossed around within the educational community that has no real meaning to it, in my opinion. Collectively, there is no walk in their talk. Instead, we are playing the blame game with one another, instead of honestly working together. Understanding, compromise, and collaboration are needed to share a vision and to achieve a common goal. The reality is, in today's schools, these are sorely lacking while these stakeholders are faking the funk.

So who are these stakeholders? They are as follows:

1. Students
2. Parents
3. Community
4. Government
5. Local Education Agency
6. School Administrators
7. Teachers

My next several blog entries will critique each of these stakeholders individually; of course, they will be based on my professional perspective as a teacher. You know, a while back, I was talking to one of my colleagues about writing a book about my frustration with a lack of a professional voice in education and in the school house. Initially, I jokingly called this book Punk'D, from the popular TV show. Due to possible copyright infringement issues, I changed my mind and settle for this instead.

I hope you guys read, embrace, and understand what I have to say. Enjoy...

Our Own Worst Enemy...Damn!

As professionals who work with other people's children, the public inherently entrust us teachers to educate their children and protect them of all harm. But when harm is perpetrated by the teachers themselves, those individuals just don't bring trouble upon themselves, but also on the teaching profession overall. In my opinion, this is one of the reasons why the public views us in a negative light and don't take us seriously as professionals. We can't demand respect unless you command it first. So when I read articles like this and this or come across websites like that and that, I just have to shake my damn head. I am like "why"?

Personally, my journey in becoming a highly-qualified teacher was not cakewalk. In fact, it was full of red tape and several setbacks. I endured too much to attained my professional credentials.  Therefore, there is no way in hell I am willing to jeopardize my livelihood and career behind a child. Now, I am no doormat, letting my students run all over me. Whether they like me or not, most of my students have the utmost respect for me as their teacher because I strive to always maintain order in my classroom in a firm, fair, and consistent manner. In addition, I strive to maintain a caring yet professional relationship with my students. I don't care how old or cute my students are; if their names are on my official class rolls, in my eyes, they are JAIL BAIT! No way! No haps!

While they are bad apples in every profession, with teaching or any occupation that involves working directly with children, more must be done to better screen for potential troublemakers. If a person has a record of being abusive toward anyone and/or lacks temperament, then he/she does not need to be working with children....PERIOD. For us teachers to regain any control of our profession, we have to walk the walk and display professionalism all the time. We have a huge responsibility to take care of the students we serve while they are in the school house. Once that responsibility is compromised, it build a public case against the teacher that is hard to overcome. Do better by doing your job right the first time.

A Neutral Stance: Facebook and Teacher Censorship

Last week AJC's Get Schooled blog posted an entry concerning a growing problem among teachers, as well as other working individuals -- Facebook (FB). Currently, the social network giant boasts at least 500 million users. Despite its enormous popularity, in recent months, FB has been in hot water since it sold out for a buck at the expense of users' privacy. As the number of users increase exponentially each year since its inception over six years ago, the more tempting it became for greedy corporate advertisers to use users' personal information -- voluntary and involuntary -- to make a profit. FB betrayed its following by permitting these greedy fools access to users' personal information, even without the users' content. Now, FB has compromised users' privacy for a buck. In addition, not only corporations are using privileged information to make money, but they are using that information against FB users. Many employers are using their FB access to research potential future employees and weed out unfavorable job applicants. Of course, this process is highly subjective, which makes it worse for FB users. However, using some common sense can go along way in protecting you for a bad perception.

With us teachers, our FB problems are two-folded; not only can school districts can access the information on your FB profile prejudge you before hiring you, but also they can use that same information to fire you as well. In recent years, there has been an increasing numbers of teachers who have been terminated for displaying "inappropriate" information on their FB profiles, ranging from what is said in their FB statuses to what is on their posted pictures. So many teachers have become more reluctant to be themselves on this social network. Is this censorship toward teachers justified?

A part of me says no. Every public school teacher I have encountered have been 21 years old or older; hence, they are legal adults and they should embraced their freedoms, as long as they don't do anything illegal or offensive to the masses. Such infractions are small in numbers compared to the what nots. However, if a teacher post a picture of himself/herself having an alcoholic drink on FB, the public will prematurely believe that the teacher is a bondafide drunk? Are you serious? Or if a female teacher likes to dress provocatively outside of the job and has posted several pictures of herself dressing as such, is she consider promiscuous? C'mon man! That's passing judgment prematurely. If the pictures displayed are problematic, then what one says on his/her FB statuses. Some people used FB to "release" their frustrations regarding various things, including what goes on at work. To a certain degree, in my opinion, it is a good thing. It is better to let it out than hold it all in; however, there are other means of releasing your stress than doing so in FB.

