Get Schooled

By thomas

July 21, 2008 9:11 AM | Link to this

Important Note: I believe that the AJC made an error in today’s story about the AYP results. According to the article, the percentage of students who must pass the math CRCT for a school to make AYP is 59%. That is incorrect. The percentage is now 66.7%. It had previously been 58.5%

By thomas

July 21, 2008 9:47 AM | Link to this

Boy this is a good question. Laura is right about what most principals do when hiring new teachers. What she didn’t point out is that two of the most important factors principals use is what the applicant looks like and whether they like you or not.

Regardless of the school or school level, principals usually look of certain kinds of people to work at their school. Race, gender, socioeconomic status, and sometimes background, play a role the kinds of people hired.

I will give you a prime example of this. If you study and observe the teachers at a school, often times you will find that, as a whole, the teachers look alike. They dress alike. They act alike. They even think alike. This is no accident. It is done on purpose. Only certain kinds of people are selected to be teachers. Take a look at school faculty pictures. All the women look alike.

Our society is conformity based. Differences are not valued. Some people might call it “conservative.” We do not believe in change.

What needs to be understood is that school is not about learning. It’s about the transmission of cultural values, indoctrination to authority and obedience, and training the students to conform to societal rules and norms. Extraordinary intelligence is not needed to be a “good” teacher.

This is what local school administrators (I call them building managers) look for when hiring teachers:

1) A white female, usually attractive (however black principals at majority black schools usually want a black female) 2) A girl who graduated from a regular college of education (that way they know that the people have been proper indoctrinated in “school” culture, philosophy, and procedures) 3) Someone they think will be a “team player” and will follow all of the standard rules and procedures and not “rock the boat.” 4) Someone they think can and will carry out the most basic teacher duties (i.e. come to work on time and on a regular basis, conduct classes according to the prescribed schedule, maintain ordinary discipline, and decorum, and complete required paperwork in a timely manner)

That’s it. One of the reasons schools are the way they are today is because the same people keep getting hired as teachers. Over and over and over again. For me I would like to see diversity in the ranks of teachers. I don’t mean diversity the way we know it- racial. I mean diversity in terms of life experience. There are many people from different walks of life who would make excellent teachers. Instead principals keep hiring the same girls over and over again. The same old tired philosophies and attitudes. When you keep doing the same things, you will get the same results.

Read this article to get a new perspective on hiring effective teachers:

http://ednews.org/articles/22914/1/The-Rationale-for-Preparing-Mature-Adults-as-Teachers-of-Diverse-Children-in-Urban-Poverty/Page1.html

By catlady

July 21, 2008 9:58 AM | Link to this

Thomas: and how many questions do the kids have to get right to be deemed “to pass”? I believe in 2007, 3rd graders had to get 21 (TWENTY ONE) of 55 “counted” (there are, I believe 15 questions that are “field” tested) questions correct to” pass” on the math section. 5th grade was about the same.

So to get AYP two thirds of the grade had to get a third of the questions correct on the math. Sad.

To the question: If the teacher comes with too enthusiastic an endorsement, especially if they are changing schools, as opposed to moving, the hiring principal should be VERY VERY CAUTIOUS. We get a lot of malcontents and poor teachers shuffled off on us from other schools in the system; in fact, I would say a majority of teachers who are doing changes within the system in our area fall into this group.

I am less cautious about teachers moving from one system to another. Then, it is a crap shoot. Frequently, they are terrific.

On the first years, those can go either way. Some come in and do a tremendous job, and some are obviously not cut out to teach. Some just need a little coaching and mentoring. I think most are good or salvagable, if not put in over their heads (like stacking the class with BD or LD kids, or giving them the bottom group.) I can usually tell the ones who came through the diploma mill schools pretty quickly. Our county tends to hire pretty indiscriminately those who came up through the local system, over those “not from around here” who might be far more capable/skilled.

These are merely by observations in my local setting, and might not apply to other systems. It will be interesting to hear what Tony says.

By jim d

July 21, 2008 10:14 AM | Link to this

Actually there is one qualification that will get anyone hired (at least in Gwinnett). One only need be related to someone in admin. to get hired with no fear of ever being let go, regardless of ineptness.

