Something to be bothered about with #BCed

I apologize if my outcry against the deterioration of public education bothers you but I think there are much larger issues to be bothered by with the way this Provincial government is treating public education!

I shared this as a facebook status, and I wanted to share it here as well:

Teachers fight for students everyday. Fight for smaller classes, more support, specialist teachers and a safe place to learn and grow. My union fights for me. Fights for improved salary, benefits and better working conditions. Don't get it confused... Teachers always 'do more with less' so just because we ask for a fair wage to catch up with teachers across Canada (many with lower cost of living) doesn't mean we are greedy. We care about your kids, but have families of our own too. Funding needs to go into education, for better working conditions for teachers, which is better learning conditions for kids. Thank-you to everyone who supports public education. We will keep fighting until this government makes it a priority!

As the struggle continues in British Columbia for public education to become a priority for the BC Liberal government, I find myself constantly having to defend my job, my union, and my students. For some reason, there is this divide... just because teachers want better working conditions including salary, benefits, prep time and smaller classes, they are somehow greedy and not passionate about teaching. Many somehow believe that improving things for teachers doesn't positively impact students.

I can't even count the number of times, in the past two weeks, I have been asked, "Why don't you choose a different career?" or "Well, why do you keep teaching then?" or "Have you thought about moving somewhere else to try teaching or moving to the private sector?" Like that is the answer?

I am a teacher because I care about education and kids... but that doesn't mean I don't also care about my own well being and my family's security. Like any person, in any job, there is a balance of wanting what is best for your clients, colleagues, business, whatever the case may be... as well as your own family and personal life too. I am passionate about education and that means I stick with it, through thick and thin, always trying to improve it for my students as learners and for myself and my colleagues as teachers.

About me...It has been a roller coaster ride... I graduated from university and was hired that summer to start in September as a Teacher-Teaching-On-Call [TTOC] in the district I still call home. After three years of slow work and struggling to make ends meet as a TTOC, I obtained my first part time temporary contract. It was outside my subject area, but I took it because contracts were hard to come by. After that, I had a temporary contract, of some sort, for a few months each year until, in year seven, I finally "rolled over" into a continuing part-time contract. This meant, although 'owed a job' I would be laid off each year until I obtained enough seniority to find a secure position, a classroom and school to call home.

Last year I was laid off and out of 480 or so teachers, I was right in the middle. I was recalled to a part-time job, outside my subject area, the day before school started, and on-call the rest of the days. This year, of our 632 teachers laid off, I am in the bottom 100. Because I am part time, many full time teachers have jumped ahead of me on the lay off and recall list. With a cut off point of 8 years and 4 months, many teachers who have not been laid of fin several years are laid off this year. I have only 2 years and 6 months seniority because much of my on-call teaching time is not included in calculation so I knew I would be laid off this year, however,  I didn't expect to be so low down the list. I don't expect to be recalled in September, if at all next year. This is one of many difficult cuts my district has had to make because of lack of funding from the Provincial government!

I don't mean to sound greedy, or selfish, [why do teachers always apologize when speaking out against injustices?] but as I enter my ninth year teaching, I wonder when I will escape this tumultuous procedure? Where else does nearly a decade of service lead to facing this much uncertainty? If I continued to work just my part-time, 2 day a week contract and the lay-off level stayed as it is this year forever, it would take me almost 15 MORE years to get above lay-off line.

Depressing as that is for me personally, it is not as depressing as losing all our teacher-librarians next year, among other major cuts. My district is not alone in facing these difficult decisions, across B.C. school boards are struggling to balance budgets as the provincial government continues to download costs. B.C. invests $1000 less per student compared to the national average which, if corrected, would resolve most of the cuts school districts are being forced to make. These cuts are devastating and will change public education forever. I fear, once cut, these positions, services and programs will never return and my daughter and her future children, will not be given the opportunities they deserve in school.

It isn't just about me and my family, although that is very important to me, it is about everyone's family and future. Although cliche, it is true, these kids are our future... the government talks about a 'strong economy' but is squashing our young future decision makers' opportunities. Our future nurses, teachers, plumbers, tradespeople, parents, bankers, doctors, cooks, lawyers.... losing important support in school.

It frustrates me that there is no money for classrooms, but our premiere can spend frivolously. It isn't about there being no money, it is about the allocation of money and the priorities this government has. Clearly education is not one of them.

It upsets me that we are bullied and bribed in the public instead of respected at the bargaining table. There is a fair deal to be made, but the media parade won't help us get there.

Teachers elsewhere in this country are negotiating and being recognized as important figures in children's lives. Why can't B.C. see the same? An investment in education now, will pay off in the future.

This isn't about being adversarial, this is about coming to the table... the government and the BCTF... and discussing, proposing, negotiating. Teachers working conditions are students learning conditions and both need to be protected.

Education is worth the investment. Quality education should not be reserved for the rich and elite. Everyone deserves the opportunity to learn and grow in a safe and nurturing environment.

