Did any elementary in Indiana adopt a new math series last year? We are still using our old adoption (books are in sorry shape). We've been told the hold-up is at the state level, so I am curious to hear from other IN elementary teachers.
deeOn 12/15/10, Curious wrote: > Did any elementary in Indiana adopt a new > math series last year? We are still using > our old adoption (books are in sorry shape). > We've been told the hold-up is at the state > level, so I am curious to hear from other > IN elementary teachers.
I teach at a private school that offers kindergarten. I can easily meet the benchmarks with my students for the state standards but we go about the curriculum in a very developmentally appropriate way. I just do not have all those restrictions put on by administrators and I would think the charter school teachers have that same. I feel respected for my intelligence and expertise. Isn't that something all teachers would want instead of having to teach to a canned curriculum?
Maybe I am opening up a can of worms here, but I am just having a problem understanding why teachers would not want the freedom to teach in the way that they feel is right for their students.
AnaI'm not sure I followed your thoughts all the way through your post, but it seemed your basic question was, "Why would a public school teacher have an issue with charter schools?" Charter schools are, in a sense, run like a private school. Students have to apply to attend. This gives the charter the unique ability to select students, which in no wa...See MoreI'm not sure I followed your thoughts all the way through your post, but it seemed your basic question was, "Why would a public school teacher have an issue with charter schools?" Charter schools are, in a sense, run like a private school. Students have to apply to attend. This gives the charter the unique ability to select students, which in no way results in a student body comparable to most public schools in Indiana. Public teachers would likely not have an issue with this fact other than the powers that be in our state education department hold charter schools' achievement in the face of public schools and demand equal progress. I would also add that as an educator who has been directly involved in public schools in Indiana for over twenty years, I have never found the curriculum restrictive or stiffling to creativity in the classroom. Perhaps it is a misconception, but we are not handed our lesson plans for the week; each teacher works with the materials and standards for his or her grade level, keeping in mind what the students need in the way of skills and or review from various assessments throughout the year. We are, however, constantly thrown on the mercy of any new educational legislation that comes from Indianapolis. I'm glad you put your post out there; it's always beneficial to read someone else's unique perspective.
On 12/30/10, charter school parent wrote: > I was kind of curious as to how teachers who know how > charters work really feel about them. I have heard the > criticism that they are a drain from the other public > schools. I would think that public school teachers would > like charter schools. I say that since at my child's school > the teachers have the freedom to create their own > curriculums to teach. I would think that professionals > would like that kind of freedom.] > > I teach at a private school that offers kindergarten. I > can easily meet the benchmarks with my students for the > state standards but we go about the curriculum in a very > developmentally appropriate way. I just do not have all > those restrictions put on by administrators and I would > think the charter school teachers have that same. I feel > respected for my intelligence and expertise. Isn't that > something all teachers would want instead of having to > teach to a canned curriculum? > > Maybe I am opening up a can of worms here, but I am just > having a problem understanding why teachers would not want > the freedom to teach in the way that they feel is right for > their students.
I guess what you say about charter schools selecting their students is what confuses me. I say that because although we had to apply, our child had to be picked in the lottery for any available openings. Otherwise our child would be on a waiting list, which happens in some of the grades. Also, the school draws students from several surrounding rural counties. Other then the charter would attract parents who are committed to the school(versus a neighborhood school where a parent could simply drop the child off and let the school "educate" the child), I still don't see how the charter has the advantage of who they get for students. When I read the average number of special needs students in the state and country, it seems to me that the charter our child attends that has almost 25% special needs is not an "advantage" over "regular" public schools.
The number of students in the class is only 1 less then what she had in her public school classroom last year. I know charter schools vary considerably from state to state, but it seemed like Indiana doesn't have all those privately funded charter schools we read about. I don't know if I can say that the school is run like a private school, but when it comes to the school community, it feels like a private school. I have had children in both parochial and public Indiana schools and this school just does not feel like either when it comes to the learning climate. I know some of the teaching staffthere had taught in public schools before and chose to teach at this school. Each teacher is able to develop his or her own curriculum rather then having to follow a purchased textbook series. Maybe that is what I meant by not having freedom to teach how they would like to.
I read the teacher chatboards and I read a lot from teachers being unhappy with having to follow another "new" adopted series the school wants them to follow. I see especially the early childhood teachers in kindergarten who are frustrated by the push for what used to be first grade curriculum down to five year olds who are not ready developmentally for the seat work. I know that is not all schools/teachers, but it is a hot topic in the k circles.
I appreciate your response although it did confuse me a bit when it came to student selection as student enrollment for charter schools must vary across the state. This school is not sponsored by a local school district or a government official. One of the universities sponsored it and that is who the school has to answer to in meeting all the charter "rules".
You sound fortunate to have taught in schools that allowed you professional latitude. Again, thanks for your response.
The site asks teens to offer their first name, year of birth and zip code and submit. It also invites the pledge taker to share the pledge with peers via social media. We are not asking anyone to register or capturing e-mail addresses. We have no way to contact pledge takers, and the pledge does not ask for anything beyond its pure intentions.
