Good-Better-Best

I spend most of my professional life recruiting and onboarding teachers.  I have spent my independent research time during this program researching teacher recruitment and teacher effectiveness.   I travel and network across the nation trying to find new sources of teacher talent.  Anecdotally, I have seen major shifts in the teaching profession in my 11 years as an educator.  Colleges of education are shrinking.  As colleges of education shrink, states relax teacher certification requirements to fill the void; alternative routes to teaching are increasing.  Now, even the alternative routes to teaching are becoming more relaxed.  In the past in Georgia teachers had to have basic skills and subject area test passed before being eligible to teach for a 3-year period.  However, with most Georgia districts moving to waiver and charter systems, the only requirements those entering the teaching profession need are a clean background check, the ability to prove lawful presence in the U.S., a bachelor's degree (except some vocational and military fields), and an online ethics activity.  Districts can set their own requirements after these minimums are met. 

As a Teach for America alumna, I was told I must disavow the organization by some local education advocates within Atlanta during my recent run for school board.   One of the reasons I was told I must disavow was because teachers were ill-prepared.  Given the shortage of teachers in the Atlanta metro area in some schools, the pre-summer institute, institute, and bi-weekly support during the year I received as a Teach for America teacher exceeded the preparation that teachers hired under the new flexibility granted through waiver and charter districts.  There is a scale of good, better, and best scale I believe describes the level of preparedness teachers enter the classroom.

The Best
Experienced teachers with 4-10 years of experience.  There is research that suggests that teachers are most impactful during this time frame.

Better
Graduates from colleges of education.  I have been very impressed with college of education graduates I encounter. Given attrition within the field, districts cannot afford to only hire experienced teachers.  It can lead to a mass exodus at once from a district as teachers leave the field or retire a la the U.S. air traffic controller shortage.

Good
Candidates already accepted in TAPP programs or enrolled in graduate education programs.  I find some paraprofessionals with bachelor degrees who are looking to better their career opportunities are proactive and enroll in programs while still working with students on a daily basis.

???
Candidates without even provisional certification. The jury is still out.  If the teachers without provisional certification do not have substantive experience with students, the transition without intensive support can create a revolving door of teachers from what I have seen thus far. 

Hard work pays off !

Click picture to read article

Recently, the new CCRPI scores were released.  Atlanta Public Schools showed growth in 56th schools or about two thirds.  The district as a whole increased 3 points which was almost twice as much as the state's increase.

I know we won't get much media coverage, but I truly think all educators should be celebrated for the work that was done.  I do believe we will have even more increase this upcoming year.  The district, which is far from perfect, seems to be moving in the right direction.  Sure some changes still need to be made, but I think for the first time in a few years our focus is headed back to the students we serve.

IT NEVER STOPS!!! (Oct. 9)

There are deadlines that have to be met. IEP meetings that must be conducted. Parent concerns that have to be resolved and all these can be managed; however, DO THE INTERRUPTIONS EVER STOP!!!

I like what my adviser recently offered when he asked the question, "Do you have a radio?"  I responded, "Yes." He said, "Get rid of it!"  Lol!  So, I've taken his advise..... Peace at last, Peace at last. Thank God almighty, I have peace at last...until they call my cell phone. I love my job.

Media and Teacher Coverage (Sept 25)

Come on!!!

I can remember my mother saying when I was about 7 years old, "I couldn't be a teacher, because they would have to escort me out of the building."  At one time, she was interested in becoming a teacher until she witnessed the behavior of students in inner city schools. As a young mother, she retired the thought of teaching and sought employment in a grocery chain in Los Angeles. Some of my colleagues mock by saying, "Don't be surprised if you see me at the local grocery chain saying, Welcome to Walmart!"

The media needs to do a better job of promoting educators and not tearing them down.

Mindfulness (Sept 11)

Mindfulness - The space between the situation and my response.