So, I apologize if my outcry against the deterioration of public education bothers you, but I think it should bother you more that this government is treating teachers and students this way. Everyone has a right to quality education and as a teacher and a parent, I will keep fighting for public education and the educators who work hard every day to teach our children. I won't give up on their future and neither should you!

Currently...

 

 

Listening:
To my daughter and her friend giggling in the room next to me. It's the last slumber party of the summer.

Loving:
The weather we have been having. There was a wicked thunder storm the other night and the rain watered my garden for me. Since then it has been sunny and beautiful.

Thinking:
About back to school.

Wanting:
A job! I am a bit anxious knowing there are no classes available for many teachers, including me. I really hoped I would be able to know before school starts.

[For those new to my blog, our district had a major budget deficit and laid off approx 500 teachers. As of last week 200 were still not placed back in a classroom... there are no jobs... yikes!]

Needing:
To get my house cleaned! And not stress of things I can not control [like when I get my class assignement]
Love Yourself Spot:
1. Drink more water 
2. Learn to say 'no' sometimes
3. Scrapbook more

If you want to participate in 'Currently' check out Farley's blog - Oh Boy 4th Grade I try to participate every month and even use the idea with the mentors group I work with as an opening write sometimes!

Article: Exhaustion of the American Teacher

Exhaustion of the American Teacher, this is a pretty good read.

http://theeducatorsroom.com/2012/09/the-exhaustion-of-the-american-teacher/

Father's Day in a Two mother home....

This is such a great article that has me thinking about the stereotypical "gifts" that are often made as crafts in school.

Who here has ever received a Mother’s Day gift that did not feature flowers in some way? Who has ever received a Father’s Day gift that did not feature tools or neckties? It is in the nature of these gifts to be hopelessly generic and stereotypical.

This post talks about one family with two moms and how they approached Fathers Day recently... awesome read:

My first thought was to ask if the kid could be given a pass on Father’s Day this year, having just finished working twice as hard as the other kids for Mother’s Day, making two beautiful scrapbooked cards for his two mums. But, judging by this note, sitting out the activity was not an option. 

The teacher’s instructions to parents did note, with heartening sensitivity: “If for any reason a picture of Dad is not possible or … he is not present in your child’s life, feel free to have your child bring pictures of a favourite uncle, family friend or grandfather that they wish to make a gift for.” 

There was a time that we would have been grateful for this inclusiveness, but let’s face it, the kid is in Grade 4 now and he was in daycare from the age of 1, so we’ve been dealing with this awkward annual moment for at least eight years now. 

When our son was little, we would sit him down every spring and ask whom he would like to make a gift for – Gramps? Uncle Rod? Uncle Jim? – and then run interference with the teachers, making sure that they knew the situation and presenting a ready-made solution.

 My father has been the recipient of many Popsicle-stick masterpieces over the years, not just from the boy, but from his older sister. Frankly, Gramps already has more than enough receptacles for pens and his pennies gathering dust on his dresser. And while the boy does have other adult males in his life, we don’t necessarily have multiple pictures of them. 

More important, this whole business is starting to feel like a sham. Why should he have to come up with a fake father figure just so that he can kind of conform to what all the other kids are doing?

 

Read the rest here: http://www.theglobeandmail.com/life/parenting/fathers-day/what-happens-on-fathers-day-in-a-two-mother-home/article12493198/

Times Colonist Editorial:Ten-year deal no path to peace

 Times Colonist - Ten-year deal no path to peace:

Far from creating 10 years of peace, Premier Christy Clark’s insistence on a longer-term contract with B.C.’s teachers guarantees four more years of bitter wrangling. 

In January, Clark said she would seek a 10-year labour deal with teachers in which salary increases would be indexed to increases received by other public-sector employees, calling it a framework that would bring a decade of stability to classrooms. Teachers would still have the right to strike, but not over wages.
Predictably, the plan was quickly dismissed by the B.C. Teachers’ Federation as an election ploy.
Meanwhile, the BCTF and the B.C. Public School Employers Association went to work figuring out a mutually acceptable structure for contract negotiations, and appeared to have developed a respectful atmosphere. The two sides were scheduled to sit down for more talks this week, but Clark has poked a stick into the hornets’ nest by resurrecting the idea of a long-term agreement with teachers.
The premier claims she has a mandate to pursue the 10-year deal, but it was not an election issue. The B.C. Liberals’ platform was focused on the economy, holding the line on taxes and paying down the debt. Besides, how can anyone say British Columbians voted for a particular plank in a platform? It’s just as likely they were voting against the New Democrats as they were for anything in particular offered by the Liberals.
Far from fostering peace, Clark’s plan will only anger teachers further. The government already wields the big club — the ability to legislate the teachers back to work — and imposing an unpalatable and unworkable framework on the negotiations won’t smooth the rough relationship between government and teachers. It’s disrespectful and heavy-handed.
The Liberals’ strengthened majority might give Clark new muscle in telling government what to do, but she can’t tell teachers how to think and feel.
A 10-year agreement would be bad for both sides. No one knows what the economy and the demographics will be like 10 years down the road.
One of the main reasons for periodic negotiations is to work out an agreement that takes into consideration changing conditions.
Clark is not wrong in wanting labour peace for B.C.’s schools. Others want it, too — that’s what motivated the school boards and teachers to work out a new and respectful approach to bargaining. It would not have created an instant Shangri-La in which everyone was happy and everyone had everything they wanted, but it was a step in the right direction.
Clark should leave well enough alone. There’s no shame in proposing a new plan. The shame is in clinging to that plan long after it’s obvious the plan is unworkable.
The relationship between government and teachers has been strained for many years. If Clark wants 10 years of labour peace — and it’s a commendable goal — she should seek to build a trustful, respectful relationship with teachers, one in which hard bargaining can take place without acrimony. That can’t happen if she unilaterally imposes new rules on the negotiating process.
It’s disturbing that the premier thinks she can put out the fire by throwing gasoline on it.
 