By thomas

July 21, 2008 10:30 AM | Link to this

Something I neglected to point out is that sometimes its the school that determines what kind of teacher a person can be. If you are at a dysfunctional school, your abilities and work are diminished. If you are surrounded by incompetence, horrid management, poor student, teacher, and parent morale, and low standards, it’s hard to be a good teacher. Your efforts will be all for naught. In fact, others around you will seek to pull you down and impede you from successing and helping your students grow.

I have seen mediocre teachers shine at a “good” school and good teachers destroyed by a bad school. We have some absolutely lousy schools in this state. Elementary, middle, and high.

The question should be: “What makes a good principal?” Like I have said before, it’s all about LEADERSHIP.

If you want to talk about hiring “good” teachers, you have to look at the leadership. The big decisions are made at the top. Our society is an authoritarian one— from the top down. It goes from the top down, not the bottom up.

By thomas

July 21, 2008 10:38 AM | Link to this

Catlady,

A few years ago, I used to teach in the regular classroom. I remember teaching at an elementary school where we were told what the “cut score” (percentage needed to pass the CRCT) was going to be. If there were 60 problems on a section of the test and the cut score was 40%, you knew the kids needed to get about 25-30 right in order to pass the test. That’s what me and my colleagues actually worked for. The kids didn’t need to get all the answers right— only enough to pass. All we were worried about were 300+. Needless to say, making AYP was never one of our worries.

By catlady

July 21, 2008 10:57 AM | Link to this

thomas, now there are 70 math questions for 3rd and 5th. None are straight computation: all are word problems (and thus test reading skills). We are told 15 are being field tested, so that leaves 55 to get 38% correct of.

What makes more sense to me is to look at the math GPS and write questions that address that (perhaps leaving in some straight computation to see if the problem is reading comprehension) and counting at least 70% correct to be a pass. In other words, refine the test so that it tests the subjects to be covered by everyone in that grade. This 38% correct to be a pass is insane, if the test actually tests what the expectations are. Of course, it really doesn’t matter since everyone is passed on anyway…..

By HS Teacher, Too

July 21, 2008 11:56 AM | Link to this

jim d,

“Actually there is one qualification that will get anyone hired (at least in Gwinnett). One only need be related to someone in admin. to get hired with no fear of ever being let go, regardless of ineptness.”

“Actually there is one qualification that will get anyone hired (at least in Gwinnett). One only need be related to someone in admin. to get hired with no fear of ever being let go, regardless of ineptness.”

My point: Don’t forget GCPS’s second requirement — if you can parrot, they will hire you!

Perhaps being a lemming is a better way to put it.

Really, Laura, in my experience administrators sometimes are reduced to wanting warm bodies; but most of the time they want someone that they perceive will be at least moderately competent, has passed all the state tests, jumped through all the appropriate hoops, and who at least gives the impression that they won’t make waves. Thomas is right-on about that, and to the extent that people who have that mind-set don’t want to stand out, it is true that they all DO tend to look alike!

Someone who has already made a reputation for themselves as thinking for themselves will have a harder time finding a teaching job, even when the results of his/her independent thinking are demonstrated to have benefitted students.

At least in Gwinnett, the impression that I have gotten is that more than anything, administrators DO NOT WANT WAVES.

By jim d

July 21, 2008 12:13 PM | Link to this

Thomas,

it’s all about LEADERSHIP

Lest we forget,leaders are like eagles. They don’t flock, you find them one at a time.

By jim d

July 21, 2008 12:28 PM | Link to this

how do schools find and hire the best teachers?

They don’t!

By jim d

July 21, 2008 1:31 PM | Link to this

Great Teachers?

I believe Steinbeck was credited with saying something along these lines.

a great teacher is a great artist, and they are as few as any other great artists

By Lisa B.

July 21, 2008 3:04 PM | Link to this

Thomas, the CRCT math AMO trajectory was changed in early June. The Annual Measurable Objective now for AYP was decreased from 66.7% to 59.5% for 2008 and 2009. In 2010, the math AMO will increase to 67.6, and continue a steep upward slope until 2014. Kathy Cox was able to get the AMO reduced by U.S. Department of Education when the new 8th grade test scores were so low.

By simon

July 21, 2008 3:44 PM | Link to this

I tend to think some of more cynical perspectives offered by others may indeed be true in some systems, and that is very sad.

