Once, a long time ago my mother returned from the funeral of my kindergarten teacher. The good teacher had long since retired from the teaching. My mother was impressed by how beautifully the cantor sang. "I wonder if he will sing so beautifully at my funeral?" my mother pondered. "The good thing," she added, "is that I will never know,"
Will someone place on my tomb stone that I spent forty years teaching school?
The good thing is I will never know.
Maybe they will etch in my Evaluation score.
New school year, same old stuff.
Except now it is piled higher and deeper. We had two days of staff development which involved almost meeting the new principal. The well liked, very capable "old" new principal (he was there for a year) was replaced over the summer by an even younger, greener new principal for reasons that were never explained. The new one was only allowed to address the staff for 7 minutes surrounded by a cadre of "network" people who made sure he didn't say too much.
The rest of time we spent learning about the evaluation system. NYC Educator and Diane Ravitch do so much better of job of explaining it, than I could, that I won't even attempt to. Suffice it to say I sat on the committee that was to determine the Measures of Student Learning method our school was to use. Here is what I learned:
- There really aren't any choices (the city? state? only allows certain "third party" measures)
- Everyone will be measured by the scores of students on state exams whether or not
- the teacher actually teaches the subject being tested,
- the student placed in the rigorous high school level course can actually read or has the prerequisite skills for the course
- the student attends school more than 5% of the time,
- the exam has ever been made public, evaluated by anyone but the publishing company who wrote it, or field tested it before being administered to the whole state
- Trying to impose reason or logic on any of this will do nothing other than make your head hurt.
So I started teaching again.
I have a "Tinkerbell" schedule. I fly into one room and forty-five minutes fly out to the next-eight times a day.
And the attendance office wants to know why I can't ever find my attendance folder?
I teach two periods of resource room, the program that is predicated on the idea that you can solve the problems of a student who is three years below grade level in reading and math by sitting in a hot, stuffy, sub-divided room with seven other students for forty five minutes a day, and help them pass a "rigorous" college preparatory program in five different content areas.
This year I thought I would begin by evaluating reading skills individually.
And so I found myself sitting with Matthew a tenth grader who "read" through a seventh grade passage and barely got 70% of the words correct. I got to the last comprehension question of the long list that followed the passage.
Me: What is the difference between touch and pressure?
Matthew: Touch is when someone puts his hand on something and pressure is when someone asks you too many questions.
I guess Matthew and the rest of us are feeling some pressure.
PS: I could not find the cantor that sang at my my kindergarten teacher's funeral when my mom died. The cantor we had did sing beautifully, though.