http://www.timescolonist.com/opinion/editorial-ten-year-deal-no-path-to-peace-1.306825

CURRENTLY: May

Listening - to my fan blowing, it is actually hot enough to turn it on today =) Summer is near!
Loving - my puppy snuggles, she is 5 months old now!
Thinking - about the election coming up May 14, I am doing a lot with the local candidate I support as well as some work with my local union to call and remind teachers to vote for public education!
Wanting - to get rid of the cough I have... busy week, not enough rest, the cold/sinus infection I have has got the best of me!
Needing - to re-organize my work bag, it is stuffed with things from a very busy week, lot's of meetings, lengthy to do list.
Summer Bucket List - camping... tent, camp fire, swimming in the lake... we didn't get to it last summer and I regret it entirely!

Check out Farley's awesome blog - she is the fab blogger who does "CURRENTLY" each month!!
http://ohboy3rdgrade.blogspot.ca/2013/05/may-currently.html

Better Schools in B.C.

This is an excellent read:

British Columbians should be very proud of our public education system. Teachers and other educators work hard to help B.C.’s children gain the skills, knowledge, and confidence to take on the world. Today’s students will be tomorrow’s teachers, doctors, engineers, and loggers. They deserve a government that will invest in their education to ensure B.C.’s social fabric and economy stay strong. Sadly, over the last decade, chronic underfunding has weakened our public education system. In addition, the illegal removal from teachers’ collective agreements of provisions on class size, class composition, and minimum staffing ratios for specialist teachers meant real cuts for students. As a result, B.C. is now behind the rest of Canada on many key indicators. According to Statistics Canada, B.C. provides $988 less per student per year than the Canadian average. Our province also has the worst student-educator ratio of all 10 provinces. In short, our students are being shortchanged. This underfunding has meant real cuts in classrooms across the province. There are now more than 15,000 overcrowded classes. B.C. has lost more than 1,500 specialist teachers which include counsellors, teacher-librarians, learning assistance teachers, and English language learning (formerly ESL) positions. This total includes more than 700 special education teachers at a time when the number of students with special needs is increasing. The cuts mean each child, regardless of their learning needs, is getting less one-on-one time. And, the children who need extra support are not getting it. It’s time for change. B.C. needs a government, regardless of which party wins, that will reinvest in education. That’s why B.C. teachers developed a platform called Better Schools for B.C. and shared it with all political parties. It is a positive vision for education that provides better supports for our kids. It builds on our public education system’s strengths and makes kids and classrooms the priority. We know it will require significant new funding, but we also know from public opinion research that the public overwhelmingly supports putting more resources in schools to help children learn.

read more here

Huffington Post: A Warning to Young People: Don't Become a Teacher

I have been teaching for only seven years, but most of those seven years have been spent in temporary contracts, covering leaves and as a Teacher-Teaching-On-Call (TTOC) or as many in North America call, a "sub" and I know many colleagues considering going into teaching. While I love my job and would not trade it for anything, it is a continual challenge for many reasons this post talks about:

"That framework is being torn down, oftentimes by politicians who would never dream of sending their own children to the kind of schools they are mandating for others.

Despite all of the attacks on the teachers, I am continually amazed at the high quality of the young people who are entering the profession. It is hard to kill idealism, no matter how much our leaders (in both parties) try."

This article is written from an American teachers perspective, but still rings true to teachers here.

A Warning to Young People: Don't Become a Teacher - English Teacher Randy Turner writes a piece for Huffington Post:

Nothing I have ever done has brought me as much joy as I have received from teaching children how to write the past 14 years. Helping young writers grow and mature has been richly rewarding and I would not trade my experiences for anything.

That being said, if I were 18 years old and deciding how I want to spend my adult years, the last thing I would want to become is a classroom teacher.