However, I do want to address the original question a bit more seriously. I think this question skirts around the definition of “good” teachers. I also wonder if there is an assumption that good teachers are “born,” not “made.” I think good teachers are those who can learn from their own (and others) teaching (often mistakes, but not necessarily). If someone thinks s/he is already a good teacher, I don’t think I will hire that person. A teacher who can critically self-assess his/her own teaching - knowing what s/he does well and what s/he needs to work on - seems to be the most critical factor. I don’t know how reliably get at that factor in an interview or just looking at resumes. But, I imagine you can get some sense during the interview. Of course, this can be very subjective judgments, but I suppose all employment judgments are eventually subjective ones.

By KimL

July 21, 2008 3:49 PM | Link to this

I do not want to hear about how hard it is to find good teachers! My sister was a new teacher. She was extremely dedicated. She loved her students; her students loved her; her student’s parents loved her. She taught one year at PINE RIDGE ELEMENTARY. The evil witch who continues as principle at PINE RIDGE ELEMENTARY tormented her beginning her first day!

That witch, during her interview, said she was extremely excited that my sister agreed to teach at PINE RIDGE ELEMENTARY. She said she would make her Teacher of the Year!

That principal did not make the required number of observations in her class; however, chastised her daily for being a terrible teacher. She never said why, never offered assistance, despite my sister asking for ANY assistance from her to improve. She finally insisted that my sister resign or assured her she would not be able to teach in GA again!

In a meeting with my sister’s rep (whatever the teacher’s union rep is called), that principal told my sister, who is white, that she simply did not need to be teaching black children! My sister, who was, of course, very hurt by those comments, mentioned them to another black teacher at that school. That teacher told my sister that she was not the first teacher who had suffered this treatment from that principle at PINE RIDGE ELEMENTARY, nor was she the first white teacher who had been told she shouldn’t teach white children. Each of those teachers were forced to resign.

When my sister called her “rep” to discuss her options with respect to filing an EEO suit against this woman, he told her that he might remember the principal at PINE RIDGE ELEMENTARY telling her that but, unfortunately, he couldn’t find it in his notes!

In addition to the daily harassment of my sister by that principal, several parents of her students called her asking why the principal “had it in for her.” That principal was talking to them, asking them for negative comments about her - which she was unable to get from those parents, by the way!

When that principal gave out evaluations to the teachers at the end of the year, she made a point to tell my sister that it would not do her any good to put anything negative about her in the evaluation. She was too close to the superintendent of the school, that she had received bad evaluations in the past, and that nothing could touch her.

The witch principal from PINE RIDGE ELEMENTARY gave my sister a good written recommendation; however, not one additional school contacted her for an interview. While she had phone discussions with a couple, it became apparent that the verbal reference the principal at PINE RIDGE ELEMENTARY was giving was not as favorable as the written recommendation.

Needless to say, my sister is no longer interested in teaching. And, as far as being a bad teacher - well several of her students from last year, as well as the parents, call her at home just to chat with her.

The school system makes me sick. Frankly, while I do feel for the children, I think the schools get exactly what they deserve, and I hope that principal finally gets hers one day!

By Jason

July 21, 2008 4:29 PM | Link to this

I hate it when educators pretend they face problems the private sector doesn’t. Aside from resumes and interviews, how does any employer really know how qualified applicants are? This is not a challenge unique to schools. Neither is performance-based pay. Teachers argue bonuses might be meted out unfairly. Yeah, that’s never happened in Corporate America!

Get off your high horse.

By Gwinnett Educator

July 21, 2008 4:33 PM | Link to this

I am not surprised about that principal at PR elementary. I was supposed to interview there and the impression I received when I walked in that door left me HAPPY that I could not interview with them. (I did not renew my contract, then thought that I may need to stay in that county due to my father’s health at the time. I could not interview with other schools because my old school still had openings and I would have to return back there…WHICH I DID NOT WANT TO DO!!!!) so I held out and stepped out on faith.

Sorry that happened to your sister.

By thomas

July 21, 2008 5:21 PM | Link to this

I didn’t know they changed the change in AMO for math from 66.7% to 59.5% Personally, I wish they had kept it at 66%

Listen, I am a believer in NCLB. I diagree with the requirement that newcomers to English must take the regular tests after one year. They certainly haven’t learned enough English to even begin to take a CRCT test after one year. But our schools need to be held accountable for the performance and achievement of its students. For for too long our schools have let millions and millions and millions of kids rot and vegetate, while BILLION$ of Federal, state, and local education money has been wasted.

The 100% passing requirement is TOTALLY ABSURD, but high standards are not. We should have had 66.7% rule this year. If some schools failed, they failed. It simply means that they would have doubled their efforts for next year.

