The Year: The College Professor Returns to School, Week 5

Motivation

Week 5. Progress reports.  What can I say?  I made sure I stressed the difference between earning and receiving grades.  Earning grades comes with satisfaction like no other work, especially when your only job is to go to school and EARN good grades.  It means studying even when no one told you to do so, the creating practice problems when none were assigned, teaching a new concept, vocabulary, or math procedure to anyone who will listen - teddy bears, grandparents, siblings, parents, friends, neighbors, even the dog (or cat).  It includes writing down questions to ask the teacher while reviewing the day's lessons at home.  It includes setting aside two hours, at least, to review, reread, rewrite, and organize your notebook or class binder.  This is not limited to high school or college students. This type of commitment to learning must occur early in the lives of students. Yes, even as early as 10, and earlier if materials are sent or available at home via the internet.

Earning a grade happens when motivation and the desire for success intersect and dedication, ethics, and hard work are plotted along the way.  Receiving grades is a lot simpler.  It takes no effort at all. In fact, the effort usually falls outside of the student's purview.  It includes, but is not limited to, the lineage of the child, political pressures, or even familial ties.  It could be that you, as the teacher, are new to the community and are fearful of assigning the student the grade he or she earned because the student is the grandchild or grandnephew of the mayor.  It could be that you have all Advanced Placement courses and all of the students are used to receiving, in many cases earning as well, all A's and who are you to break tradition?  Perhaps, you are quite sympathetic to the plight of many of your students and are asked, or pressured, by a coach (including academic coaches as well) to bump a student's grade (from let's say an F to a C, or C to an A) in your class so that he or she can 'play' whatever game or participate on a given team.  

I am a believer in the Golden Rule.  Teachers often discuss their levels of comfort with giving additional points to final course averages.  I do not mind a maximum of three points, but it is not a given.  The student needed to have contributed to class discussions a lot, have near perfect if not perfect attendance, show good citizenship in class, complete assignments on time to the best of his or her abilities, arrive on time and prepared to begin the day, etc. It is not simply that you are popular, your parents are popular, or that you feel a sense of entitlement.  However, I am amazed by the number of grade school teachers who strictly enforce the belief that if you have an 89 then come hell or high water, you are going to receive a B. I have secretly always wanted to request their college instructors' grade records to see if they have not benefited from those who are not as stringent.  I know I tell students that I don't curve, but what I don't tell them is why.  I do not curve scores on individual assignments, because I will give up to three points on their final average.  It seems to balance everything in the end.  Is this perfect? No! I have boosted a student's final average by 3 only to place him or her a point or two away from a higher grade. Do they receive it? No.

I am sure as 9-weeks grades become due across the county, that there are teachers who dread the frustration that grades emit.  Sarah is a good student. She comes to school everyday, but not always prepared. There are some things going on in her home that distract her. What, she has never said. Her grades are hit and miss.  She misses easy questions and assignments, but scores above average on the hard stuff. Her average is a 67 (on a scale where a D is 60-69 and a C is 70-79).  I would like to think that most of the teachers I know would not pause or blink and assign her a C.  But there are those who believe that she EARNED her D and if she wants a C or better then she had better work harder.  Yet, there are those who feel that a D would shatter her confidence and send her plummeting into failing grades, low or lowering self esteem and depression.   I wondered why teachers completed their grades at the local bar or restaurant during Happy Hour, but never looked happy. Why some went on a bon bon binge or smoked only once in awhile, the one day of each 9-weeks when grades were due. The issue of grading was not covered in any course I completed. I am sure it falls under ethics, but that is not enough.  And it is more than scoring essays using a cleverly crafted rubric. Teachers deal with ethical dilemmas daily.  As a teacher educator, I now have a plethora of lessons and discussions and assignments to add to prospective course syllabuses to flush out issues like this that are on the hearts and minds of day-to-day classroom teachers.