Hence, a part of me says yes. Whether we like it or not, we are public servants and 24-7 role models, at least this is the underwritten rule for teachers to the public at large. Consequently, we can be and will be scrutinized for our actions, words, thoughts, and deeds. In the Get Schooled blog I referenced earlier, the teacher in question was terminated for her unfavorable comments about one of her students in her FB status. The student's parents stumbled upon her status and the rest is history. When I was teaching, I vented on FB about my frustrations on many occasions; however, I was carefully not to use proper nouns to imply anyone, anyplace, or anything specific. To me, that's common sense, because I rarely think about privacy issues. One of my friends reminded me a few days ago that "they don't call it the WORLD WIDE WEB for nothing"; he was so on point with his comment. However, I am learning to be mindful of what I put out there for the world to see. Besides, if students can be held accountable for the content in their FB postings, why not teachers?

Those who knows me personally know that I am a bonafide FB-holic. I am highly active on FB daily, especially since I am currently umemployed. I live interacting and reconnecting with others, revealing information and news with my numerous linked postings, debating issues, and sharing ideas and viewpoints on various topics.While I do have a life outside of FB, the social network site can be just freaking addictive. Perhaps this is the reason why so many people are still using FB, regardless of their positions on its privacy issues or lack thereof. Nevertheless, the reality is folks need to remember this: what is published on the Internet becomes accessible to the unknown masses and it become fair game for public perception. So, regarding FB, do you, yet be careful.

LA Times...WTH?

Graphic retrieved by http://www.facebook.com/BoycottLATimes?ref=ts

Speaking of test-based teacher evaluation, over two weeks ago, the Los Angeles (LA) Times, the 2nd largest newspaper in the country, went on a blazing assault on teachers in the Los Angeles Unified School District. What they did was indefensible and cruel. In its effort to better inform the public on teacher effectiveness in this school district, the LA Times commissioned its own value-added modeling analysis of student academic growth based solely on standardized test scores, using only one researcher by the way, and published a database of effective and ineffective teachers based on the findings of this analysis. This was so wrong on so many levels. Public education advocate Barnett Berry and countless others have expressed their disfavor of the senseless action done by the LA Times. Based on what I know so far, this is my assessment:

• The LA Times did this without the consent and support of the teachers. Can they do it? Sure; we teachers are public employees. Should they have done it? No; you leave that to the EXPERTS. Just because the LONE researcher who conducted the analysis is from RAND Corporation doesn't mean anything.
• There are countless research studies done by respectable education researchers who discouraged the use of test-based teacher evaluation (e.g., see my blog entry on Relying Heavily of Student Test Scores to Access Teacher Effectiveness...Negative!)
• The analysis was not thoroughly done since several factors, as stated in Berry and Rick Hess's blogs, were ignored; these factors can greatly influenced student performances on these standardized tests.
• All the newspaper did was further politicized the issue of teacher evaluation by perpetuating the notion that student test scores alone determine teacher effectiveness, which is so far from the truth.

The newspaper's publicized motivation is to merely inform the public; "the public has the right to know". No one disagrees with that. However, in his blog entry, Rick Hess has eloquently implied that the newspaper forgot its public role:

Third, there's a profound failure to recognize the difference between responsible management and public transparency. Transparency for public agencies entails knowing how their money is spent, how they're faring, and expecting organizational leaders to report on organizational performance. It typically doesn't entail reporting on how many traffic citations individual LAPD officers issued or what kind of performance review a National Guardsman was given by his commanding officer. Why? Because we recognize that these data are inevitably imperfect, limited measures and that using them sensibly requires judgment. Sensible judgment becomes much more difficult when decisions are made in the glare of the public eye.

LA Times -- Know your role. Inform the masses with factual and logical information. Stop spreading senseless propaganda.  Shame on you!

FYI...If you have a Facebook account, there is a fan page called Boycott LA Times, which has additional links to several articles and op-eds on this newspaper's blunder.

Relying Heavily on Student Test Scores to Access Teacher Effectiveness...Negative!

