This week marks a kind of anniversary for me. It was March 11th, 1974 when I first got in front of a class of students to teach. That was the date I started my student teaching at Hempstead High School in Dubuque Iowa.
My student teaching duties included four regular Biology classes and a section of General Science. I don’t remember any of the specific students I had that quarter, or much about the school. I generally spent my time in the classroom or in the department office grading papers or planning lessons. I never meet any other teachers in the building, except for the other members of the science department, not even going to the faculty cafeteria for lunch.
I attended a faculty meeting where the “dress code” was discussed. A number of teachers were upset because of the reveling dress that some of the young ladies favored. What was reveling then is tame by today’s standards. Anyway, after a lengthy discussion it was decided that the faculty would recommend a change in the dress code policy for the school to be passed on to the school board for approval. To this day I still remember the wording of the recommendation:
Students shall be covered by an opaque material from the neck-line to three inches above the knee.
There was quite an up-roar when a smart ass young teacher (not me) sarcastically commented that the students could come to school wearing a garbage bag with holes cut in for their head and arms, and still be in dress code. I don’t know how the whole dress code issue ended up because my assignment ended and I graduated before anything was resolved. The students I taught at Hempstead are now 49 or 50 years old; some may even have grandchildren by now.
I was a terrible teacher during my student teaching experience. About the only thing my supervisor could say was I had a excellent command of the subject material and would probably become an adequate teacher given time and experience. It took five years of full-time teaching before I knew what I was doing even though I thought I had it down after my first full year. It was a delusion. Even now, I feel like I get better every year. There is always something new to learn.
Which brings me to my point today --- How should teachers be trained?
The requirements differ from state to state. In the best states prospective teachers need to major or minor in a subject to get an endorsement, in the worst all that is needed is a major in “Education” and a minimum number of hours in the subject. In either case a minimum number of “Education” classes are required to be certified. In some states, a person needs to pass a proficiency exam in the subject to be certified. I will be honest with you, nothing I was taught in any “Education” class I ever had was of any use to me. I actually have a Masters Degree in “Science Education”, and if I were pressed I could not identify one thing I learned in any of the graduate course that made me a better teacher. I became a good teacher by “teaching” and being open to learn from my experience. Even now I know I could be better, and will constantly work to improve my skills.
Let me suggest an alternative program to train teachers.
High School teacher training would begin with undergraduate study of a specific subject area, along with a related minor. Students would take three years of college courses including “General Education” credits and courses from an intended major. This would be followed by three years of advanced study. In the fourth and fifth years students would concentrate on advanced study in their subject area and intensive study of “teaching methods” specific to their subject. The “methods” curriculum would include significant observation time with a master teacher where the candidate would learn the day to day job responsibilities. The last year would a paid internship where the “student teacher” would teach a full class load for the entire year. Sometime in the fifth year the candidate would have to take the Graduate Record Exam (GRE) in their subject area and minor to demonstrate competence. The minimum score necessary for moving on could be determined by the State Boards of Education. After completion of the paid internship, the student would be awarded their B.S. degree in the major subject, and a EdD in their subject area(s). I might receive a B.S. in Chemistry with a “Doctor of Science Education.” Granting of the degree would automatically certify you to teach high school in that subject area.
After teaching successfully for at least five years, I could become a master teacher and take on a student in his or her “methods” year. Ideally, after 7 years, a teacher could take a semester off (sabbatical). The teacher could take on classes or work related experience in their subject area as enrichment.
I am aware of how “impractical” an idea this might be. The question shouldn’t be whether, as a society, we can afford to do this. It should be judged as to whether it would improve teaching and learning enough to make the investment pay off in more qualified teachers and better educated students.
Thursday, March 13, 2008
Sunday, March 9, 2008
Freshmen Placement Day
Getting incoming freshmen registered for classes is a “hands-on” activity. The 450+ 8th graders who were invited to attend my high school based on their entrance exam taken in January attend one of four sessions on a Sunday in March. These sessions begin with a group gathering in the new cafeteria and a welcome address by both the principal and president. Before the session begins, students and their parents pick up packets that contain their scores on each section of the exam.