This self sabotaging behavior got me to thinking about sabbaticals for teachers.  Would teachers turn to spirits and chocolate and food if they could release, relate and relax for several weeks or a months during the year?  Don't offer conferences as a substitute for the aforementioned 3R's.  As an often regular conference attendee, you don't have time to rest if you intend to attend workshops, lectures, and presentations.  Most major conferences pack your days and some nights with more than enough to keep you busy and thinking about improving instruction.  I am talking about a break. A mental break to keep not only the mind healthy, but the body as well.  Attend your next conference and notice the spreading waistlines, crooked walks, and frowning faces.  I am not suggesting sabbaticals for teachers who have been teaching for decades, but sabbaticals for those who apply for them as necessary, have their application reviewed by their peers, effectively demonstrate what they plan to bring back to the classroom and how the sabbatical will keep them in the profession.  The sabbatical, like that of a Fulbright, could last from a few weeks to a year or more.  Sabbaticals in higher education are common. You apply, are approved, complete your plan of study, and then return to share your findings with your colleagues.  They keep the college faculty alive and focused. Sabbaticals are not maternity and paternity leave.   Clearly, sabbaticals would be beneficial to all.  

A facebook friend and wife of a former student, Taneshia Toussaint, recently updated her status

I find it quite ironic that when the refs were on strike from the NFL people were ready to give them whatever they wanted to get them back on the field. Yet when teachers in Chicago went on strike for better learning conditions for other peoples children, many people were mad and upset they were being inconvenienced ... just saying priorities...

Clearly, sabbaticals would help reduce the fatigue and stress and lack of appreciation that teachers feel that often fester unattended until, POW, the explode. And dare I offer, that perhaps, just perhaps, sabbaticals could slow or derail strikes?!  First, let me say that I love football.  I mean I L O V E, LOVE, L OOOOO V E football.  I watch reruns until the season starts anew.  I go through withdrawal post BCS Monday and Superbowl Sunday. I think that the debate here is not about competing forces.  The debate is about workers' rights and fair compensation. The NFL is a corporation. It is a business. The owners, individuals, own their teams and make billions, but there is parody in the sport.  Some teams' cache far outweighs others.  When there are disagreements that cannot be resolved, they go on strike.  The Commissioner seeks a quick resolution, after all time is money and missed games mean a lot of missed money.  The Commission represents all teams regardless of their location.  There are not state commissioners, thank Heavens.  The game is entertainment. We could live without it, although my stomach tosses and turns with the very notion, but it is not a right or requirement of being a citizen of the United States.  It could possibly be offered that an education, especially a free one, is not a right or requirement as well, but it provides the pathway for individuals to attain their "unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." 

Teachers, like football players, should have the right to strike.  I say this as I type this in a No Strike state.  I have always wondered why a group of people, teachers, firefighters, or other service providers would allow their greatest leverage to be taken away.  What threat can teachers impose if they do not have the freedom to express their displeasure by choosing to stay home? Did I support Chicago teachers' right to strike? Yes. Should they have? Yes. If you have it, use it. If you are not being treated as vital contributors to the success of the team, if you have filed so many grievances that you could work for Legal Aid, if you have tried to work within, around and through the system to no avail, then I believe you have a right to force those in command to notice you.  Parents often forget that their son(s)' and daughter(s)' teachers have options.  They choose to teach. Most parents work and know what they would do if they felt their boss ignored simple requests, passed them over for promotions even when overqualified, or demanded unreasonable work hours in unreasonable working conditions - they would file a grievance, quit, strike, they would do something. Yet, many deny teachers this very right because they would be inconvenienced by not having the funds or the availability of sitters. Teachers either need sabbaticals or more vacation days.  They seldom spend time with their own families while tending to the needs of kids who have parents.  

As a former University Observer, one of the questions I frequently asked teachers was to identify their biggest regret. It served as a way to forewarn graduating pre-service teachers of pitfalls to avoid.  The response I received most often was not spending enough time with their own children.  Through misting eyes they would recall spending countless hours planning lessons and grading papers and projects while they had to push their children toward other preoccupations and people.  They spoke of missed tryouts, productions, playoffs, homework help, and competitions while being present at those of their students.  They spoke of seeing their children take their first steps, speak their first words, or shed their first tooth via the lenses of a camera or worst still the babysitter's or spouse's reenactment. This is an extremely high price to pay for continuing criticism, decreasing paychecks and respect, and ever increasing demands, expectations, accountability, and production. The great state of Florida is increasing test requirements on many of its certification exams, many counties within the state have or are considering freezing step pay increases for veteran teachers, and more teacher preparation responsibilities are being given to 2-year colleges.  At this rate, I wonder who will teach the next generation of scholars? What will be their motivation? Most importantly, I no longer wonder if they will stay, I simply wonder how long?