Classroom teachers, especially those who are just out of college and entering the profession, are more stressed and less valued than at any previous time in our history.
They have to listen to a long list of politicians who belittle their ability, blame them for every student whose grades do not reach arbitrary standards, and want to take away every fringe benefit they have -- everything from the possibility of achieving tenure to receiving a decent pension.

Young teachers from across the United States have told me they no longer have the ability to properly manage classrooms, not because of lack of training, not because of lack of ability, not because of lack of desire, but because of upper administration decisions to reduce statistics on classroom referrals and in-school and out-of-school suspensions. As any classroom teacher can tell you, when the students know there will be no repercussions for their actions, there will be no change in their behavior. When there is no change in their behavior, other students will have a more difficult time learning.
 

Read the rest here: http://www.huffingtonpost.com/randy-turner/a-warning-to-young-people_b_3033304.html

Teachers worried that over sexualized culture damaging youth

BBC posted this article on sexualization of women and the damages on young women.

Teachers are warning that young people are being damaged by an over-sexualised culture.

The National Union of Teachers annual conference will hear claims sexism is being “rebranded” as something fashionable and mainstream.

Delegates are to criticise the “raunch culture” of lap-dancing clubs and pole dancing.
Teachers, meeting in Liverpool, say it can have a “disastrous effect on the self-image of girls”.

The National Union of Teachers will hear warnings from teachers that “sexism and inequality are still a huge factor in shaping women’s lives”.

The conference will hear claims that old-fashioned sexism has not gone away, but has been re-invented into something that appears to be “ironic or empowering”.

Teachers will warn that pole dancing clubs and beauty pageants are turning back the clock on decades of campaigning for sexual equality.

There will be concerns that pupils are growing up in a culture where pornographic images are widely available, cosmetic surgery is advertised and there is a “fixation” with staying slim.

Teachers fear this can undermine young women’s self-confidence and contribute to problems such as eating disorders and anxiety about their appearance.

This can disrupt both girls’ school work and their social life, say teachers

Read the rest of the article here.

Freedom to Teach

Do Canadian Teachers Truly Have the Freedom to Teach? 

While the Canadian Charter of Rights and Freedoms does not specifically protect a freedom to teach, many understand freedom of expression to be a two-ended right. In other words, it is impossible to censor the expression of only one person. If I do not hear what you want to tell me, I have no opportunity to form an opinion about your expression. I can neither agree nor disagree. I cannot celebrate your brilliance, nor can I stand outside your door to protest the nasty things you say.
Recently, I have learned about two teachers who, in different circumstances, have been restricted from teaching material they would like to teach. I do not think these two teachers are the same in their approaches. I do not think their students have had similar experiences. I understand that the outcomes are very different, but I feel uncomfortable about both.
Both teachers have taught high school-aged students for many years. Both teachers are committed to and well-liked by their students. Both teachers believe they have the best interests of their students at heart.

Read more at SOURCE

I have always said to my American teacher friends how much I love that in B.C. I have a lot of freedom as to how I teach curriculum. Yes, there are Prescribed Learning Outcomes and often specific units/topics covered but the method in which those are taught is up to the teacher. I enjoy trying new approaches to teaching, and as a new teacher who has had a variety of grade levels and subjects - I'd like to know that I can explore different teaching strategies.

Still, this article is an interesting read. I wonder how often these situations occur? I can think of at least three teachers I know or have heard of, who have had similar situations for what I would consider far less "controversial" reasons named in the article.

One Member, One Vote in the BCTF?

VIA VANCOUVER SUN:

The B.C. Teachers’ Federation (BCTF) is reviewing its election procedures and a controversial call for every member to have a vote in leadership races.
But don’t expect speedy changes.

A staff report is to be discussed by the BCTF executive during a meeting this week and debated at the union’s annual general meeting in March. The report was ordered after the last AGM when there was a battle for the top job between the incumbent Susan Lambert and former Abbotsford president Rick Guenther.

Guenther lost for a number of reasons (including the fact the union was in the midst of tense contract talks), but his defeat in 2012 brought calls for a more democratic election process. As it now stands, only delegates to the annual general meeting are entitled to vote. They number about 700 and tend to be activists who back the reigning Coalition faction of the BCTF. All of the union’s table officers have come from the Coalition since David Chudnovsky ousted incumbent president Kit Krieger in 1999. Apart from last year, when it seemed the popular Guenther, an independent candidate, had a chance for victory, the results have been predictable -as they are again this year.

After Guenther’s loss,  some BCTF members began calling for a more democratic election process that would give all 38,000 members a vote, and they started a Facebook page called One Member One Vote. (It’s a closed group with just over 500 members.)
The report that will go before the executive during a meeting Thursday and Friday includes a history of BCTF voting procedures and a review of how other unions choose their leaders, second vice-president Glen Hansman told me. I haven’t seen the document and don’t know if it includes recommendations. It’s to go before the AGM in Vancouver on March 16-19 where it might spark motions for change.