These scores can be a real shock to the student and parents. Most people think that if their child is a straight “A” student at their grade school they will score in the top few percentile of the incoming class. We realize, after decades of experience, that grades in Jr. High School are useless at placing students in freshmen classes. There is so much variation in difficulty level at the 70+ feeder schools we draw from that there is no way to compare students from different schools based on grades. The single activity all incoming freshmen compete in is the entrance exam, and we have found that it is extremely accurate at placing students. Sure, some students who score lower on the exam just had a bad day. These students usually excel once here and are moved up early in the year.
After the welcome session, students and their parents go to smaller sessions consisting of 10-12 students with their parents and a guidance counselor who explains the scores and how we use them for placement. Earlier in the week, department chairs mark which course each student qualifies to begin in on the registration sheets. I placed all 450+ students in one of the levels of Biology. Incoming students are placed in Honors Biology if they scored in the 90th percentile or above on the entrance exam. Students who scored in the 40th to 89th percentiles are placed in a regular biology class. And, if they are below the 40th percentile, they will be placed in a “modified” level of biology.
Most students accept the recommended placement, turn in their registration information, and go home. Needless to say, some do not. The next stop, for those who want to argue about the placement decision, is the department chairs. We all have assigned tables in a large room—library or resource room—where parents can come and plead their child’s case. Fathers tend not to challenge the placement decision made by the department chair. Most placement “arguments” are with mothers who are shocked to see how the entrance exam failed to identify the genius in the child and place them in the highest possible level of everything. If the child is close to the required score, I move them up without a fight.
When their scores are far below those required, I attempt to talk them out of it. We are told not to tell them they are wrong but, rather, re-explain the placement requirements and try to get them to calm down. When that doesn’t work I explain to them that in the first few weeks of school teachers will be looking for students who are excelling in lower levels and move them up, agreeing that sometimes the test scores are not a true indication of ability. This pacifies 80% of them and all is well. Every fall teachers do move about three or four students up in placement, but most stay where they are when they discover that the exam placed them correctly.
When even this accommodation doesn’t satisfy the parent I tell them I will place their name on a list of students that want to be placed higher. I ask them to have their grade school science teacher contact me so we can talk about the placement. When I speak with the grade school teacher I ask them to compare the incoming student with a former student they have taught who attended our school. Most of the time the Jr. high teacher either doesn’t have a former student to compare them to who would have excelled at my school, or the student they remember ended up being just average when here. Either way, I deny the new placement. Sometimes the parent tries to go over my head to the principal, but that almost never works. Sometimes the teacher does compare them to a former student who excelled here and I move the new student up as requested.
This year I have four students on my “list” and am waiting for contact from the grade school. I have already heard from one teacher who identified the student as not very capable and said he should not be placed higher. Most of the students on this list are never moved up because no grade school teacher ever contacts me—maybe they are able to talk some sense into the mother when I am not. Either way, I always have a throbbing headache when the day is over. Luckily, it’s only one day a year.
These scores can be a real shock to the student and parents. Most people think that if their child is a straight “A” student at their grade school they will score in the top few percentile of the incoming class. We realize, after decades of experience, that grades in Jr. High School are useless at placing students in freshmen classes. There is so much variation in difficulty level at the 70+ feeder schools we draw from that there is no way to compare students from different schools based on grades. The single activity all incoming freshmen compete in is the entrance exam, and we have found that it is extremely accurate at placing students. Sure, some students who score lower on the exam just had a bad day. These students usually excel once here and are moved up early in the year.
After the welcome session, students and their parents go to smaller sessions consisting of 10-12 students with their parents and a guidance counselor who explains the scores and how we use them for placement. Earlier in the week, department chairs mark which course each student qualifies to begin in on the registration sheets. I placed all 450+ students in one of the levels of Biology. Incoming students are placed in Honors Biology if they scored in the 90th percentile or above on the entrance exam. Students who scored in the 40th to 89th percentiles are placed in a regular biology class. And, if they are below the 40th percentile, they will be placed in a “modified” level of biology.