The Year: The College Professor Returns to School, Week 4

The First Lady of the United States, End of Course Exams, and Thunderstorms

Education is the cornerstone for many.  It was for the Obamas. Whether you support the President and his family or not, they are an example of the American Dream.  However, there are those who would argue that people born with privilege who do not always see or understand that what they have did not come from the sweaty brow of their parents, ancestors, or themselves, are true heirs of the American Dream.  

When the First Lady of the United States spoke recently at the Civic Center in Tallahassee, Florida, my son was ecstatic. He cheered and fist-pumped himself silly. I chuckled when I thought to myself, This is the same little boy who did not want to stand in line for the ticket? Who kept saying repeatedly that he was going to give his ticket to his father? Truly kids often speak without understanding that they are living historians.  They speak from the here and now; the most important thing to him at the time was that he had to leave while in the middle of his Friday test.  This, too, is how adults miss out on the better opportunities in life.  It is easier to remain in our comfort zones than to try something new. Take a chance or a new risk, elevate ourselves and solve a challenging dilemma.  As Mrs. Obama spoke of student loans and not having family members from which to simply ask and be given enough money to cover the costs of their higher educations, I thought of the educational system many children in this great nation are inheriting. It is not just that the educational opportunities afforded some are becoming farther out of the commoner's reach, but access to consistent quality schools and teachers is becoming the great divining rod.

Florida Comprehensive Assessment Test and its generations and parts are giving way to End of Course (EOC) exams.  An exchange of one high-stakes test for another, with more administrations, some starting as early as sixth grade.  The new tests have the urgency and stress that is often expressed of New York's Regents. I have always believed that some form of assessment is necessary.  For example, English Language Arts and math teachers often bemoan when new tests are created and implemented because both fields know they are the central tendencies. So when Science was added to the test pool for Florida public school students, many teachers felt it was about time some other discipline felt their pains.  So imagine my disgust when I learned from an elementary teacher that although students begin taking the science test in 3rd grade, science does not appear as a dedicated course in Pre-K, Kindergarten, First, or Second grade.  She stated that they receive sprinklings here and there.  Interesting.  Is this "sprinkling" going to spark students to enter the STEM+M (Science, Technology, Engineering, Mathematics and Medicine) related fields?  

Thus, I agree in part,  but not in whole with the Common Core.  I agree with national standards as a means for addressing those who travel from place to place whether with the armed forces or with their careers, and for eroding the ever evasive belief that "Northern education is better" than any offered in the South or south of Virginia.  One set of standards for the nation appears harmless, but does that not eventually equate to one set of assessments and one set of pacing guides? The question then becomes: Who creates such assessments? Nagging and tugging at my ear and heart are such questions as, What of elite schools? Private schools? For struggling schools, won't this increase the  'brain drain' that continues to belie these communities? I would think the purpose of an EOC (End of Course) exam for a course I taught would be to measure mastery.  If so, shouldn't I create my own assessment? Of course you see the inherent, supposed problem with this line of thinking... Teachers are not psychometricians, they can't create a fair and balanced assessment. 

My son uses SRA's Imagine It! series.  It includes a number of components but it offers a pacing guide that could lead one to believe that each teacher in a given grade level must be on the same page at the same time.  How else to ensure that you all end at the same place?  I am not offering an endorsement or critique, but does it matter if I am on page 45 and my neighboring teacher is on page 30 as long as we have the same goal - that each student works and achieves at his or her optimum best? Suppose I am more technologically inclined than my peer(s) and I wish to supplement the lesson with digital and audio/visual content.  This places me a day and some pages behind, what are my consequences? Who sets and delivers punishment?