This morning, AJC's Get Schooled blog reported on an extensive research study conducted by a group of well-known educational researchers who dismissed the use and over-reliance of students' test scores to measure teacher effectiveness in teacher evaluation. The study made some valid points in discussing the adverse implications these approaches would have on teachers and school progress, which I wholeheartedly agree with. In addition, I also agree with the Get Schooled blogger with her initial assessment; the study called for an additional investment in time, resources, and staffing in utilizing its recommended "comprehensive evaluation model" that most school districts don't have. Nevertheless, something must be done to improve teacher quality and effectively evaluate teachers. A quick fix won't do; our children deserve better.

I understand evidence of student learning is needed to evaluate teacher effectiveness; but referring only on standardized test scores to do so is silly at best. Students learned in various ways; hence, teacher must deliver instruction in a way to addresses those different learning styles. Standardized testing only addressed one or two of these learning styles. In addition, the study alluded to something that I have been saying for years:

Social scientists have long recognized that student test scores are heavily influenced by socioeconomic factors such as parents’ education and home literacy environment, family resources, student health, family mobility, and the influence of neighborhood peers, and of classmates who may be relatively more advantaged or disadvantaged...Because education is both a cumulative and a complex process, it is impossible fully to distinguish the influences of students’ other teachers as well as school conditions on their apparent learning, let alone their out-of-school learning experiences at home, with peers, at museums and libraries, in summer programs, on-line, and in the community...No single teacher accounts for all of a student’s achievement. Prior teachers have lasting effects, for good or ill, on students’ later learning, and several current teachers can also interact to produce students’ knowledge and skills.

Also, last year, this is what I stated in my Master's thesis concerning the effects of No Child Left Behind (NCLB) on the teaching profession:

Under NCLB, schools are blamed for student failures, while the public judges them harshly and, ultimately, the students pay a heavy price. Ironically, there is no extensive public accountability outcry for parental supervision and care-giving, student responsibility, community support, or government obligations; in addition, poverty, breakdown of the family nucleus, and other societal ills are not factored into the public school accountability equation, although these factors can greatly influence student achievement. Schools should be accountable for what they can control, and that is student learning. Student learning is a life-long and complex journey that involves numerous educators and experiences that should not be confined to mere test scores.

See the connection...from a teacher's perspective? HA!

Apparently, when these educational researchers who conducted this study received their doctoral degrees and other accolades, they didn't forget where they come from. Many of them were former teachers themselves. Plus, it is evident they understand how test-based teacher evaluations will affect teacher performance and teacher morale within the school. It will foster division and competition among teachers. Why do that when the ultimate goal for teacher is the same, i.e., student achievement? One of the effective ways to improve teacher performance is collaborating with other teachers, particularly those teachers who teach the same content. This sounds too much like common sense.

But hey, what do I know?

FYI...Wordle

Last semester in one of my graduate courses, one of my classmates shared with me this interactive site in which you can creatively combined a list of words into a cute work of art called a Wordle. I decided to use the latest content of this blog to create my first wordle. In my (and any) wordle, the words that were used most often are larger than those that weren't. You can edit it in various ways. While the HTML codes cannot be shared (see FAQs), the website refers users to an external link for instructions to save your wordle as a graphic.

Teachers, this is a great tool to use to review vocabulary and such, instead of creating that boring, dreaded word wall. From time to time, I will post new wordles as I expand the content of my blog. Enjoy...

RTTT...Questioning its intentions

Now you know...and knowing is half the battle. ~ G. I. Joe

Besides the blogs on Educations Week's websites, one of my favorite educational blogs that I viewed frequently is Get Schooled blog. Despite Atlanta-Journal Constitution's sometimes biased agendas toward the right, Get Schooled's blogger, Maureen Downey, in my opinion, is fairly balanced; well, meaning it is I who is biased toward her training of thought and insights most of the time. So, don't be too surprised if I post and discussed many of her blog entries on here.

On that note, the inaugural Get Schooled posting deals with the recent firing of New Jersey's state school chief for his unprofessional blunder that cost the state a very good shot in becoming one of the recent Race To The Top (RTTT) grant winners, announced late last week; I mean, New Jersey lost in the running by a mere THREE POINTS.

Personally, I have mixed feelings about all of this situation. While the New Jersey governor was justified in firing the state school chief for his "clerical error", this just shows how politically intrusive this federal education initiative is. Essentially, RTTT grant competition links lucrative federal funding to education reform practices appeasing to the Obama administration that states vowed to implement if awarded this grant.  The problem is, some of these appeasing tactics are driven more by politics than serving the best interest of all children. Yes, the education system in American as a whole is broken and need to be fixed. However, it should be fixed from the bottom up, not the top down.

