Teachers Studying Other Teachers

In 28 years of teaching I have probably spent one year of my career attending faculty meetings, conferences, and workshops.  The bulk of the information dispensed varied from somewhat helpful to barely useful; little of it was illuminating.

The one staff development activity, however, that has always been worthwhile missing a day of work for is the walk-through.

In recent years, schools have been implementing the concept of having teachers walk into other teachers’ classrooms to observe the teaching and learning taking place.

While initially some teachers balked at the idea of opening their doors to their colleagues, the walk-through has now become standard practice where I work.  We have been doing it for so long now that newer teachers have no memory of when we weren’t doing it.

While teachers are given observation forms to fill out and concepts to watch for, teachers are on their own for most of the day, something that is not true with other staff development.

Teachers are put in pre-arranged teams, purposely from different departments.   Doing it this way ensures that people don’t gravitate towards those with whom they regularly interact.   Integrating teachers from different departments takes the walk-through to another dimension, becoming a “getting to know you” day.

One of the peculiarities of teaching is that it is a vocation performed by one person in individual rooms.  Dialoging with colleagues to discuss methodologies and students is an independent study venture.

Because of this solitary confinement, it is easy to overlook what a student’s whole day looks like.   Teachers focus on their curriculum often forgetting that at the secondary level these students have five other classes.

It’s not just the homework; it’s how adaptive students need to be in understanding the expectations from their other five instructors.   Yet, it is that variety of teachers and teaching styles that makes their day dynamic and not boring.   If one teacher speaks in a monotone and stays immobile in front of the class, the next period may have one teacher who constantly moves around, having students work with partners and in groups.

Another benefit of walking through other classrooms is coming away with fresh ideas: a creative way to have students write on the board, a decoration hung from the ceiling, an unusual table arrangement.

And it’s fun seeing one’s students in different settings.   One former student had a huge grin that I was watching her play the cello.  Another was making a sculpture, and after discussing the particulars of that work of art, good-naturedly debated where the best breakfast burritos can be found (he says Corner Cottage, I say Larry’s). Such conversation pays in dividends, deepening the connection between student and teacher.

As much as I enjoy the walk-throughs, each teacher does just one a year.   It would be wonderful if teacher observations and conversations were a regular part of the work day or even work week.

Another next step would be to record those teachers who are doing marvelous work as a video library for others to reference.

If a were a student that day, I would have gone to school and learned what makes people mammals, that what separates us from other mammals is our ability to show compassion, and it is that compassion that can be expressed through writing a sonnet, playing a piece of music and creating a work of art.

Not a bad way for a teenager to spend a day.   And it’s free.  What a deal.

The Gettysburg Tweet?

Newly inaugurated U.S. presidents are often judged by the work completed in their first 100 days of office.

We can judge President Trump by the first 100 tweets of his presidency.

George Bennett of the Palm Beach Post reported that “more than half his tweets end with an exclamation point and more than one-quarter [have] at least one word in all capital letters.”

Take a look.

“Enjoy the Super Bowl and then we continue: MAKE AMERICA GREAT AGAIN!”

“Iran has been formally PUT ON NOTICE for firing a ballistic missile.  Should have been thankful for the terrible deal the U.S. made with them!”

“If U.C. Berkeley does not allow free speech and practices violence on innocent people with a different point of view – NO FEDERAL FUNDS?”

“I will send in the Feds!”

“FAKE NEWS”

Words matter.   They can threaten or they can heal.

February 12 is the 208th anniversary of Abraham Lincoln’s birth whose words still endure today.

Acclaimed documentarian Ken Burns made “The Address” in 2014 about the Greenwood School in Putney, Vermont, a small boarding school for boys with learning disabilities who each year recite Lincoln’s Gettysburg Address as a rite of passage that demonstrates their confidence to overcome their challenges.

In 272 words, it may be the best written speech by any president under two minutes.

He uses the rule of three twice, done to perfection: “we can not dedicate — we can not consecrate — we can not hallow — this ground” and the famous coda “government of the people, by the people, for the people, shall not perish from the earth.”