NO CHILD LEFT BEHIND!!!!!!

By TallyBrave

July 21, 2008 5:21 PM | Link to this

I taught two years in GA secondary schools. I loved the students and loved teaching itself. I made mistakes, re-adjusted and improved each year of my career, even outside of the state. However, what I hated was dealing with inept administrators who failed at proper mentorship, co-erced unethical grade changes, showed favortism to certain students, and who put athletics above all else.

As a first year teacher, for instance, I had no mentor, and yet I was pressured into coaching cheerleading and sponsoring no less than 6 extra-curricular activities.

Needless to say, I became burnt out after three years and went to law school.

In hindsight, the problem is not the teachers, most of who really do want to make a difference. It is definately the leadership or consistent lack thereof.

By thomas

July 21, 2008 5:45 PM | Link to this

That is a sad story. Stories like this happen all the time. I am going to guess that this young woman’s problem was that she p’d off the principal and got on her crap list.

Very sadly, in a non-union, right-to-work state like Georgia you are at the tender mercies of any ghoul in management.

I become angry when I see deferential treatment and special treatment and privileges for some people, while everybody else must tow the line. Must dot every “i” and cross every “t.”

Some teachers (and staff members) get the kids and classes they want, come to work when they please, wear what they want, when they want, and do whatever they please in the classroom— regardless of what rules, procedures, and standards have been put in place by the county and school. They generally skirt the rules that everyone else must follow to keep their jobs. And ABSOLUTELY, POSITIVELY nothing happens to them.

In fact many times these poor excuses for teachers are called “good teachers” by the very same principal and others. I could tell you some horror stories about “good teachers.” One year I thought I was going to have to go to the county office and PSC to report a “good teacher” who enjoyed verbally abusing, berating, and degrading her students. This is also a woman who had her students in fear of her and actually grabbed one of her charges. Needlessly to say the principal did not nothing to stop this woman. In fact, the last I knew, she is STILL working as a teacher.

You see, people like this are not harrassed, monitored, written up, put on PDPs, observed frequently, nonrenewed, fired, or anything else. But if I, as a principal, don’t like you, I’ll spend my days thinking of ways to make your life a living hades. Your instruction and relationship with your students and parents be d_mned.

This is why, people, you should have insurance. For all you people laughing at MACE, you shouldn’t. Unless you have friends in high places or can walk on water, you could face the same fate as the poor girl from Pine Ridge.

By simon

July 21, 2008 6:03 PM | Link to this

What’s sad is Kim’s story is totally believable. My question, tough, is are other principals really so blind? If so, no wonder they have difficulty hiring good teachers.

By Tony

July 21, 2008 6:08 PM | Link to this

catlady, the GPS tests are requiring at least 54% correct to earn the passing score on CRCTs.

Regarding the hiring of new teachers, let me share a few of my strategies. First, hire as early as possible. The best candidates are usually available at that time. People wanting transfers want to know they will be hired before they are required to return their contract in their current position.

Second, have a couple of key teacher-leaders in the interviews. The principal alone is not sufficient. The panel is able to hone in on other points besides technical information. Body language communicates! Dispositions are also important. Many people can become proficient in the lingo, but may have problems analyzing situations for determining courses of action. Teachers and principals can easily pick up on signals that indicate classroom management concerns.

Review all the references and more. For every teacher I hire, I call the references listed and I call others who may have known of the teacher’s performance. If I know parents at the school, I’ll talk to them, too. If I can not talk to the most recent principal, I will not hire the teacher candidate.

Test scores and academic records can tell a lot about a person, but these things do not tell the whole story. For beginning teachers, the supervising teacher is the most important reference. Work ethic, interactions with others, and professional capacity can not be recorded on a resume. Please don’t bring a generic letter of recommendation. I want one addressed to me and I want to talk to the person writing the letter.

Finally, the way the candidate dresses for an interview is also important. First impressions are huge! I am guilty of marking a person off my list within the first 30 seconds of an interview. Oral language and standard American English are essential.

By Lisa B.

July 21, 2008 6:48 PM | Link to this

From resumes, interviews and background checks, one can only determine if a person is QUALIFIED for the job (whether in education, or business). Resumes, interviews and background checks can’t determine if the applicant will actually DO the job. Also, for whatever reason, some employers/principals fail to recognize potentially good employees and run them off. I think we can all think of cases where people were promoted beyond their abilities.