Even if that happens, no immediate impact is expected and the line of succession will continue (barring some totally unexpected event). Jim Iker, who spent three years as second vice-president and three years as first vice-president, is the only candidate to replace Lambert when she retires at the end of June. Hansman, second vice-president, will replace Iker as first vice-president and president-in-waiting.

Among the three table officer positions, only that of second vice-president is contested. The Coalition’s Denise Moffatt is in competition with Teri Mooring, who is part of the One Member, One Vote group.

 Personally, I am interested in exploring ways to give more teachers a voice.

As an activist who has attended 6 AGMs (during my Spring Break), I feel it is difficult to fully represent all teachers in my local. Although I am an elected (or acclaimed) delegate, I still feel it is impossible to represent so many teachers.

700 some-odd teachers across BC go to the AGM and make decisions for all teachers across the Province.... I would love to investigate other ways to handle business that would allow more teachers to have a vote - starting with one member, one vote for our BCTF Executive Committee.

Often decisions not dealt with at the AGM are moved to Rep Assemblies or to the Executive Committee to handle. If we practice a true democracy and allow one member, one vote, to choose our BCTF EC, then we have all had a say in who will lead us.

Job Sharing...

The reality for teachers in my district is that many TTOC for a few years and go in and out of temporary assignments. I am thrilled to finally have converted (though part time) and be in a job share assignment currently.

I have heard of all the troubles job sharing can bring, but I have to say in my experience with job shares, there have been little to no problems.

Obviously communication is key and it helps if you and your job share partner have similar beliefs.

Currently I am in a job sharing position where I am there two days a week and she is there three. She has done eighth grade for many years and has a wealth of knowledge and resources she shares with me, but not in a forceful way.

I appreciate her ideas and feel like if I had to teach eighth grade again I would have a tonne of great units, lessons, ideas because of working with her.

Similarly, in a past job share I had two days at the end of the week so I was able to continue with her units (it was Home Ec, very new for me!)

I think job sharing is a great position for new teachers or new to a position (grade level) because it can work like mentoring in many senses.

Not Only in Wisconsin....

Sadly,' this is not only in Wisconsin' as a colleague pointed out when I re-posted this on facebook.

I recall last year when Scott Walker was governor and tried to destroy unions, strip bargaining rights and eventually was recalled after a major march of public workers to the legislature.  Sounds oddly familiar doesn't it?

It seems a trend lately that governments do not wish to fund puclic sectors and prioritize tax money to other areas, claiming 'net zero' for anything else they do not deem important. It is an obvious move to privatize public sectors to make more money and to have more control over the monies.

I still do not understand how the rich can get richer and the rest of us suffer. Change needs to happen. We have allowed little by little the erosion of our rights, and now government threatens to take them all away in one massive scoop.

Here in B.C. we are in a "cooling off period" which has allowed the government to introduce more bills and laws while forcing us to sit back and "just cool off"

This summer, bargaining will re-open and while we are in mediation currently with the (not so qualified or experienced) Mr. Jago, one wonders what September will look like for our students?

So no, not only in Wisconsin can these things happen... and that worries me. I love my job, I am passionate about education, but the looming unpredictability of public education scares me and I believe in speaking out and taking action to ensure our students are protected and don't lose out in the future because of major losses today.

Staffroom Confidential writes:

We do not need to become partners in backwards reform movements, we need to be principled critics to attacks on union rights and public services. Rather than stating, for example, that yes, perhaps union members should pay some of their health insurance benefits but not too much, we should be arguing that these benefits are part of an overall compensation package that was negotiated and to claw back is equivalent to a pay cut. We need to point out that pensions are simply deferred salary that has been earned, and to claw back pension benefits is to steal that deferred income. We need to remind the public that seniority rights are to protect against discrimination, nepotism and favoritism.

We also need a principled public defense of public services in the public interest. "Reform" has become a euphemism for privatization and it is important to call a spade a spade. Every so-called reform of public services being pushed right now really aims to reduce public spending, curtain service delivery and quality, and to increase the private delivery and control of public services. Think charter schools, for example.

The lesson from Wisconsin is that we need to reform our organizations to ensure that we speak out for what is truly in the public interest, not simply try to lesson the damage. The slogans should not be "These cuts are too deep" but rather "Tax the rich".

Read more here

Enviro-Lunch Kits

I have seen a few of these cool lunch boxes lately while TTOCing in different Primary classes. I like that there are different compartments for food, it makes eating healthy lunches more fun and is environmentally more friendly.

I looked into them some more and found the website for Planetbox. Although they are a bit pricey ($40-60+ depending on what add-on's you get) I can see the savings financially in purchasing them:

Their website says:

Why does your product cost what it does?Most of us are used to the low cost of buying things made out of plastic and designed to be used and thrown away fairly quickly. Our product is different. We use a high quality, expensive material, and our products are intricately engineered to function well over time. All this costs more than the throw away items we are too used to consuming. We realize that this is a significant investment for many families As you know, this is something that you and your child can use every weekday for years to come. It is a high quality product that is not cheap to produce. Our sincere hope is that people will find the investment was worth it for their family.