While waiting in one of the longest, winding lines of my life, the faster we approached the entrance to the Civic Center to hear the First Lady, the worse the weather grew.  By the time we gained entrance, nearly two hours later, we were drenched.  However, as life often does, our dark clouds hid a silver lining. Kinda. Once inside the Center we were eventually ushered to the higher sections where we found seats and began to dry.  Those who came later, much later, avoided the thunderstorms and torrential downpour and simply walked into the Center and directed to the main floor which was standing only.  I wondered would their take on the historical significance of the night's events be different from mine.  After all, even though Mrs. Obama's speech was A W E S O M E, I was miffed for half an hour that the women's restroom did not have a changing table.  I had to spread paper towels over the bathroom floor in order to change the baby's diaper.  The fact that this was the week he decided to practice spinning and turning over has yet to be lost on me.  

I wonder when we tell of this day later in life, how will my 6-year-old's testimony differ from my own?  Will his be grand and emotionally charged, while mine is filled with belligerence toward the Center's management? Will our takes lead listeners to think that we are describing two separate events? This led me to ponder the reinventing of history that is taking place in states like Tennessee, who proposes to teach that the KKK was a good ol' fashion Southern social club, and in Texas, who not only want to denounce multicultural education and literature, but teach that Native Americans were the aggressors during the War of Expansion and that they themselves were not squatters. People can believe what they wish, but caution and care must be taken on the part of textbook companies that decide to include such foolishness in printed material, give it their seal of approval, and package, sell and distribute such falsehoods.  Since Texas, Florida, New York, and California wield much power when it comes to textbook creation and adoption (which came first I wonder), smaller states will have to "pick and pull" components of prepackaged units to form their book(s).  Thus, what was intended as some personal retribution for losing the war, now becomes a teachable 'fact' by social science teachers who may have come to education from some other field.  He or she may have the best intentions, but not the depth and breadth of subject or discipline to navigate students toward authentic primary and secondary sources to right their miseducation.

The Year: The College Professor Returns to School, Week 3

Getting Paid?

I have always found it interesting that there are many people who feel that teachers are overpaid, over-hyped babysitters.  I am sure you have seen the math, but in case you have not, there are several online places to find it (http://jaxkidsmatter.blogspot.com/2011/02/if-teachers-were-paid-like-babysitters.html).  Simply put, as a babysitter I would make more.  

I knew returning to the public school classroom would not make me rich. Heck, it does not come close to covering our household expenses, which causes me to grieve, but I will get to that later. However, what I did not know was that the county was ranked next to last, 66th out of 67 counties in the area of teacher pay (2010-11).  Only Taylor County, listed at $30,000 paid its beginning teachers less. Am I surprised? No. Am I surprised that the $30,910 that the county pays beginning teachers has not increased since the 2007-08 school year reported in the PDF on the district's website? (http://images.pcmac.org/Uploads/GadsdenCounty/GadsdenCounty/Departments/Forms/GCPS%202007-2008%20Salary%20Schedule%20-%20Bd%20Appvd%20December%2018,%202007-1.pdf) Unfortunately, no. According to data published by Florida's Department of Education, the average teacher salary was $45,723 for 2010-11 (Bureau of Education Information and Accountability Services, Florida Department of Education), some $14,000 more than Gadsden County.  

I believe in the old adage, You get what you pay for.  Of course there are talented, gifted teachers in the system who would not trade their jobs for anything.  I am sure a large percentage of these people are homegrown.  They do not desire to pull stakes and leave.  There is also another set of teachers, not only in this county, but neighboring counties, who are there to gain the experience, await a partner's pending graduation from law school, medical school, or graduate school, and then bounce. Since we are an arm's throw from two major state universities, it stands to reason that those who could address the problem are not in a mad dash to do so.  The yearly revolving door, especially in higher grades, is nothing new to this county or similar counties nearby and thus explains their state grades and rankings. 

I believe that those who teach our youngest scholars would do so for almost free.  Talk to a PreK or kindergarten teacher and you will walk away with similar thoughts. However, fast forward to upper middle and high school and I believe you will hear a different, disparaging story.  I think teacher pay explains the disparate findings between and among school grades.  If you have predominately A and B elementary schools, what happens as they transition to middle and high? Yes, many of those A and B students who are in a position to leave, do. But not all of them. I think the revolving door, the in and out of new teachers over and over and over can be partly blamed.  Not to mention those areas in which no highly qualified teacher is found or ever employed are tested and are part of a school's grade.  I have heard horror stories of people receiving their first check in September, then quickly walking off the job.  I seriously believe were lower paying counties able to pay more they would receive more highly qualified instructors. All shuck and jive aside, money talks.