Most students accept the recommended placement, turn in their registration information, and go home. Needless to say, some do not. The next stop, for those who want to argue about the placement decision, is the department chairs. We all have assigned tables in a large room—library or resource room—where parents can come and plead their child’s case. Fathers tend not to challenge the placement decision made by the department chair. Most placement “arguments” are with mothers who are shocked to see how the entrance exam failed to identify the genius in the child and place them in the highest possible level of everything. If the child is close to the required score, I move them up without a fight.
When their scores are far below those required, I attempt to talk them out of it. We are told not to tell them they are wrong but, rather, re-explain the placement requirements and try to get them to calm down. When that doesn’t work I explain to them that in the first few weeks of school teachers will be looking for students who are excelling in lower levels and move them up, agreeing that sometimes the test scores are not a true indication of ability. This pacifies 80% of them and all is well. Every fall teachers do move about three or four students up in placement, but most stay where they are when they discover that the exam placed them correctly.
When even this accommodation doesn’t satisfy the parent I tell them I will place their name on a list of students that want to be placed higher. I ask them to have their grade school science teacher contact me so we can talk about the placement. When I speak with the grade school teacher I ask them to compare the incoming student with a former student they have taught who attended our school. Most of the time the Jr. high teacher either doesn’t have a former student to compare them to who would have excelled at my school, or the student they remember ended up being just average when here. Either way, I deny the new placement. Sometimes the parent tries to go over my head to the principal, but that almost never works. Sometimes the teacher does compare them to a former student who excelled here and I move the new student up as requested.
This year I have four students on my “list” and am waiting for contact from the grade school. I have already heard from one teacher who identified the student as not very capable and said he should not be placed higher. Most of the students on this list are never moved up because no grade school teacher ever contacts me—maybe they are able to talk some sense into the mother when I am not. Either way, I always have a throbbing headache when the day is over. Luckily, it’s only one day a year.
Thursday, February 28, 2008
Random Thoughts--Part II
My meeting with the principal went just as expected. We are on the same page concerning the problem teacher in my department. We both agree that she lacks the nurturing personality necessary to teach 14 year olds effectively, as well as the personal skills necessary to communicate with parents effectively. What to do about her is another problem altogether. It was brought to my attention that she is contemplating leaving at the end of this year to take another position, the constant stress created by dealing with her “problems” is getting to her both mentally and physically. I will regret it if she leaves because I feel she has much to offer—if only she could acquire a personality transplant.
The changes the other teacher wanted to make to his budget were shot down, as I expected. The teacher is angry and has made this known to all who will listen. The principal and I both agree that the other teacher in his area is a far more effective instructor, even though he is much less experienced.
The student teacher has taken over all the supervising teacher’s classes while the supervising teacher is out with pneumonia. Because of this I have to take care of incoming freshmen registration Sunday. Nine thirty till 2:30 talking to prospective students who all think they should be Honors Biology even though they tested I the bottom 1/3 of the incoming class. I spent four periods today marking registration sheets with my recommendations for the new students.
The principal looked over the list of prospective A.P. Biology students looking for permission to take the class next year. As I mentioned the last time we had several requests from “marginal” students who I rejected. She decided to reject all but one of the requests. The girl she is allowing to take the class probably won’t be a problem—she is certainly the best of the group we rejected. Neither the teacher nor I are fighting her placement.
The computers in the chemistry lab were repaired. It seems that the new central server was stopping them from recognizing the lab equipment. The solution involved installing the software for the equipment on each individual computer and running it locally.
As I’m writing this, my students are taking their “Gas Law” exam—one of the most difficult exams of the year. It is the last test grade of 3rd quarter and will have a significant impact on their quarter grade. So far they say it is not difficult, but very long. The grades, so far, have been disappointing, though three students have gotten 100%.