Lincoln was not the featured speaker when the battlefield was dedicated as a cemetery on Nov. 19, 1863.  Edward Everett, noted orator of the time, spoke for two hours first, then came Lincoln.

The photographer assumed Lincoln would speak longer allowing him more time to focus his camera on the president.  By the time he took the photograph, Lincoln had just sat down.

Little did Americans know at the time that the Civil War would continue for almost two more years.

And it wasn’t until years later that Lincoln’s words would burn an indelible mark in the American story.  In fact, before he was assassinated, many in the country disliked Lincoln.   After his murder, however, his reputation rose.

This year I had my English students learn about Lincoln and recite the speech.

After they finished, I asked them their thoughts.

“I loved presenting this speech and learning about it and the person behind it,” one student wrote.

“It inspires people and reminds us how great Lincoln was” that “he was able to bring the country together,” remarked another.

The speech showed “how much he cared about his country,” how “he cared about the American people deeply.”

He “was very intelligent and eloquent” who “showed compassion” and “loved his country;” “a good, true, honorable man.”

And one student said “funny how in the speech Lincoln says ‘the world will little note, nor long remember what we say here’ but people still remember the speech today.”

If only our Chief Executive could word his thoughts as well as a 15-year-old high school student.

Indeed, in the turbulent times we live in where there is a pervasive dark mood, it is comforting to read the words of someone who truly led a divided nation.

When he was assassinated on April 15, 1865, he had recently turned 56 years old.   Even with an additional 14 years of life, Trump has a lot of catching up to do before his memorial ever breaks ground on the National Mall.

Over 150 years from now, will a Trump Tweet be recited by school children, examined as one of the finest collection of words coming from a president?

Take a break from all the bad news and read over the Gettysburg Address to honor Abraham Lincoln and to remind yourself that we are all Americans.

 

 

Remembering an Educator

Don Duncan who passed away on Dec. 15 at age 82 is someone whose work in Glendale schools should be remembered.

Mr. Duncan (I can’t let go of the formal title) graduated from Hoover High School in 1952, then taught in Glendale Unified School District (GUSD) in 1957.  He became principal of his alma mater in 1974 and remained in that position until he left in Feb. 1995 to recruit students for California’s first full-time evening high school in order to ease overcrowding in Glendale schools.

By May when it became clear that was not materializing, Mr. Duncan expressed regret in a News Press interview that “if I had any feeling that it was not going to work, then I would have preferred to stay at Hoover.”

His tenure in Glendale ended without much fanfare even though he and his brother Charles combined for nearly 80 years of service to Glendale’s schools, and their father owned Duncan’s Variety Store in Kenneth Village.

I interviewed with Mr. Duncan for a teaching job when I earned my credential.   While there weren’t any openings, he kept me in mind, and when the 1989-1990 school year began (in Sept., by the way), and a position opened up, Duncan called me and asked if I was still interested.

The problem was that I had just started my first teaching job for the Los Angeles Unified School District (LAUSD) at Garfield High School in East Los Angeles.

It was two weeks into the school year and Don’s brother, who was in charge of Human Resources for GUSD, was able to get me out of my LAUSD contract, and in Sept., 1989, I made my debut at Hoover.

Mr. Duncan came across as paternal, always in the main office in the morning greeting teachers as they arrived, his height and gray hair adding to an “in-charge” presence without an air of intimidation.  He was even-tempered, “cool as a cucumber” according to granddaughter Nicole, never tipping off if things were going well or not.

Often not going lockstep with the district, he used to joke that we were the Hoover Unified School District.   One example of this was back in 1987 when the school newspaper wanted to publish an ad for condoms right before the prom.   And Mr. Duncan supported the publication of it.  Unfortunately, district officials heard about this and put a stop to the ad before it was published.

In my 24 years of doing the school newspaper, I have had my share of run-ins with principals about stories.  I only had one with Mr. Duncan and he supported my decision.  In fact, he loved the school newspaper.  He often would come to the journalism class and tell the students “nice job” which meant so much to the kids.