If you are a teacher and would like a packet of posters, pens and pencils for your class to encourage them to take the pledge, I'd be more than happy to send one to you. Just e-mail me your mailing address to [email removed]
The site of the Institute, Indiana University’s Lilly Library, one of the foremost repositories of rare books and manuscripts in the world, has unparalleled Audubon resources, among them a pristine set of Audubon’s Double Elephant Folio of Birds of America.
Three writers are members of our Institute faculty: the world-renowned writer Scott Sanders, author of A Private History of Awe; the poet Dave Smith, Chairman of the John Hopkins Writing Seminar; and the Canadian novelist Katherine Govier.
Successful applicants will receive a generous stipend and will take part in several field trips, including a visit to the Field Museum in Chicago for a behind-the-scenes experience. The Institute should also be of interest to media specialists.
Please email the Director at christoph.[email removed]].
All you have to do is call a dentists office in town and ask if they do pre school visits. I would do it pretty soon as dental health month is coming up and some might already be booked.
I wanted to teach for 10 more yrs.but everything has gotten harder for us to keep enthusiastic about it. We do it for the kids-give them our best every day. I just don't know if anyone is gov. apreciates us.
I wanted to teach for 10 more yrs.but everything has gotten harder for us to keep enthusiastic about it. We do it for the kids-give them our best every day. I just don't know if anyone is gov. apreciates us.
I'm worried too. I'm worried because a lot of blame is put on teachers even though it's a team effort to educate a child. I'm worried who will want to go into teaching and teach the next generation?
Here's my "take" on teaching: I love teaching kids; however, we're not appreciated by the big business way of thinking that's trying to take things over. They're wanting control. Period. And control for them means $. They blew the budget, and now they think we have to pay the price for what they blew without regard to what the students really need. So, folks, I have a plan B to take care of my family and am trying to help other teachers so if and when they get "axed" or their salaries cut, they can still afford to teach if they want to, or just get out period if that's what has to happen, and to be able to provide financial stability for themselves and their families. Feel free to call 888-347-6611 and leave a message on how I can contact you. It's a real business and genuine. I'm a teacher and live a life of integrity with my family. You can evaluate this for yourself and I won't bother you but will need to talk to you for a couple minutes. I just believe in taking a proactive approach to my teaching job before anything happens and my plan B is up and running ahead of time and I want to specifically help teachers like myself, who put in hard work to help children, a really thankless job anymore..... >
NIAGARA UNIVERSITY, N.Y. (Feb, 2011) – Niagara University is now accepting applications from K-12 teachers nationwide for a summer program entitled Crossroads of Empire: Cultural Contact and Imperial Rivalry at Old Fort Niagara. The week-long residential sessions, which take place July 11-15 and July 18-22, 2011 at Old Fort Niagara and Niagara University, have been made possible by funding obtained from the National Endowment for the Humanities (NEH).
Directed by Thomas A. Chambers, Ph.D., chair of Niagara University’s history department, the workshops are focused on the vital history that emanated from Old Fort Niagara, one of most significant and well-preserved 18th century historic sites in North America. Fort Niagara served as an important crossroads between the empires of Great Britain, France, the Haudenosaunee (the native people who inhabited what is now much of New York state and surrounding areas), and, later, the United States as they battled each other for control of the North American continent. The Fort threatened American territory during the Revolution, was occupied by both sides during the War of 1812, and then a peace treaty secured the Fort and region for the United States.
This workshop will immerse NEH Summer Scholars in the world of 18th century life, from both the Native American and European perspective. Participants will interact with historic interpreters, clamber about ramparts dating to the 1700s, handle beaver pelts and trade goods like fishhooks and beads, and perhaps even fire a musket. One unique feature will be an overnight stay at the French Castle, the three-story stone fortress and trading post perched above the crashing waves of Lake Ontario that dates back to 1726. By week’s end NEH Summer Scholars will understand the perspective of the Iroquois people who first inhabited this region, as well as the struggles of ordinary European soldiers who bled and died to control Fort Niagara.
Teachers of grades K-12 at schools in the United States or its territorial possessions, or Americans teaching in foreign schools where at least 50 percent of the students are American nationals, are eligible for this program.
Teachers selected to participate as NEH Summer Scholars will receive a stipend of $1,200 at the end of the residential workshop session. Stipends are intended to help cover travel expenses to and from the project location, books, and ordinary living expenses.
The deadline for applications is March 1, 2011.
For eligibility and application information, please call 716.286.8091, e-mail [email removed].
Niagara University is located 11 miles south of Old Fort Niagara.
Niagara University Founded by the Vincentian Community in 1856, Niagara University is a private liberal arts university with a strong, values-based Catholic tradition. Its four academic divisions include the colleges of Arts and Sciences, Business Administration, Education, and Hospitality and Tourism Management. The university also maintains an Academic Exploration Program that provides a learning community for students who are undecided about their major, as well as numerous opportunities through Continuing Education. -30-