Even though PlanetBox might cost more up front, will it save me money in the long term?

Yes! By replacing wasteful, single use plastic and paper containers, you will save money over the lifetime of the product. Also, your PlanetBox allows you to buy food in bulk, which is cheaper and less wasteful than single use containers. For example, a 1 oz prepackaged bag of cheesy crackers costs 87 cents, but 1 oz of those exact same crackers taken from a 12 oz box costs 43 cents – half as much!

I plan to look into other lunch kits similar to this and see what is out there first...

 This website has a great comparison of several "bento box" style lunch kits.

Still, thist is absolutely something I would like to get for my daughter's lunches (and mine too!)

Here is their website if you want to check it out:
http://www.planetbox.com/index.html

Here are some more photos from the website:

Middle Schools

I love Middle School.

As a teacher I love them, as a student I think I would too. I hated Junior High School. First, as a Grade 7 we were at the same school as 5 year olds. Then, we would jump to Jr. High with Grade 10s. It seems so strange now that the grades within schools has changed.

Middle School in Coquitlam consists of blended classes in some cases, team teaching and pods,

As much as I love Middle Schools, I also love reading and learning new perspectives and ideas.
This blog explores how Middle Schools may hinder growth.

One point this post makes I would like to address:

3. They lose the chance to be leaders / role models for younger students.
This is huge. The K-8 model isn’t perfect and may be difficult because of the size of the student body, but in it, seventh and eighth graders become natural role models and can assume leadership positions to younger students.

While I agree wholeheartedly that what I loved as a Grade 7 students in Elementary School was the opportunity to become a leader, the Middle School model indeed still offers this.

First, Elementary Schools which are K-5 allow Grade 4s and 5s to take on a leadership role at a younger age than in previous Elementary schools that were K-7. My daughter, for example, is in Grade 3 and very much looking forward to next year when she can start being a lunch time monitor for the Primary grades and be a part of the school leadership team.

Second, many Middle Schools are close to Elementary Schools and have opportunities that pair up the schools for things such as buddy reading, volunteering at Sports Day or other activities.

Moreover, Middle Schools allow a safe environment for those often awkward years with three grades (6-8) close in maturity and development to learn and grow together with additional support and programs suitable for that level. By providing an inclusive, environment adolescents can engage in learning through collaboration and exploration that can be more challenging in an Elementary school setting with the young ones.

Overall, I am a strong supporter of the Middle School Program and Philosophy. Though I do enjoy reading research and various perspectives on education particularily Middle School.

Some interesting Middle School sites:

http://www.amle.org/AboutAMLE/ThisWeBelieve/The16Characteristics/tabid/1274/Default.aspx

http://www.cdgms.com/school_info%20pages/middle_philosophy.html

SD43 Parent Handbook "Transition to Middle School"

Zero Grade

 How do you feel about issuing "zero" grades on assignments? This is an interesting discussion I have been reading a lot about lately.

Minister of Education in Alberta has said that zero is a last resort only. After an Edmonton teacher was suspended for issuing students zero.

Lynden Dorval, an Edmonton Science teacher was suspended after issuing students a zero grade for assignments not handed in.

The physics teacher with 35 years experience said he continued giving zeros when students failed to hand in assignments, instead of using behaviour codes such as "not completed," which the school requires under its grading and reporting practice.
...
In Dorval's physics and science classes at Ross Sheppard High School, students who didn't turn in assignments got a printout of their marks showing them how a zero would affect their overall grade. Most times, the strategy spurred students to complete the work, he said.

This got me thinking... In the high school english class I am currently teaching, I plug in an "NHI" (Not handed in) for assignments missing. This is practice continued from the previous teacher as I am in for the last month of school.

Students get a print out of what is missing and an opportunity to hand them in. I believe in giving students an opportunity to make up missed work since some have not handed things in due to absence, illness, and so on, and to be honest, some are just being lazy or avoiding work. Either way, they are given adequate time to catch-up, make up and ensure they have submitted all assignments for a grade that reflects all their work.

But, I am in a temporary contract with one English class and one Student Services block.

I wonder, how a teacher with 4 english classes per semester, over 100 students, may handle a wave of late assignments at the end of a semester while marking end of term exams, essays and projects.

What is the purpose of a deadline? How important is formal grading? How much control do we really have over assessment and grading in high school, particularily Grade 11 and 12 as many students prepare for post-secondary education.

Giving a student a zero teaches them a lesson  talks about alternative motivation and argues against giving a zero to students. It is an interesting read.

What I enjoyed about this post most were the comments. The discussion.

One talked about the fact that, until Universities stopped using grades as criteria for entrance, we can't stop using them in high school.

Another comment talks about class size and how a high school teacher can adequately give the individual attention needed with 4 full classes and over 100 students a semester.