Mr. Duncan gave all teachers a generous present of a one-hour coupon for him to cover a class period anytime someone wanted to run an errand or take a walk.

He enjoyed dressing up as Santa Claus on the last school day before Christmas vacation, and would host staff Christmas parties at his house.  He also enjoyed speaking on the P.A. about historical days on the calendars so that students understood why school was closed.

City Halls memorialize councilmembers.  Schools should have a way to honor teachers, administrators, clerks, and custodians who dedicate their careers to education.

Here is a man who devoted his adult life to Hoover, the longest tenured principal in the school’s history (almost 21 years), yet his name is nowhere to be found on campus.

Before another street is named for real estate developer Rick Caruso, consideration should be given to the Duncan family in ensuring their legacy does not disappear from Glendale’s history.

School Calendar Deja Vu

This year school began on Aug. 8.

Back in August of 2015, thousands of parents signed an online petition pleading with the Glendale Unified School District to begin the school year later.  For many, the early creep of the first day of school infringed on summer plans and enrichment programs.   Besides, it wasn’t that many moons ago when school began after Labor Day in September.

After months of meetings at school sites and the formation of a calendar committee comprised of teachers and parents, the new school year will start on Aug. 16 – a mere six weekdays later than the current start of school.

The new calendar, revealed before the Thanksgiving break, was approved by the school board with a 3-2 vote.  The end of the school year will be three days later meaning that the complete school year calendar remains at 43 weeks.

Summer vacation stays at 9 weeks, 4 weeks for those children enrolled in summer school.

So, what was the point of all the machinations of seeking input from all stakeholders and then coming up with basically the same plan that has been in place for the past few years?

That’s what parent Sarah Rush would like to know.  She and many others are dismayed that despite the protestation of starting school later, nothing changed.

“It was an overwhelming consensus that our 18,000 families wanted a longer summer and a start date after the third week of August,” Rush said.  “If public outcry is unheeded, then all of the meetings were a waste of our time and taxpayer funds.”

Board Member Greg Krikorian who along with President Armina Gharpetian voted against the new calendar sympathizes with those parents who are upset that the start of school wasn’t delayed later.

“We need to put students and parents first,” Krikorian said.  “Family time is crucial.”

Rush encourages parents who feel likewise to let their opinions be heard by emailing school board members and attending the Dec. 13 meeting.

Curiously, school districts neighboring Glendale have easily figured out how to plan 180 instructional days that accommodates the wishes of families.

While Burbank schools have pushed the start of school up to mid-August, they have kept the year to 41 weeks due to fewer days off, leaving 11 weeks of summer vacation.  Next year Burbank children return Aug. 14 but end May 24 before Memorial Day.

And La Canada schools while providing two additional days of instruction still contain the school year within 42 weeks.

Yet somehow Glendale can’t seem to keep schools open long enough between August and June so that school can start later and end earlier.

While the curious Friday day off before the Labor Day weekend has finally disappeared, the full week off during Thanksgiving does not help to shorten the overall calendar.   And as many educators can attest to, ever since GUSD has been closed for a full week, a teacher never quite gets the kids’ attention back since in a few weeks they will be off for nearly three weeks.

Think about this:  From Nov. 11 through Jan. 8, amounting to 55 calendar days, students are in school for 21 days, or 38 percent of the time.

Here is how the calendar can quickly be fixed.  By eliminating the three days off before Thanksgiving, school could start on Monday, Aug. 21, or end on June 1, cutting the calendar to 42 weeks, providing an additional week of summer vacation.

There.  Problem fixed.  No meetings needed.   A year’s time not required.  Less than ten minutes really.

In this space, I have proposed a joint meeting of GUSD and BUSD school board members to see if a common calendar could be agreed upon.   That never occurred.

For those parents who feel that their voices are not being considered should keep in mind another calendar, an election one that ends on April 4, 2017.  That’s 110 days away—without days off.