I also think that a teacher can be unsuccessful in one school, and successful in another. Schools have personalities, too.

By Attn: Clayton Parents

July 21, 2008 6:48 PM | Link to this

Tony,

If you’re going to bash MACE for what “they” did in Clayton, perhaps you’ll address the following:

Who has been the majority voting bloc from the land deal, (where a grand jury found that the board paid MILLIONS more than they should have) all the way through the SACS investigation? No, not MACE, GAE

How many MACE members are administrators (you know, the ones who actually RUN this “fatally flawed” system)? That would be zero.

Conversely, how many GAE members are ClayCo administrators? Far too many to list, including the President of GAE, and one of the board of directors.

Given that this board was governed by a GAE majority voting bloc and this system was RUN by members of GAE, (again, not one MACE member is an administrator) can you please explain MACE is the “they” that people should focus on, and not GAE?

By KimL

July 21, 2008 7:41 PM | Link to this

Gwinnett Educator - thank goodness you didn’t get involved with Pine Ridge. I hope your father’s health is better and that your faith led you to a wonderful new position.

Tony, I sure wish my sister had interviewed with you. While she did apply in close to every school district in Georgia, she had no success and is not teaching this year. We believe that while the principal did provide her with a very good written reference, she has not given her a good verbal one.

My sister is very sad when she hears that the kids are returning to school, and when she saw the School Box packed this weekend, but she is determined to be successful in another career.

By Elizabeth

July 21, 2008 7:43 PM | Link to this

What is a good teacher? I am. What makes a good teacher burn out and become indifferent, frustrated, and angry? Requirements, stemming from NLCB which require that we teach the test. We are told what to teach, how to teach it, what to say, how to present the material and what activities to do. We are told to do whatever is necessayy for kids to pass the test. I have taught for 26 years. When I started teaching, I was given a curriculum, a few textbooks, and told to teach the curriculum and mke sure the students exceeded. Mine always did. Now I am told what page to be on, how to phrase what I teach, to make certain that all students “learn” the material even if it means spoonfeeding them, following a scripted teaching style, and doing exactly what every other teacher does on a given day with a given lesson plan. My kids still exceed — on the test— but they fail miserably at the game of life. They cannot think or work independently because gruop work is the only acceptable and prescribed teaching method. They are not given time or nstructin in how to do quality work. Homework is virtually nonexistant because even if you give it, they will not do it. I am expected to be a counslor, social worker, friend, mentor, to teach character education, sex education, manners, approriate behavior, and deal with a host of emotional issues for which I am neither trained nor capable nor willing to do. I am trained to teach— not to be a surrogate parent to these kids. Yet I have no powere to determine whether or not a child is promopated or retained ( I always laugh when the public blames teachers for social promotion; most of us hate it as much the the public but are overruled by the system). Let me have the curriculum. Put me in my classroom and let me teach my way. Come and observe as much as you want. My kids will learn what they need to know.

Oh there is one more thing— the principal needs to back the teacher up rahter than catering to angry parents who think that the teachers are “too hard” and are picking on their little darlings. Force the parents be accountable for the kids’ behaviior and make certain there are consequences for inappropriate behavior— not a slap on the wrist but real consequences. Do these things and my stuents will succeed. Even with all of the mess I had to deal with this past year, my sixth grades scored higher on the CRCT than any othes in the school. But I have left the classroom because i am tired of fighting the syst4em. I will miss real teaching. I will miss the kids. But I willnot miss the hell I had to endure last year. Never again. I am done. I was a departmnent chair, directed a pilot program, won awards, worte grants, and was natinally reg=cognixed during my 26 years in the classroom. But I am finished. The way things are now, we will have a generatin of illiterates whose only accomlishment will be to score well on mustiple choice tests. God help us all when these people begin to run our country and government. Ther will not be a literate thinker or problem solver in the bunch because all of that is secondary to marking A.B,C, or D on a scantron sheet. That is why I am done with the classroom. .

By HS Teacher, Too

July 21, 2008 7:53 PM | Link to this

Jason, your point is valid but no one here said that this is the only field in which this happens; we’re just trying to figure out if it’s even possible to avoid it. Personally, I tend to think not.

TallyBrave, I left teaching to go to law school as well. I’m curious: Are you now practicing? And if so, are you practicing in a way that relates law to education, or are you in a different area altogether?