I taught in Middle School where I used a 4 point scale for most assignments. Final grades were converted to a letter grade, but we did not focus on percentages or grades the same way high schools do. I used comments and ongoing assessment and communication to work with students on goal setting and improving.

Now, teaching in high school, it is all about the grade. Students are obsessed!

Not a single day goes by without at least one students asking me what their grade is so far.

Nevermind that somethings are not marked, or entered into the system yet, nevermind that provincial exams and finals or huge parts of their grade is not yet input, they want to know their percentage at that moment. Every moment!

Why?

Because the focus has become the grade.

As parents, we focus on the grade as well. I told myself I wouldn't, but when my daughter brings home her report card, I inadvertently look at the grades first.

I really enjoyed the Job Action this year, because there were no report cards, instead, communication, discussion, between teachers and parents on how a student was progressing. Without the letter or percentage to occupy all the attention, the details, the study habits, the OTHER parts of assessment were more important.

Have you ever seen a student with an A but an N work habit grade? What about a C- but a G work habit grade? Which would you rather see?

Far too often the letter grade is given more weight.

I enjoy professional conversation on this topic and others. I am curious what others think and what they use for their teaching practice.

Sexism Tinges Criticism of Teachers' Job Action

The Tyee.ca
Charles Bingham
May 25, 2012

I am highly supportive of the current teacher actions, but I must say that I cringe whenever a teacher strike, or teacher limited actions, are called.

Why do I cringe? Because I know that my social life will become unbearable for a few weeks or even a few months. It's about to be "let's talk about how I feel toward those striking teachers" time. When the neighbours get together for dinner or drinks, everyone (everyone!) has an opinion about those striking teachers.

I can't think of another single profession that resides so clearly under the magnifying glass of public opinion. Even when it comes to general elections, people are reserved about talking politics. You know, keep religion and politics off the table if you want to have a thoroughly enjoyable evening. Yet everybody has something to say about teachers, and especially in times like these. People say things like, "These teacher actions are not good for children," or, "The extra daycare costs are not fair to parents."

To view the rest of the article, click here.

Globe & Mail: Fraser Institute flunks on grading high schools

Globe and Mail
Gary Mason
May 1, 2012

The teachers at Hazelton Secondary quit worrying about the Fraser Institute’s rankings of B.C. high schools a long time ago.

When the conservative think tank started publishing its report card on B.C. schools years ago, teachers there used to do a slow burn. The schools at the top were always private institutions or public ones on the west side of Vancouver that had a wealth of resources most other schools could only dream of having.

The schools at the bottom of the rankings were always ones like theirs, in mostly aboriginal communities.

Years later and little has changed with the ratings.

It’s easy to understand why the Fraser Institute’s grading system infuriates so many people. Comparing schools like Hazelton to a private college or a high school from any of the dozens and dozens of affluent neighbourhoods in the province that has none of their problems is absurd.

The top-ranked high school in B.C. for the second year in a row is York House, an all-girls academy on Vancouver’s west side. The Fraser Institute’s ratings are based on a range of indicators. For instance, according to the report, the percentage of students at York House who failed a provincial exam in 2010-11 was zero. The graduation rate at the school for the year measured was 100 per cent.

In recent years, the report added a new rating, one based on the average parental-employment income in each student’s family. A positive number, according to the report, suggests that the school is effective in enabling its students to succeed regardless of their family’s characteristics.

York House got a positive score of 2.0, based on an average family income of $118,000.

Let’s compare that to Hazelton Secondary, located in northwestern B.C.

Hazelton finished 278th out of 280 high schools ranked. But then, it’s always near the bottom. About 35 per cent of its students failed provincial exams. According to the Fraser Institute, even when you factor in the family background of the students at the school, it still does poorly. It received a mark of minus 4.1 based on an average parental income of $33,400.

What that suggests to me is that even when the impoverished backgrounds of the Hazelton students are factored in, the school is still underperforming.

What an insult that is to the teachers there, who have among the hardest jobs in the province.

Read More here

Preferential Call-Out

Coquitlam is among many districts in BC that uses preferential call-out. While it is an ongoing debate as to if this method of call-out for teachers-on-call is fair or not, I can see both sides of the arguement.

I feel that new TTOCs who had their practicum int he district may have an advantage with preferential call-out (or requests) because their school associate and teacher's in the school they were at may call them in. Additionally, TOCs in the district a while may have an advantage because their name is well known and they get requested often. On the flip side, however, if a TOC is not known they may not work as often, making it unfair that a classroom teacher decides when a TOC works.

Surrey TOC Glynis Cawdell summarized both sides well when she wrote:
  

The debate continues in Surrey and across the province. To request, or not to request? I’ve spoken to many TOCs and contract teachers on this issue and yet I still struggle to know what’s right.