Teachers grow discontent when they are told year after year that they cannot receive a step increase, bonus or raise because there is no money only to learn of newly created administrative positions with starting salaries that are twice or more than what a beginning teacher starts with. Yes, the money source may be a grant, or comes from  one-time stimulus dollars, but a quick financial check-up of most counties will reveal wasteful spending and a large number of nonessential personnel.  

So, just what does someone like me make in such a county? First, toss those college teaching years. This county does not pay for those, although of course there are counties within the state that do. Second, there is only a $2,481 difference between a Bachelor's and a Doctorate. The increase does not cover the cost of one semester of doctoral studies. Thus, one could assume that the county does not encourage the attainment of advanced degrees. Why would I say that? Because in counties with a proportion of teachers with advanced degrees, the pay substantially increases with each additional degree, some as much as $8,000.  Including the three years of public school experience that I bring with me - I did not bother to validate the time taught in another county to see if it would add another year - and a doctorate in Curriculum & Instruction.... drum roll please.... I am slated to earn $34,095, give or take. 

Does the low pay dictate how I teach? No. But, this is not true of everyone. Does the low pay dictate my level of expectations for students? No. But, this is not true of everyone.  I am annoyed to no end by remarks such as, "You knew going in that teaching does not pay," or "Those you can, do. Those who can't, teach." Trust me when I tell you that there are billions of dollars in education. Were funds distributed equitably across positions, I do not believe there would be dissension.  It also bothers me that when teachers voice their constitutional right to free speech, people pounce.  They question your commitment to teaching and ask silly questions, "Aren't our children worth more than gold? Shouldn't teachers teach because of what's at stake?" Clearly, if people really believed that teachers were valuable I would have had to direct this entry to another topic.  Teachers, don't be bullied.  You can love what you do. You can love your students and want what is best for them. You can give teaching all that you have and still find more to give. But, there is nothing wrong with demanding better benefits, better pay, more respect, and better working conditions. And this is certainly true in those states that want to reduce teachers to customer service representatives (many who, by the way, still make more than the beginning teacher).

I won't go off on unions or those who have been granted permission to negotiate a fair and advantageous contract on the behalf of teachers.  There are states that have pay equity across counties, thus whether you teach in the state's urban center, capital, or the boonies, you earn roughly the same.  There are other states, however, that wish to tie teachers' salaries to their students' performance on exams. I am sorry, but the only way you should hold me financially accountable for the outcome of an exam is if I took it.

Until next week...

The Year: The College Professor Returns to School, Week 2

Getting into a Groove

What can I say? The students are great. They are becoming less chatty especially after pointing out how a lack of focus can lead to unexpected consequences.  I have noticed that when compared to previous middle school students I taught some 17 years ago, they are less test shy but have much more test angst.  They are very savvy test takers; however, this makes them highly suspicious of pretests or assessment given to gauge where they experience difficulty.  It took me some time and several "I promise you's" to get the class to work through a Civics inventory.  Many became nervous upon beginning the test and began to voice that they did not know the answer.  I watched many students wrestle with questions that had definite answers; for example, there are specific resources found in the Appalachian Mountains and either you know them or you do not.  Many test taking strategies fail students when confronted with these types of questions.  Reading the remaining items will not provide you any indication of the answer.

I kept saying, "Of course you don't know it. You are not expected to."

This would satisfy them for a few minutes, but then another student would raise his or her hand and mutter exhaustively, "I have never heard of... How am I to know the answer?"

This would rile the class and inevitably someone would state, "You sure you are not going to count this as a grade."

"Of course not. That is not only unfair, it is ethically improper." Then a nagging thought hit, If I know they will not know most of what is covered in the inventory, why not go directly to instruction? Why waste time (theirs taking it and mine grading it) and paper?

Finally, they seemed to settle.  Until.  Hand rises. Is there a reference sheet? My response: No.  Groans and the flipping and flapping of paper are heard.  I become a little miffed and slightly raise my voice, "You are not thinking logically.  I would not give you a test that I know you would not pass and then count that as a grade. Please, just continue. When you come to a question you do not know, guess and move on." 

