Mary looks to us for a solution to a real life problem

As a first year teacher, we may find ourselves working in a situation that offers  many challenges.   Many of these challenges put us into professional dilemmas and we find that we are doing things that are counter to what we have been taught are “best educational practices.”   Following is what I believe to be a good example of such a perplexing situation:  

Ms. Smith is a new teacher who has been assigned one of two 5^th grade homeroom classes.  Students in the other 5^th grade homeroom are being taught by a long term sub.   The long term sub will be in her assigned classroom until November.  She is filling in for a teacher on maternity leave. 

A few weeks before school opens, the administration decides  that 6 students who had been in a self-contained special education classroom will now be mainstreamed. These 6 students, along with some new students, bring the fifth grade class enrollments up to 29 students in one homeroom and 28 in another. The principal decides to try a new teaching model for these two fifth grade classes.   She  adds a language arts specialist and a math specialist to assist the two fifth grade teachers in the classrooms, but in those subjects (math and language arts) only. In addition to the newly “mainstreamed “ students, Ms. Smith has several students with IEPs.   These students require “pull out” instruction in math and language arts.  With the specialists in these classes, the pull out schedule is no longer being followed. 

Several parents of the students with IEPs are upset.   Parents of more advanced students are complaining that their children are bored.    Other parents are telling the principal that their children are complaining about the noise in the room as well as the behavior of many of the students. The principal insists that her model will work.  Nevertheless,  parents are complaining loudly and are criticizing Ms. Smith, the newly hired fifth grade teacher.  

How would you tackle this situation?  Is there any way that Ms. Smith can improve the situation and meet the needs of all her very diverse learners?

Are you having difficulty with classroom management? Vincent has a recommendation.

In my opinion one of the hardest things about being a teacher is the challenge of proper classroom management.  It is a skill that seems to be developed and acquired from years of experience. However, even the best of teachers  has days where the students are just completely out of control.  Sometimes there are environmental factors that can lead to an unruly class, for example:   hot days, crowded classrooms  and noise from building construction.  All of these will almost guaranty that students will become distracted.  Should the education department at Caldwell College offer a course in classroom management?

Please discuss...

Dave asks..........How do we fix tenure?

How Do We Fix Tenure?

            A hot topic of discussion in the news, political coliseum, and faculty rooms across the country is the concept of tenure. The term is often misunderstood by politicians, parents, and interest groups. Many think it is a way to protect incompetent educators.  However, I suggest that it is fair a system of hiring and firing.

            In an article entitled “Now Is The Time To Redefine Teacher Tenure” by Gary M. Chesley, tenure is stripped down and reformatted. Chesley first discusses the history of tenure up to present and how it has protected teachers from malicious intent of school boards, administrators, and politicians. He mentions several changes to clarify and improve the idea of tenure. These changes include executing three units of instruction over three years of employment, namely:  writing three unit assessments, developing and executing an annual student management plan, receiving a minimum of three classroom evaluations, achieving student academic growth in specific skills, and keeping documented contributions that not only help themselves, but the school.  After these requirements have been met, a tenure panel would review the information submitted by the teacher and decide whether or not to grant the teacher tenure. This would not only help teachers, but principals and often demonized unions (Chelsey, Gary 44-35). 

            I agree with the author. Tenure should be reformatted. However, I feel there can be even more improvements made. Previously in class, we discussed how teachers should be paid. I believe that tenure should include a possible appraisal or denial of monetary gain. If the teacher meets a percentage of the requirements listed above then pay, based on a configured pay scale, will increase.  Probation of teachers and protection of teachers should also be reconfigured.

            Currently, there is a probationary period of three years before a teacher is allowed tenure. This, I believe,  can also be adjusted.  Midway through the third year of the probationary period, the teacher should be evaluated by the appropriate administrator.  Then, a meeting should take place.  At this meeting, the evaluator should present the teacher with a specific improvement plan.  If the teacher meets the requirements of that plan, he or she will receive tenure. 

            However, if the teacher does not meet the requirements, then the teacher will remain at the same pay level for the following year and not be allowed tenure in the fourth year.  Midway through the fourth year, the evaluation process will be repeated.  If the teacher still has not met the improvement plan recommendations then he/she will be terminated at the end of the fourth year.  What is your opinion?   Do you feel that tenure needs to be restructured and reconsidered?   Let me hear!

Would higher paid teachers result in smarter students? Jennifer poses the question.

How do you think the nation’s school system would change if the starting salary for teachers was increased to $60,000 as Arne Duncan recently proposed.   Secretary of Education Duncan proposed the following:

Teachers should be paid a starting salary of $60,000, Duncan said, with the opportunity to make up to $150,000 a year. That's higher than the salaries of most high school principals, who are generally paid much more than teachers.

The median salary among all middle school teachers, for example, not just those starting out in the profession, is around $52,000, according to the Bureau of Labor Statistics.

Would paying teachers 2 to 3 times more money mean that students would learn more? We don't know. But smaller raises of 20 percent or less have been ineffective, and one New York City school that embraced much higher pay has so far underperformed on state tests.

Why do you feel the way you do?    Is money the only reason that one enters the teaching profession?   Does money equate to better teachers and better prepared students?