Eckhart Tolle, The Power of Now, became famous when he was introduced to the world by Oprah Winfrey. He often spoke of being present and in the moment taking in and noticing the elements around you. Learning to STOP, Listen and then respond really helps to develop customer service skills when assisting the most difficult parent, teacher or student. Stepping out of the situation emotionally and hearing what's going on often has a positive calming affect on the most difficult stakeholder.

Miquel Ruiz, The Four Agreements, said, "Always let your words be impeccable. Don't take things personally. Don't make assumtions and always do your best." He says, taking the words of a shouting stakeholder personally and making assumptions about why they are performing...You, create the drama when you get caught up.  Mindfulness - The space (gap) between the situation and my response. If I'm present, I can assess, remain calm and provide the appropriate response and solution.

The Principal and the School: What Do Principals Do?

In our EPEL 8650 we recently discussed the article The Principal and the School: What Do Principals Do?  by Fred C. Lunenburg. As we approach the end of our leadership certification program, I know several of us are looking to move into the role of a  Principal or Assistant Principal, and I personally found the information shared in the article, not new, but still very interesting and eye opening! Some interesting points that I noted from Lunenburg's research includes:

• Heavy work load & Fast Pace: "On the average, elementary school principals work fifty-one hours a week, from seven to nine hours a day. High school principals average about fifty-three hours a week, dividing forty-two  hours during the day and eleven hours on school-related activities in the evening" (Lunenburg, 2010, p. 5).
• Variety, Fragmentation, and Brevity"...principals engaged in at least 149 different activities per day, half of which took less than five minutes each. This is a sharp contrast to many professional jobs, like engineering or law, which are characterized by long periods of concentration" (Lunenburg, 2010, p. 5).
• "Principals shift gears rapidly. There is no continuous pattern in their work"  (Lunenburg, 2010, p. 5).
• "An administrator's effectiveness was measured by subordinates' evaluations of their satisfaction, commitment, and unit performance" (Lunenburg, 2010, p.10).
• "Administrative success was determined by how fast the administrator had been promoted up the administrative hierarchy" (Lunenburg, 2010, p.10).

I invite you to read the article if you haven't already and share your thoughts on the research shared. If you are already in an active role as a Principal or Assistant Principal, how would you compare to  your workload, hours, and schedule to the research shared in the article?

Power of Positive Rewards

http://ectutoring.com/power-positive-reinforcement



Currently, in my new role, I find myself farther away from instruction that I wanted.  Sure enough, I can interact with kids, and I can see teachers when needed.  However, the biggest adjust was to be so far away from instruction or dealing directly with students.


Moreover, since starting this jobs, I am in the process of implementing many new reward systems within the school.  I feel that in Early Childhood Education rewards are a critical part of children's success and their thinking. Noticing that there were not many rewards for students around the school I have to begin to create many platforms for positive behaviors.  One such program is the "Every 5" reading program.  This program rewards students for five books they read and pass on accelerated reader at or above their reading level.  This program is just beginning, but students are asking for more time to complete their books.

Additionally, we will start doing brag tags within the school.  Brags tags are given to students when they achieve or complete a task successfully.  I like this system because it allows for something concrete that students can show off to peers.  This falls write in with what is developmentally appropriate.

Most recent I hosted a poster contest.  I received over 30 projects with one student completing a power point.  Many students were in shock and aww at the quality of work students turned in and the number of students that turned in a project.  This was because I hardly get a chance to interact with students, but I try my best to remain as visible as possible.  A part of the contest was that winners would receive a free pizza lunch curiosity from me.  The pizza was just a small token of my appreciation for students working on projects for me. 

Some teachers have to know ask for my help in promoting their contest or events with students.  I would rather have them review or let me present to them the power of positive rewards.  Additionally, not every reward or positive reinforcement requires money.  I think a lot of the kids would still just enjoy lunch with Mr. L.  They certainty have gravitated toward my kinds words.