Locally, all school stakeholders should come together and make a concerted effort to transform our schools and  to improve student achievement. As constitutionally overseers of education, each state should support its own school districts and their local efforts. Federal intervention should be limited at best. With No Child Left Behind and now RTTT, those times are becoming more extinct by the moment. While both federal initiatives had good intentions to help improve public education in America, the manner in which they do it are inconsistent to their overarching purposes...to provide each American school child with a solid public education that will prepare that child for the future ahead.

Five Years Later...

On August 29, 2005, the lives of residents in the city of New Orleans and the Gulf Coast region were forever changed when Hurricane Katrina made landfall and almost destroyed these areas. The international community watched as one of America's jewels was mostly underwater and the pathetic federal government response unfolded. Also, an ugly side of America was exposed for all to see...and even today, political rhetoric and disregard for the "little people" hinder significant progress. Nevertheless, progress has been made throughout New Orleans and the Gulf Coast region. As the region commemorates and reflects on its Katrina recovery during its fifth anniversary today, while there is much to celebrate and be thankful for, there is still work to be done.

One area that has been improved greatly is the public education system in New Orleans. Prior to Katrina, New Orleans' school system was one of the most ridiculed and corrupted public school systems in the country. After Katrina, this same school system became a huge experimental breeding ground for education reform tactics. Five years later, the Recovery School District of New Orleans has received national accolades and praises for its student achievement gains and development of successful charter schools. While there are still challenges that must be addressed, the successful progress in this short period of time is short of remarkable. Education Week (and others) recounts the resurgence and current obstacles of New Orleans' school system. Even with the current drama with another major disaster, the BP oil spill, and the shocking failure of Louisiana becoming one of the Race To The Top grant funding finalists, the show goes on. Well, at least New Orleans' school system will be receiving some long overdue money from FEMA for Katrina-related damages to school buildings in that district.

Hurricane Katrina was the worst natural disaster that hit American soil. The BP oil spill is the worst man-made disaster in American history. Both events affected the Gulf Coast region. Nevertheless, while this region has an overall poor showing in education ranking nationwide, you couldn't tell by the resilience and strength of the people there. May God continue to bless you all.

*This blog entry is dedicated to the over 1,800 people who perished during Hurricane Katrina, as well as the several thousands of people who are still displaced and struggling since the storm. As a Katrina survivor myself, I will always remembered the dead and the suffering, reflect on my own personal journey, and count my blessings as I continue on this journey called life.*

Teacher Evaluation Domains

*my first posted article...awww*

This morning, via my Twitter account, I came across this blog article entitled Top Teachers. Basically, it discussed the excitement of new teachers coming into this new school year and how critical evaluating teachers will be this year. However, what caught my attention the most was the use of  the four domains of teaching, in accordance to Danielson's Framework of Teaching, in teacher evaluation. The domains are as follows:

1. Planning and preparation
2. Classroom environment
3. Instruction
4. Professional responsibilities

Ladies and gentlemen, guess what?

THESE ARE ESSENTIALLY THE FOUR AREAS TEACHERS HAVE CONTROL OVER!

So to the public at large: please hold us accountable for and evaluate us teachers on these four criteria alone. In advance, thanks.

For more information on Danielson's Framework for Teaching, please visit their website at http://www.danielsongroup.org/theframeteach.htm

Ground rules

As I am pursuing a career change and looking for work, this blog will become my part-time hobby. While my intentions are not centered in making money, perhaps this endeavor of mine can help my personal finances. So, please spread the word about my blog if you like what you see and see potential in my voice. Your efforts will be greatly appreciated.

While this blog will be opened to everyone, in an effort to keep it partially professional and partially informal, I feel compel to state some simple ground rules. Hopefully, my followers are 21+ in age; I am not trying to be your mother. Nevertheless, the rules of engagement will be strictly enforced.

So here they are:

• This blog is geared toward K-12 teachers and our supporters to discuss and debate current issues on education reform and the teaching profession. Any other unrelated topic of discussion is strictly prohibited
• We can agree to disagree. As long as it is constructive criticism and respectfully done, bring it. However, any personal or offensive attacks toward me and others are strictly prohibited.
• Spam and such are strictly prohibited.
• If you know me personally, I asked that you do not post my actual name; please respect my wishes.

Any comment poster who violates any of these rules will have his/her comment(s) deleted and/or will lose posting privileges on my blog. My decisions will be done case-by-case. I respect the First Amendment and encourage you all to use it; just respect my parameters and we will have no problems.