Later that day, upon reflection, I realized why they did not believe me.  Is this not what we do in the game, excuse me, name of high-stakes testing for a large portion of students?  We create an exam, field test it (just do your best, it will not count against you), set passing scores (it just counts for everyone else and you, too, but later), then disseminate the test (if you don't pass it you repeat the course, grade, year, etc.).  Students' performance dictates what resources are published and made available to teachers and those areas of weakness become the latest workshop craze or in-service must have. There will be a proportion of students who will succeed on any such exam; however, many will struggle until some other test can be used as an equivalent - since we do not want the state's graduation rate to drastically fall and be placed on the list of  lowest performing states that is viewed by companies when they conduct research on whether or not to build a plant or move to the state.   No wonder students were concerned that their lack of knowledge would one day, and one day soon, be used against them. 

Upon grading their responses it was apparent that they knew more than they thought they did. Perhaps this is what test designers are trying to discern, but are going about it wrong. Why not give students a pretest at the beginning of elementary, middle and high school. When they complete the final year of these divisions they are given a one-time post test.  If they do not show growth, use the summer to beef up their weakest points and send them merrily on their way. This cannot cost any more than the tests that have already been developed, administered, tested, and reported.  Along with some passing score, parents receive a narrative about what their child does well and what he or she needs to work on with a list of free resources located at their public library and area bookmobiles.  Yes, there are flaws in my proposal, but aren't there flaws in current testing?  Do you have any ideas? If so, let us talk. Then let others join the discussion. This is of course what is absent from current state departments of education: dialogue with and input from those in the trenches at the conception of assessment plans, not after.

As the week progressed, I finally began to send the class to their appropriate destinations on time.  I still go over the 10:30 AM exchange and am subtly reminded by the awaiting teacher that she is ready to begin instruction.  I am still getting used to escorting students to and fro.  One of the biggest changes is having to think about going to the restroom instead of simply notifying the class that I will be right back in a few minutes.  This means that I have to plan my liquid intake.  Speaking of planning. It took me some time to wrap my head around planning for multiple subjects.  The light bulb finally went off and now I look forward to mapping out the rest of the first-nine weeks.  I attended my first county in-service workshop provided by the publisher of the book used for Civics about the book's online companion. I thought it odd that we weren't divided by technological savvy and not grade/subject taught. Just an observation. I was also fortunate to attend a Department of Education meeting to review the blueprints and specifications for the upcoming Middle Grades English teacher certification test. Those are always enlightening.

It seems there is no shortage of observations to be made as my day evolves. I am sure I will have much more to share as the year unfolds.

Until next week...

The Year: The College Professor Returns to School, Week 1

The Year: Getting Started

 

August 25, 2012

Funny how life brings you full circle. My middle school experience began in 1983 at Quincy Middle School, now the home of GEMS, PACE, and a few other programs. I was a shy 6th grader. The daughter of an elementary school teacher and state worker. The granddaughter of a custodian and a mine worker. I was shy, nervous, and easily intimidated.  I met one of my all-time favorite teachers that year - Mrs. Inez Ross.  She taught Social Studies. I remember the classroom vividly. I sat in the third seat in the first row nearest her desk. No one spoke unless spoken to. She presented information, we received.  I recall my cousin being in the class with me, two students from Vietnam who did not speak English (one was much older than the other one), and the day my classmate fell asleep in class.  In those days, teachers could physically punish you. They could paddle or have you hold books in both hands while you stood on one foot. These images terrified me, so, of course, I did not make a peep.  Anyway, my classmate fell asleep in class. With stealth speed, she moved from the front of the class, grabbed the yardstick that was wrapped in duck tape and whacked it across his back. I know, I know, some of you are wringing your necks and waving your pointed finger in the air saying, "Oh, h- nah, that couldn't have been me." Well, let me tell you, yes it could have, and would have in 1983 in 6th grade at Quincy Middle.  I even recall the day the two Vietnamese students whispered too loudly. She looked over at them and clearly stated, "I am not sure what you are saying, but no one talks while I talk." Even they knew she was not to be tried. I only heard them on the "playground" after that.