The test is “open notebook” which means that they do not study like they should, thinking they can just look up the answer during the test. Unfortunately, if they do this they run out of time before finishing the exam. Several students have done very poorly, 50-60%, leaving several problems unsolved. I have warned them of this all week but they ignore my advice and try to take the “easy way” out. How does the old saying go? ‘Experience is the best teacher—but her fee is the most expensive.” On Sunday I will write about the interesting conversations I have with parents during the registration process.
The changes the other teacher wanted to make to his budget were shot down, as I expected. The teacher is angry and has made this known to all who will listen. The principal and I both agree that the other teacher in his area is a far more effective instructor, even though he is much less experienced.
The student teacher has taken over all the supervising teacher’s classes while the supervising teacher is out with pneumonia. Because of this I have to take care of incoming freshmen registration Sunday. Nine thirty till 2:30 talking to prospective students who all think they should be Honors Biology even though they tested I the bottom 1/3 of the incoming class. I spent four periods today marking registration sheets with my recommendations for the new students.
The principal looked over the list of prospective A.P. Biology students looking for permission to take the class next year. As I mentioned the last time we had several requests from “marginal” students who I rejected. She decided to reject all but one of the requests. The girl she is allowing to take the class probably won’t be a problem—she is certainly the best of the group we rejected. Neither the teacher nor I are fighting her placement.
The computers in the chemistry lab were repaired. It seems that the new central server was stopping them from recognizing the lab equipment. The solution involved installing the software for the equipment on each individual computer and running it locally.
As I’m writing this, my students are taking their “Gas Law” exam—one of the most difficult exams of the year. It is the last test grade of 3rd quarter and will have a significant impact on their quarter grade. So far they say it is not difficult, but very long. The grades, so far, have been disappointing, though three students have gotten 100%.
The test is “open notebook” which means that they do not study like they should, thinking they can just look up the answer during the test. Unfortunately, if they do this they run out of time before finishing the exam. Several students have done very poorly, 50-60%, leaving several problems unsolved. I have warned them of this all week but they ignore my advice and try to take the “easy way” out. How does the old saying go? ‘Experience is the best teacher—but her fee is the most expensive.” On Sunday I will write about the interesting conversations I have with parents during the registration process.
Monday, February 18, 2008
Random Thoughts on a Day Off
Today is President’s Day and we are off school. I have been sitting around the house thinking random thoughts about school while I work on the computer.
I have had a chance to talk to our student teacher in Biology and he seems like a nice guy. About 45 years old and a professional, he plans on selling his business and go into teaching—something he has always wanted to do. Over the past few years we have seen more and more people who started out in some other line of work give up their job and become teachers. There are two in the science department. The student teacher’s supervising teacher is not impressed with his skills and has been critical in the beginning. I have volunteered to observe him in class and weigh in with my opinion.
We are having significant problems with the computers in the Chemistry Lab. Ever since the tech department changed over to a new control system this fall we have been having problems with our interface boxes that control the equipment in lab. As of last week the lab systems are no longer functioning, none of the equiplent works. I had to cancel a lab last week and request that the tech people try to fix the system. As of today this still has not been achomplished. If it can't be resolved we will need to purchase an entire new operating system fo the lab computers at a cost of 20-30 thousand dollars. The budget can't absorbe the cost and I don't know where the money will come from.
A few weeks ago I wrote about the process of writing a budget. I mentioned that there were some teachers who will not turn their budgets to me on time. Three of the eleven teachers I my department turned in nothing, no requests of any kind for next year. I gave each the same amount of money they were given last year. Another teacher who turned in his requests on time has decided that he wants to change everything—I have already turned in the budget for approval so I guess the principal will have to decide this one.