 

 

 

 

You Can’t Judge a Historical Figure by Today’s Standards

Some people take it upon themselves to make wholesale changes to history by applying contemporary sensibilities to those who lived in the past.

Matt Haney, San Francisco School Board President, made headlines a couple of weeks ago when he recommended that George Washington High School be renamed due to Washington being a slave owner.  He suggested replacing Washington’s name with Maya Angelou’s.

As much as I admire Angelou, she worked as a prostitute and a madam when she was young, not exactly noble professions.  However, overcoming these obstacles as well as a childhood rape makes her story of survival and success quite compelling.   There should be a school named after her, but not at the expense of removing the name of the father of our country.

Back in the 1770s, wealthy men typically were slave owners.   To his credit, Washington had written in his will that his slaves were to be freed.  The Mount Vernon website states that Washington was “the only slave-holding Founding Father” to do this.

Think of all the schools, streets, and cities named after George Washington.

Since half of Washington, D.C.’s population is African-American, should that region be renamed as well?

It is wrong to judge a person from the past based on current mores.

One could make the case that all historical figures have something in their past that would not pass the 2016 litmus test.

John F. Kennedy, a Catholic, probably would not have been in favor of same-sex marriage in 1960, but that was not even an issue in his time so it is unfair to judge him on it.

Who is to say that something people do now may be viewed as abhorrent 50 or 100 years from now?

Some people protest the teaching of Mark Twain’s “The Adventures of Huckleberry Finn” in schools because of the frequent use of the n-word.   Those ignorant of the book might even label Twain a racist without understanding that what Twain was writing back in 1885—a white boy sharing a raft and a life’s journey with a black man who serves as a surrogate father—was quite progressive in 1885.

Flash forward 130 years later, and people wish to denigrate Twain’s legacy.  However, he was not living in the 20th or 21st century.

This weekend the National Museum of African American History and Culture opens in Washington, D.C. with artifacts about Bill Cosby including a note about the current sexual accusations against the entertainer.

Some people wanted all mention of Cosby to be expunged from the museum.

If he is convicted, should he be wiped out of history?

Evidently there are not enough legitimate issues for the San Francisco School Board to grapple with, allowing them the luxury to raise issues that do nothing but put their district in the news for the wrong reasons.

Ask students what they want from their school and changing the name of it probably does not appear on their to-do list.

Mr. Haney and others like him should cease the high and mighty posture and stop altering with what people did before they were born.  That’s not their job.

Let’s hope removing George Washington’s name from the history books does not appear on the next school board meeting’s agenda.

 

Absence makes the mind grow flounder

It used to be that going to school on time every day was a given.   Only truly sick children missed school.

Not anymore.

Six million children missed at least three weeks of school in the 2013-14 school year, according to the U.S Department of Education’s Civil Rights Data Collection report.  That equates to 13 percent of all students.

Think of a business that could operate effectively without 13 percent of its workforce.

The bad habits students practice in kindergarten through 12th grade cannot simply be altered like a light switch once they enter the job market.

Name one job where people get paid for not being there.

“Even the best teachers can’t be successful with students who aren’t in class,” Education Secretary John B. King Jr. told reporters last June.

California has a Compulsory Education Law stipulating that “every child from the age of 6 to 18 be in school—on time, every day.”

A student’s education suffers when he is not in school.  Period.

There is a direct correlation between missing school and falling behind academically. According to the California Department of Education, “first grade students with 9 or more total absences are twice as likely to drop out of high school than their peers who attend school regularly.”

Last December, President Obama signed into law a revision of the No Child Left Behind act that requires for the first time that states report individual absences for all students.

It’s not just the learning that suffers when a student isn’t in a classroom.  Money is lost as well.

Schools derive much of their funding based on Average Daily Attendance or ADA.  In Glendale the ADA is $55 per student per day.  With an enrollment around 26,000, that adds up to $1.43 million if all students are present.