By Steve

July 21, 2008 8:08 PM | Link to this

I teach science in middle school. The school I work at is 75% free or reduced lunch and nearly 70% minority students. Yes, I am a white male. I have worked for great principals and marginal principals. The problem with these two measurements is they are subjective based on how I look at them. My school has made ATP 5 years in a row. I wished I knew what made a great teacher. Although I respect some of my colleagues more than others I have only met 3 people in nearly 20 years of teaching that should not have been teachers. I think the entire question revolves around the concept that kids will do what you allow them to do as will adults. It is like watching cars in the interstate. If the speed limit is 70 and the gendarme does not stop cars going faster - what are the drivers going to do? Last weekend I drove 500 miles round trip on the interstate, did 70 mph and saw zero law enforcement. Humans tend to get away with what they are allowed. I was the turtle on the road. If the state wants 60% then that is what the goal is going to be for most teachers. If the goal was 87% then that would be what the teachers would work towards. I have read about bad teachers, poor principals, etc. I firmly believe that the quality of the teacher is determined at the government level. Force the state to have tougher standards and education will improve. I know there are politics involved in everything but it all comes down to the simple fact that this is bigger than the teacher or administrator. California has a nepotism clause for teachers - why doesn’t Georgia? Minnesota and Washington do not ask multiple guess questions on their annual standardized test. They, along with other high scoring states, have essay question tests and procedural test questions. Things like “Explain how a bill becomes law.” Or “Design an experiment to count the population of mosquitoes at 3 different points in a wetland region.” So, what makes a good teacher? Every person in this state that votes determines that. I believe every school is supposed to have a parent advisory group. Are you involved or even thought about running for the position? This would give an input and inside track directly to the administration. Have you ever asked if you could sit in the classroom during a lesson and watch what and how was taking place? If my child had a teacher that would not allow me to sit in the class there would be a war about to happen. Please be involved in the school. You are paying for it so why not see what your dollars are getting. Demand more please. Don’t just write or complain about it, get involved.

By Steve

July 21, 2008 8:14 PM | Link to this

Correction to previous post. AYP 5 years in a row. Sorry, dropped an engine on my had and trying to type one handed.

By Lee

July 21, 2008 8:24 PM | Link to this

No manager, or principal for that matter, with an IQ above room temperature is going to intentionally make a bad hire. Why would we want to make our jobs harder?

The truth is, we generally spend about 30 minutes to ask a half-dozen or so sanitized, politically correct questions so that we don’t get into trouble with the EEOC and then we generally hire someone based off someone’s recommendation (i.e. their niece).

Where the business world and public education part ways is what happens after the hire.

When I hire a new accountant fresh out of college, I will put them with a more experienced professional for a while and gradually give them low-level projects to work on. Generally takes about 5 years to make them a Senior Accountant.

Schools on the other hand, will throw a newly minted teacher into a classroom scavenged of all useful objects, give them a roster of students devoid of “high level” students, shut the door and wish them the best of luck. If the teacher is lucky, the school will make a half-hearted effort to mentor them, which usually means a more senior teacher will dump all the stuff they don’t want in their classroom on the new teacher.

As far as actually trying to develop the teacher - forget it.

At least that was the way it was years ago when my wife first started teaching and I don’t think it’s gotten any better.

By TheBlogger

July 21, 2008 8:31 PM | Link to this

The more important question here is: “What makes a teacher good?”

For students, a good teacher is often one that is easy when it comes to grades, allows them to ‘break rules’ (like no eating in class), and is more of a friend than adult authority figure.

For parents, a good teacher is often one that gives good grades to their child, and one that their child talks about in a positive light at home.

For administrators, a good teacher definition changes from day to day. On most days, a good teacher is one where the administrators hear no complaints and one that minimizes disruption in the school - this includes a teacher that is trying to maintain discipline and needs help from administrators (administrators don’t like that at all). Also, on most days, a good teacher is one that never complains and will do whatever bull that the administration wants them to do that is beyond their job (hall duty, etc.). On few days, a good teacher for administrators is one that gets their studetns to pass the standardized tests.

Few people will honestly say that a good teacher is one that challenges the students academically. Few will say that a good teacher is one that prepares the stduents for life beyond high school (college or whatever). Few will say that a good teacher is one that is fair when it comes to grading and to behavior issues.

So, again I ask: “What makes a teacher good?”

