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by ES Teacher Pittsburgh Public
Apr 13, 2010
To whom it may concern: My principal is unreasable and does not understand ES students and their problems. She expects them to be on the same pacing as regular ed students. She don't understand the why of the rewards and the time outs! I am losing my job because I can't hold them accountable the traditional way. She don't buy into the program.
by Achievement First
Apr 22, 2010
Achievement First is hiring teachers K-12, all grades and subject areas!
Achievement First is a charter school management organization started in July 2003 by the leaders of Amistad Academy, a high performing charter school in New Haven, CT. A non-profit, 501 (c)(3) organization, Achievement First is creating a network of achievement-gap c...See MoreAchievement First is hiring teachers K-12, all grades and subject areas!
Achievement First is a charter school management organization started in July 2003 by the leaders of Amistad Academy, a high performing charter school in New Haven, CT. A non-profit, 501 (c)(3) organization, Achievement First is creating a network of achievement-gap closing charter schools in Connecticut and New York to bring to scale the dramatic, life changing student achievement results produced at Amistad Academy. Achievement First currently operates 17 schools in both NY and CT. Over the next decade, Achievement First will grow to support 30 schools serving over 11,500 students. For more information about the Achievement First mission, model, our schools and team, please visit our website at [link removed].
I have a question about how teachers determine recomendations for advanced placement.
My daughter is entering 7th grade and has always done well in math. She was tested in 5th grade (Aptitude test requested by her teacher) and found to be gifted in math. We received a letter stating she is considered gifted. In 6th grade, she was in the ad...See MoreI have a question about how teachers determine recomendations for advanced placement.
My daughter is entering 7th grade and has always done well in math. She was tested in 5th grade (Aptitude test requested by her teacher) and found to be gifted in math. We received a letter stating she is considered gifted. In 6th grade, she was in the advanced math class and earned all A's. She also scored in the advanced level on the state acheivement test. This year when I received her schedule, I noticed she wasn't in the advanced class. When I asked the secretary about it, thinking there was a mistake, she checked the list of the teacher's recommendations and said she was not recommended. How can this be? She has never struggled with her work, plus earned all A's in math on her report card. For as long as she could communicate she has played and talked about math and science. She can do 8th grade level equations and has excellent spatial reasoning skills, plus she calculates large digits mentally with great speed and accuracy, it blows family and friends away. She wants to go to college in a math/science related field. The secretary told me to call this week and talk to her 6th grade teacher to see why, she even checked his grades and couldn't understand it. I'm concerned and know this will affect her. I would greatly appreciate advice on how to approach and phrase this to her teacher so not to invoke a power struggle. What can I do if he doesn't reconsider his recommendation? Thank you for your help!
by Anthony Fraguzzi
Sep 25, 2010
I have been working in the field of education since 1970; and I have come to believe that one of the main obstacles to student achievement and academic success is the middle manager known to us as - The Principal. It is he or she who sustains poor teaching by failing to use the necessary administrative tools to help flagging teachers or to remove t...See MoreI have been working in the field of education since 1970; and I have come to believe that one of the main obstacles to student achievement and academic success is the middle manager known to us as - The Principal. It is he or she who sustains poor teaching by failing to use the necessary administrative tools to help flagging teachers or to remove them, if necessary. It is he or she who too often uses the principal's position of power to humiliate and/or intimidate teachers for reasons that are often non-educational. It is he or she who often sets the tone in the school building which can either contribute to a warm and effective learning atmosphere or a cold and hostile enviroment. Any teacher can easily supply a half-dozen examples of both types of principals. My own experience has been that the principal too often allows his or her personal politics of power to interfere with the true mission of the educational system. Principals, I believe, are given a good deal of power that is too often abused in the hands of immature, egotistic personalities. In the name of 'respect to the office' too many individuals ascribe to themselves the trappings of power which alarmingly resemble that of minor potentates or miniture monarchs. The principal should be a collaborator and facilitator with and for the teacher - who is, afterall, the professional who has day-to-day, hour-to-hour contact with the learner. More respect for teachers and less for the middle-managers would go a long way into resolving some of our educational shortcomings. Anthony Fraguzzi
I recently received my first formal evaluation as a new teacher of high school Social Studies. I had taught for almost 20 years then worked for the state department of education after that. The formal evaluation is heavily weighted. If deemed "not meeting standards" in two of five areas a probationary teacher will not be reelected the following yea...See MoreI recently received my first formal evaluation as a new teacher of high school Social Studies. I had taught for almost 20 years then worked for the state department of education after that. The formal evaluation is heavily weighted. If deemed "not meeting standards" in two of five areas a probationary teacher will not be reelected the following year. In my evaluation, the vice principal's criteria for not meeting standards was based on a couple of his statements, including: - The lesson did not begin for 3 minutes after the bell had rung. - Students did not know that they were supposed to turn in an assignment (they had been given the assignment the day prior to his visitation with explicit instructions to turn it in the following day) When I offered to provide proof of that (an adult instuctional aide was present when the assignment was given) he declined, saying only that he would only include what he said he had observed. -In a turn and share exercise he indicated that "several students did not participate" (untrue, I visited every pairing during the exercise) -Finally, he stated that students gathered at the door a few minutes prior to the final bell.
As a result, I recieved "does not meet standards in two areas. Incidentally, nothing else was said about the about content of the lesson, student behavior (which was exceptional), etc. Any thoughts are much appreciated. Cosmo, CA
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Teacher Chatboards
On 4/24/10, bella wrote: > I am thinking of a writing a book, like the nanny diaries > but based on teachers instead. I recently had a terrible > experience with my principal and nosey teachers at my > school...so I de...See More