Over the past few months I have been hearing constant complaining from parents and students about one of my teachers. Almost everyone is unhappy with her teaching. I spent about a week working with students to try to determine what the problem was and then went to the teacher with what I had determined. Our meeting was a disaster. She is very stubborn and will not “own” the problem. Her explanation is that most of her students are slow and stupid. She is especially offended that someone (like me) would suggest that she could do some things more effectively. The meeting ended with her storming out of my room. I reported our meeting to the assistant principal in charge of instruction who sees the same problems with this teacher and has listened to the same complaints. I was told that the principal is also aware of the situation and tried to talk to the teacher but was treated much like I was. I have been asked to try to work through the problem and help her improve the situation. If I can’t succeed they will intervene, and that is not good for the teacher.
Another teacher in the department is having problems with permissions for taking an A.P. class in the department. She has turned about six students away because they did not meet the minimum requirements for admission. One of the students went over her head to me and I also refused to put her in the class. Even though she has excellent grades she has gotten them in mostly remedial classes, classes that do not build the foundation for an A.P. class. After going through the teacher, me, and an assistant principal the student finally petitioned the principal who decided to grant her request. Both the teacher and I feel this is a mistake. Our main concern is that the other five students we rejected will all now go to the principal and make the same request. In my last post I talked about how devastating a mistake like this can be for a young person’s ego if it all goes badly.
Next Thursday I have my meeting with the principal where we discuss next year and my concerns for the department. Each of the things I wrote about here will be on my agenda at that meeting.
I have had a chance to talk to our student teacher in Biology and he seems like a nice guy. About 45 years old and a professional, he plans on selling his business and go into teaching—something he has always wanted to do. Over the past few years we have seen more and more people who started out in some other line of work give up their job and become teachers. There are two in the science department. The student teacher’s supervising teacher is not impressed with his skills and has been critical in the beginning. I have volunteered to observe him in class and weigh in with my opinion.
We are having significant problems with the computers in the Chemistry Lab. Ever since the tech department changed over to a new control system this fall we have been having problems with our interface boxes that control the equipment in lab. As of last week the lab systems are no longer functioning, none of the equiplent works. I had to cancel a lab last week and request that the tech people try to fix the system. As of today this still has not been achomplished. If it can't be resolved we will need to purchase an entire new operating system fo the lab computers at a cost of 20-30 thousand dollars. The budget can't absorbe the cost and I don't know where the money will come from.
A few weeks ago I wrote about the process of writing a budget. I mentioned that there were some teachers who will not turn their budgets to me on time. Three of the eleven teachers I my department turned in nothing, no requests of any kind for next year. I gave each the same amount of money they were given last year. Another teacher who turned in his requests on time has decided that he wants to change everything—I have already turned in the budget for approval so I guess the principal will have to decide this one.
Over the past few months I have been hearing constant complaining from parents and students about one of my teachers. Almost everyone is unhappy with her teaching. I spent about a week working with students to try to determine what the problem was and then went to the teacher with what I had determined. Our meeting was a disaster. She is very stubborn and will not “own” the problem. Her explanation is that most of her students are slow and stupid. She is especially offended that someone (like me) would suggest that she could do some things more effectively. The meeting ended with her storming out of my room. I reported our meeting to the assistant principal in charge of instruction who sees the same problems with this teacher and has listened to the same complaints. I was told that the principal is also aware of the situation and tried to talk to the teacher but was treated much like I was. I have been asked to try to work through the problem and help her improve the situation. If I can’t succeed they will intervene, and that is not good for the teacher.
Another teacher in the department is having problems with permissions for taking an A.P. class in the department. She has turned about six students away because they did not meet the minimum requirements for admission. One of the students went over her head to me and I also refused to put her in the class. Even though she has excellent grades she has gotten them in mostly remedial classes, classes that do not build the foundation for an A.P. class. After going through the teacher, me, and an assistant principal the student finally petitioned the principal who decided to grant her request. Both the teacher and I feel this is a mistake. Our main concern is that the other five students we rejected will all now go to the principal and make the same request. In my last post I talked about how devastating a mistake like this can be for a young person’s ego if it all goes badly.
Next Thursday I have my meeting with the principal where we discuss next year and my concerns for the department. Each of the things I wrote about here will be on my agenda at that meeting.
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