By The Forgotten Messiah

July 21, 2008 10:50 PM | Link to this

A math teacher posed a question to his students. He told them not to answer the question right away, but to go home and sleep on the possible answers. and then work out a solution in the morning. One student raised his hand. “The answer is infinity”, he said. The teacher made him wear a dunce cap and sit in the corner till the bell. The other students, thus warned, did exactly as the teacher instructed, and slept on the problem.

In the morning, each student knew the answer, which came to them as they slept. The bus ride to school was very quiet that day, my friends, for each student was afraid he’d blab the answer and some other student would get credit for his nocturnal insight.

In class, the teacher asked, “Who has the answer?” The entire class raised their hand, “Oh, pick me! I know the answer! ME!” they yelled in unison.

The teacher picked Jill. Jill stood up and said, “The answer is infinity.”

“Great Job” the teacher offered, “you get an A and the school scholarship, and this candy bar. You may color for the remainder of the hour, but the rest of the class has to do calculus practice.” A groan went up into the air above the students.

The kid who wore the dunce cap stood up. “But I knew the answer yesterday. Why didn’t I get the candy bar and the scholarship?”

THe teacher looked at him, and said, “Because yesterday the answer wasn’t infinity. Yesterday the answer was infinity plus one. You have to subtract one from infinity plus one because another day has passed, so the answer is infinity today only. Tomorrow the answer is infinity minus one.”

The student looked puzzled. “You’re insane. That’s not math, that’s rubbish. I’m going to report you to the principle. You’re teaching nonsense.”

The teacher made that student wear a dunce cap for the rest of the hour, and talked on his cell phone with his mistress, who happened to be the lesbo teaching the gym class, until the bell rang.

And so I say unto you this day: Students learn many things from teachers.

By TheBlogger

July 22, 2008 12:46 AM | Link to this

The Forgotten Messiah - Gee thanks. Another unrealistic stupid story that makes teachers look bad. That’s what we really need. Your contribution to this blog is amazing. That is 15 seconds of my life I will never get back.

By TheBlogger

July 22, 2008 12:58 AM | Link to this

Elizabeth In spite of everything, not all schools are like the one you are in. I encourage you to look to a different school and change, if possible. Moving within GA doesn’t impact your retirement or your career or your sick days or anything. Too often, schools and school systems believe that they can abuse teachers and our profession and there are no consequences. If enough teachers flee, maybe they will get the message - I guess.

I am aware that all DeKalb County schools are like the one you describe. I am also aware that Fulton County schools are not (at least in North Fulton). I think that Gwinnett County schools are a mixed bag.

My sister, a teacher in south GA, held on for a couple of years as her school was requiring all of that crap. She then moved to another school and is thrilled. She actually enjoys teaching again - and her students are benefiting.

It seems that parents don’t “get it” because they are seeing things from a distance. They only see their kids grades (artificially inflated from administration) and want to see their kid promoted. They don’t know what their child has or has not learned. Most have no clue how NCLB has destroyed education and ruined the teaching profession.

As a prime example of parents that don’t “get it” just look to Clayton Co. The few parents that showed up to the meetings and the fewer voters that showed up at the polls to elect the new School Board. The parents live in their little bubble and cannot connect the dots.

By jim d

July 22, 2008 5:24 AM | Link to this

what makes a good teacher? or makes a teacher good?

Quite simply— GOOD STUDENTS

By Oush Back the Starting Time!

July 22, 2008 6:16 AM | Link to this

www.georgiansneedsummers.com

By thomas

July 22, 2008 7:59 PM | Link to this

Here’s another article that just reinforces the importance of teacher quality.

http://ednews.org/articles/26867/1/An-Interview-with-Janie-Feinberg-and-Delia-Stafford-On-going-research-stresses-that-the-single-most-important-factor-in-the-classroom-is-the-quality/Page1.html

The research has said it time and time and time again. Instead everybody wants to over look this factor. They want to blame the kids, parents, class sizes, school funding, amount of materials given to teachers, the kind of classroom the teacher has (a classroom vs. a trailer), the weather, God, Jesus, the Governor, the President, NCLB, and everything on Pluto.

It cannot be said enough— teacher quality has the highest impact on student achievement.

By klirwzj urxzdmo

September 1, 2008 11:54 PM | Link to this

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By klirwzj urxzdmo

September 1, 2008 11:56 PM | Link to this

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By klirwzj urxzdmo

September 1, 2008 11:57 PM | Link to this

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