Fast forward to August 20, 2012. The first day of school. I ascended the staircase to my 6th grade class with my 6-year-old, who also attends the school, trailing behind. (Neither of us are morning people.) I had been given keys, textbooks, a roll, and all the well-wishes I could muster.  I looked around and kept saying, perhaps I should have returned to the college classroom after all.  I would have another week to sleep in and love on my 5-month son. My rationale for this return to the K12 public school system was simple, admirable, and logical, right?  

Since beginning my teaching career in the same county at Greensboro High in 1995, I knew I wanted to teach at the university level, and I did so from January 2002-August 2011. I taught everything English from Freshman Composition I & II, to Drama and Creative Writing, from Method courses for prospective English teachers, to Advanced Composition and English to Speakers of Other Languages classes. I supervised student teachers in Gadsden, Leon, Jefferson and Wakulla counties, I was coordinator of the English Education program, have served on various committees at Florida Memorial University, Florida A&M University, and Florida State University.  I am sure there are many, including my mother, who think I have lost my mind. Why not simply spend this time with the baby and return to work next fall? Or, why not return this year?

It seems that if teacher education is going to survive and not erode into online programs with introduction courses being taught at the community college level, at least in Florida, then those involved must annually review their toolkit.  There is this thought among some high-ranking officials that educating teachers at the undergraduate level could be done in part by community colleges and then online programs with paid personnel to simply observe them as they complete a year-long practicum or internship.  Special attention would then be given to those who seek graduate degrees in education since, you guessed it, more money could be made. Have I looked at the curriculum of many online education programs and the one thing that these programs often  have over more traditional programs is recency.  While at Florida A&M University, education faculty were required to complete three days of recency.  We had to return to an area public school and teach. The first time I did it, I accompanied my husband to work. He was then teaching at James A. Shanks High School. Let us just say that the morning was good, but then by the end of the day I was given them a speech on taxes and expected outcomes of taxpayers.  We still laugh about this.  The second and subsequent times I journeyed to Fairview Middle School to the 6th grade pre-IB (during my initial foray to her class she taught reading)  to classes of Karen Kirkendoll. It was during these experiences that I would realize how much things had changed since 1995 and would augment my syllabus to reflect these changes. However, now that I have had time to think, this does not seem adequate. 

So far I realize that many districts are still trying to get a grip on the Common Core. Politicians and education should never mix, especially when too little time is built into timelines for appropriate dissemination of knowledge and resources.  I have also realized that 6th graders have changed.  They are more talkative than I recall.  I also discovered that my previous experience in a traditional middle school setting is interfering with my current location and position.  Traditionally, students in middle schools are regimented by bells.  The bell rings, go to class. The bell rings again, you are tardy. The bell rings, go to your next class. Etc.  This week, I learned that I will need to set my iPhone so that it signals when the class should be taken to their next class. My co-teacher has already had to open the door to remind me that it is time to switch. I was not there to meet them after P.E. so Coach forwarded them to me. They did rather well. I remember a rotating lunch duty, but having to escort them to lunch and eat with them in 30 minutes. Hmmmm. I remember the bells. I remember seeing them off to their next class before receiving a new crew. Now, I have the same 19 students from 8-2'ish with the exception of the switch mentioned earlier.  One student commented who impressed she was that I had learned all of their names. Not hard to do when it is just 19 and I see you ALL day. The paperwork is serious. I sent home parent letters requiring signatures. The school has forwarded some five forms and permission slips to sell candy. This is just Week 1. I left FSU last year. Each room had a document camera, LCD projector, motorized screens, speakers, light dimmers, WI FI, and wall-to-wall white boards. Let us just say that I would take an old-fashioned projector right about now. Funding issues in education are real. Because GEMS is a magnet school it does not receive Title I funds. 

So, no, I am not crazy. I did not lose my job. I was not fired.  I am not on drugs or still under the influence of being pregnant. I simply want to make sure (1) that education is still my first love and passion, (2) that if and when I return to the college class, that I have real knowledge of current life in the trenches, not just the writings and experience of others, and (3) that I practice what I preach and that what I preach is reletvant. 

Stay tuned... week 2 is just around the bend.