If 10 percent of students are absent for one day the entire year, that results in a loss of $143,000.  Multiply that by 180 school days and you have $25.7 million.  Quite a sum of money that could go towards hiring more teachers and funding more programs.

Last semester, I tracked the number of students present over a 78-day period and here are the results:

In my first period class, 25 percent of the time I had full attendance, second period had seven percent, third period had 17 percent, fifth period had 20 percent, and sixth period had 12 percent.

Looking at the numbers in a different way, 88 percent of the time I had at least one student absent in my Per. 6 class.   This makes it quite difficult for a teacher to maintain consistency in lesson planning as well as cooperative learning groups.

I had 25 students who had double-digit absences including one who had 24 (that’s a loss of 5 weeks of instruction in a 17-week period), plus five students with double-digit tardies (the highest 16).

When I returned to work last week, teachers were asked to do more to encourage students to get to class on time in order to decrease the number of tardies.   However, the bulk of the tardies come at the start of school; in other words, due to kids arriving late.

Unless teachers don Uber hats and pick up kids from their homes, the responsibility of getting children to school rests on the shoulders of parents.    Parents need to model to their children good work habits and work habit number one is getting to school every day and on time.

 

 

More Like High School Completion Than Graduation

“Graduation rate at Glendale’s high schools tops 90%” read the Glendale News-Press headline recently.  On the surface, this statistic is celebratory, something Glendale Unified should prominently display at the top of its website’s homepage.

Before we pat each other on the back for a job well done, keep this in mind:  many high school graduates are not ready to start college or get a job.

For too many, a high school diploma only confirms that an individual met minimum standards.

If the purpose of a high school graduation is to give a thumbs up for job accomplished, i.e., you attended school kindergarten through 12th grade, then we should call it “completion” rather than “graduation” because disturbing trends lurk beyond high school.

There is a high remediation rate in colleges.  Some surveys say 20 percent of those attending 4-year colleges and 60 percent attending community colleges take at least one remedial class, meaning that whatever knowledge and know-how students were to absorb and practice through their high school career is not evident.

Such retraining often continues when college graduates enter the workforce.  According to Washington Post reporter Jeffrey J. Selingo, employers say that young people lack “problem solving, decision making, and the ability to prioritize tasks,” skills needed to excel on the job.

Somewhere in the education pipeline, especially in high school and college, young people are just getting by with underdeveloped abilities that delay future success.

Much of the hype surrounding the Common Core standards is that its higher expectations on what skills teachers should be teaching at certain grade levels will produce a higher caliber of student.  In reaching for an elevated learning level, we should see a drop in graduation rates due to students struggling with the more rigorous work.  So what accounts for the rise?

A push to ensure that every last senior crosses that stage at the end of the year.  No district official or principal wants a less than stellar grad rate for it darkens the reputation of a school.

At the high school level, there is pressure on teachers to pass students (a grade of ‘D’ or higher).

Some administrators contact teachers who have too many students with failing grades.  In other words, the teachers are questioned why they are failing the kids rather than the kids being questioned why they are failing the classes.

Then there is the wide variation among educators on how they evaluate student work and calculate grades.

Teachers are permitted, rightfully so, to determine their own amount of work to assign, and what percentage of a class grade is based on participation, homework, and tests.

But when some ingratiate themselves with their pupils by grading easy, the result is that an ‘A’ in one teacher’s class does not signify the same level of achievement as an ‘A’ in another.

Years ago when California developed the High School Exit Exam its original intent was to make a diploma not attainable but meritorious.  It didn’t work.   Soon after piloting the test, results showed more than half the students not passing it.  So, the test was whittled down to the point that it would merely rubber stamp the diploma not elevate it, adding a bureaucratic hoop for students to jump through, wasting millions of tax dollars and hours of classroom time.

School should not be the place where kids survive but where they thrive.

All of us—educators, parents, children—need to accept the challenge and work towards meeting higher expectations so that more young people finish college and perform well on the job.

Maybe if students knew that there was a realistic chance they may not cross the graduation stage, more effort would result so that the diploma would not simply be a piece of paper.