The truth is, there are some good things about preferential call out. When you’re one of the 800 plus TOCs in Surrey, and you can be dispatched to any of our 120 school sites (at 5:30 AM no less) it’s no wonder TOCs love to get requested. Being called back to the a school allows you to make connections and feel like a member of the staff. The students already know your expectations so less time is spent on behaviour issues. For special needs students, who require more consistency, this is especially true. As job requests often come in days or even weeks in advance TOCs know where they’re going ahead of time and can communicate with the classroom teacher beforehand. You feel prepared. You feel confident.

That’s not to say requesting is without its dark side. Should teachers really be acting as the employer and choosing who gets work and who doesn’t? Is it ethical to evaluate a TOC you have never seen teach? If a teacher legitimately felt a TOC did an inadequate job they have an obligation to contact that teacher and give them feedback. Unfortunately what happens more often is that the teacher just chooses not to request that TOC back, even telling colleagues to do the same. Sometimes teacher’s request TOCs just because they chatted in the staff room at lunch and the TOC was outgoing and friendly. Is this fair?

Glynis highlights some of the main arguements on both sides and while the BCTF is working towards seniority call-out across the province, I know that there are Coquitlam teachers-on-call and teachers-on-contract who support preferential call-out and some that do not.

That being said, Coquitlam implemented a new feature in their call-out system last year which has a "consistency clause" as I call it, though the SBO calls it "call-back with a cancel"

This is how it works....

If a teacher is away within 3 days of a previous absence, the call out system (CADS) will call back the TOC that was previously in the classroom (with in those 3 days). This will over ride a request (so if classroom Teacher is away on Thursday and TOC A comes in, but then classroomTeacher is away Monday and requests TOC B, because TOC A was in within 3 days, TOC A gets the call first, before the requested TOC B gets the call.

Further to that, if TOC A already has accepted a call on that Monday, they will get a "call back with a cancel" option which essentially lets them choose their job for that day...if they want to return to that class they were in Thursday and give up current call out, or turn down the return to the Thursday Classroom and keep the already accepted call out.

This feature essentially eliminates preferential call-out to an extent because it is the first stage of call-out before requests.

Now, the other "change" I think would make things more fair, is to give teachers only ONE or TWO requests. Currently there are multiple requests, so if your first TOC request declines or is not available, it tries #2, #3 and so on.

If there were only one or two spots, then classroom teachers would keep their option to request, but teachers who are not requested would have more of a chance of getting a call since it is more likely that two requested TOCs may be unavailable than say five requested TOCs.

I have seen the benefits of requests, as I often get request call-outs and enjoy being back in the same classes and schools, but I also know that from a union stance, it is not fair to have teachers "hiring" other teachers.

I do think there is a happy medium, but it will take time to explore those options and find one that works best for all.

Until then, the debate continues and I continue to hear both sides and remain unsure of what is the best way....

Value Public Speaking - Find your Voice

As a child I was shy.

No really, there was a phase when I wasn't so... 'not shy.'

I was a bit of a 'tom-boy' until Grade 3, and then I was teased a lot because of my birthmark that covered most of the left side of my face. Add to that the fact that our family moved a lot and it isn't shocking that overall, I just didn't bother to not be shy, it was just easier.

By about grade 5 we finally stopped moving every year and I decided it appropriate to come out of my shell. My new school was half way through the 'Public Speaking' unit when I arrived, and though I had very little interest in speaking in front of these new classmates, I wrote a speech and was shocked to be chosen to represent our class at the school wide assembly.

From there, further shock came when I won for my grade level and was selected to move on and present at the district level. I placed second there, lost to a clever speech on toilet paper, but my confidence grew and looking back it was the kick-start to my continued habit of speaking to groups.

As a teenager, I became an advocate of for youth chairing the local Teen Committee and hosting the first ever 'Youth Week' in the lower mainland. I was chosen to speak with, then Premier, Glen Clark, at the Provincial opening ceremonies for the event.

Friends were never shocked to hear me speaking in front of groups, though I never thought of myself as a 'public speaker' I still get nervous, I still wonder if anyone even wants to listen and if what I have to say is important to anyone but me, but nevertheless, I speak up.

Last year as I taught grade 6/7s public speaking, I saw mixed reactions and abilities as they prepared and presented. I shared with them my experiences starting from grade 5 and outlined why I felt public speaking was important.

As a teacher we speak to a group of students every day. I think those skills developed years ago are still used daily in our classes. But we have a voice and we need to feel empowered to use it.

Next week I am presenting with a colleague to the local board as I have in the past at the budget meeting.

Earlier this year I presented at the Provincial Bargaining table.

At the AGM I have braved the mic

I have put on workshops and spoken to colleagues numerous times and still use (or try to use) those skills I learned in grade 5... stand tall, speak slowly, don't fidget, articulate, breathe, make eye contact....

I have a voice, and I have learned its power.

Public Speaking IS an important skill and I am so glad it continues to be practiced and celebrated in schools. I only hope more teachers recognize their voice and use it during this important time.