Get Schooled

By V for Vendetta

October 13, 2006 02:41 PM | Link to this

I was at my grad school class last night and someone was talking about this very same thing. A life-long teacher who had started at a very good school, gone on to teach a number of years at a very bad school, and was completely eaten up inside. He struggled with the complexities of how to weigh the “tiny victories” against the monumental failures. In the end, he nearly quit teaching and moved on to another good school. Currently, he loves it.

The story touched me. How much can one man or woman take? How long can they convince themselves that they are making a difference, no matter how minute it may seem. How do you stare into the face of insurmountable odds and not feel at least a little overwhelmed?

I’m sorry to say that I could not do it. I need to be around kids who want to learn, who more or less know what the purpose of school is. Believe me, not all of them do, but it is typical teenage crap that I put up with and I am fine with that. I couldn’t handle being in a place where the kids openly defiled the very notion of education. A place where ignorance and crime were in charge.

I applaud and respect the teachers that take that leap, but as long as I am in this job it wont be a move that I make. I will stay where I am. I may complain a lot about my schools image, but compared to those around me, it’s still one of the “good schools”!

By PattiPleaseConsider

October 13, 2006 04:19 PM | Link to this

Speaking of kids in need: Thousands of Atlanta Public Schools kids need their teachers. Please have your paper highlight the thousands of hours lost, and the literrally hundreds of thousands of dollars of taxpayers funds spent to send overwhelmed, overburdened teachers down to the Georgia Dome for a pep rally today, when they finally had a teacher planning day.

It’s as much the systemic incompetence as it is the kids that causes teachers to leave the inner city settings. Because school systems are unwilling to deal with the discipline problems that “underpriviledged” kids bring to the table, teachers in these schools spend all of their time “documenting” all the strategies they try, so they can justify their failure. The upper levels of administration create paper work for teachers to complete, in order to justify their salaries and usefulness.

It affects the teachers who can least afford to have their energies diverted. If these teachers could actually teach with the authority to discipline there may not be near the amount of “failure” that needed to be documented. Who can blame any teacher who doesn’t want to put up with it? What message does it send to these teachers when you continually falsify discipline data? How could anyone blame them for seeking better working conditions (and just because they stonewalled the AJC, don’t let up…if a principal is going to be fired for lying on a resume’ why aren’t APS officals being fired for lying (repeatedly) on discipline data reports?

By Tina

October 13, 2006 04:43 PM | Link to this

I’ve taught at both ends of the spectrum. When I was younger (and more idealistic) I taught at a school where you were lucky to even see a parent the whole school year. I had a child proudly bring in for “show and tell” the wallet her father had made in jail. Another 2 boys excitedly came to tell me they had discovered they were brothers - in conversation, they realized they shared the same father! Even as you celebrate the small achievements, it can also be overwhelming and exhausting. Another problem was the constant administrative “fixes” - let’s try this and that program, let’s document and record everything done. It didn’t leave anyone enough time to actually teach! After my own children became school-age, I really wanted to get in a better situation for them since I brought them with me. I don’t blame Bruce at all!

By catlady

October 13, 2006 05:28 PM | Link to this

I was talking to a therapist (big surprise, huh?) about the constant piling on of more and more expectations, accountability, etc. and he (dear, out of touch professional) suggested that I go to my supervisor and ask “what of these things are the priority” so I could decide what to spend my time on. I laughed, and explained to him that they are ALL priorities—more is added to the top and NOTHING COMES OFF THE BOTTOM, EVER!

By Lisa B.

October 16, 2006 10:51 AM | Link to this

I taught the “low” kids for seven years as an Early Intervention Program (EIP) teacher, and loved it. I found their small successes to be rewarding and felt I made a difference to my students. No Child Left Behind caused me to abandon the EIP kids in lieu of regular education. By 2014, ALL students must perform on grade level. The ability to earn Master Teacher certification is based on test scores. If Merit Pay is implemented, our salaries will be based on test scores. Already teachers in my school system receive nasty comments on year-end evaluations if less than 80% of our students pass the CRCT. Teacher contracts are non-renewed based on test scores. During the years I taught EIP kids, I started the year with a group who had all failed the test the previous year. Year after year, 50% of my students passed the test. I was very proud of that. Now, though, a 50% pass rate jeoprodizes one’s career. I had to leave the EIP children behind. Now, first year teachers get the EIP classes. After a year or two, those teachers move into regular ed., and the first year teachers keep getting EIP.

A nearby middle school was just awarded the No Child Left Behind Blue Ribbon School award for academic success. At least half the students recieve free or reduced lunch, and 90 something percent passed the CRCT. However, this is a magnet school. My counsin’s daughter attends, and students who do not maintain a B average by the end of the year are kicked out. Students are also kicked out after two office referrals, and after 5 tardies. ANY school with those rules can earn the Blue Ribbon Award.

It is obvious to me, that as No Child Left Behind takes us closer to the 100 percent success rate, teachers, schools, etc., will be forced to abandon the neediest students. I don’t blame any teacher for protecting one’s career.

By squito

October 16, 2006 04:59 PM | Link to this

There are many competent teachers who really makes a difference for these students. They are the teachers who are born teachers and have a sense of compassion for the poor. They realize that most of these kids were give a bad deal at birth and life is really an uphill battle for him. These teachers are the real deal. Anybody can teach the elite——-their rich parents will make sure they are successful.

By A Teacher

October 16, 2006 05:48 PM | Link to this

I teach at one of the needier schools in the state, and let me put it this way:

Nearly everyone in this county expects to be GIVEN everything. There is next to ZERO work ethic, PARTICULARLY among the kids. Mommas expect to be able to manipulate the system because they happen to work for it as well. NOBODY manipulates me.

Plus, considering how BLATANT the black-on-white racism in this county is, it is a miracle I’m able to get ANYTHING done. (This is highly ironic, if you listen to the “black leaders” in Atlanta….)

I’ve already about decided that while I hope to live exactly where I currently live, I plan to find another job next year, whether they ask me to stay or not.

By holdingAJCaccountable

October 16, 2006 06:41 PM | Link to this

Something Lisa B. mentioned needs to be heard loud and clear, because it shows how absolutely morally bankrupt NCLB is.

By 2014 EVERY child must be “on level” or an ENTIRE school fails. 999 get accepted into Harvard. One defiant, disruptive, disobediant student fails and the ENTIRE school fails?! THAT IS THE LAW! From the same people who rail against “mandating equal results, instead of equal opportunity”.

This law has NOTHING to do with helping students and EVERYTHING with creating “failing schools” to justify vouchers.

Want to have a discussion on vouchers fine; make it an HONEST one, and don’t DELIBERATELY create “failure” in the public schools…I mean really, aren’t the public schools bad enought to justify a debate on vouchers without having NCLB “prove” it?

By thomas

October 16, 2006 07:19 PM | Link to this

It is difficult to work in a inner city, even some “suburban” schools nowadays. In the end I don’t blame people for not wanting to working in those environments.

Quite frankly I like getting parent paperwork signed and returned in a reasonable time frame, not having to continually discipline and redirect the same students over and over, or have to spend globs of time documenting a child’s misbehavior and failure to complete assignments, ad nauseum. I like not having to be like a drill sergeant. I like having parents who say they will come to a conference and actually come on time (even early). I like mannerable and respectable children. I appreciate it when students have the necessary supplies for school (pencil, paper, etc). Notice that I have not said anything about academic achievement.

I cannot imagine teaching in Atlanta Public Schools, Dekalb County, or South Fulton. All I can do is look back at my career and experiences and know that I might not have survived this long had I taught at one of those middle or high schools.