Are we asking too much? Who’s getting Shortchanged?

What would parents think if they knew?

I find that the majority of first year teachers I support teach in multi-age, self-contained special education classrooms. Many of the challenges they face are unique to this setting and predictable to administrators and veteran teachers in the school. Many of these challenges are also driving potentially long term and high quality special educators out of these settings and into other positions.

There are two major issues of equity that I see as prohibiting these programs from being the vehicle by which students’ transition back into the general education setting is supported and encouraged.

Access to Curriculum

There are two issues within access to curriculum. First- teacher expertise. I have yet to see a school or district find a way to provide the same professional development opportunities to the classroom teacher with students in grades 5-8 in his room as provided to the sixth grade math and science teacher next door. By professional development, I mean more than just the once or twice yearly content and strategy workshops (although that would be a start). The sixth grade math and science teachers meet bi-weekly as a cohort to plan, develop common assessments, problem solve around student misconceptions and work together to design ways to skillfully differentiate instruction by scaffolding a challenging topic in next week’s lessons. Throughout their time together, these teachers reflect, build on experiences, analyze student work and support each other. The good news for the students in sixth grade general education math and science classes is that they will reap the benefits of their teachers’ work for years to come. The level of expertise of these educators continues to grow as they interact as a community of professionals. This is an excellent example of teachers leading their own professional development. They’ll likely pass along any materials they created to Tim, the self-contained special educator, and someone will probably stop in his room to recap the learning… but just like in a classroom where 21st Century Skills are paramount, the growth and development of the learners is a result of actively participating in the learning experience, not just accessing the paper and pencil product. All of these teachers have the best of intentions. Continue reading “Are we asking too much? Who’s getting Shortchanged?”

My Territories

I was first introduced to the idea of a writer’s notebook by my tenth grade English teacher, Mrs. Catamaro. I loved that notebook! My notebook helped me see who I was as a writer, and focus on the writer I wanted to become. It met my needs as a learner the way nothing before had. I was impulsive and unfocused, and in my writer’s notebook my ideas and Mrs. Catamaro’s feedback would wait for me. I could read and reread. I could process what I wanted, when I was ready. I’ve used the writer’s notebook with my own students and hope I provided them with opportunity to navigate their learning that Mrs. Catamaro did for me.

My Blogging Territories (Like in A Writer’s Notebook, these are ideas I want to remember so I can write about them later)

Common Frustrations & Pitfalls of New Teachers

  • Curriculum- Where is it? How can I write it? I haven’t even learned their names yet!
  • “I don’t want to be mean…” Let’s explore consistency and inconsistency. How can we lower students’ anxiety?  Which teacher actions actually model respect?
  • Feedback, grading & that gigantic pile!!
  • Top Ten myths to dispel around Home/ School Communication: No news is good news, right? In high school, parents are just more hands off… they want it that way…

Educational Issues that keep me up at night

  • Meaningful Reporting Systems: A,B,C,D,F… but what about E? Why do we report? To whom are we reporting? What is the goal? Do all of our answers align?
  • Creating Communities of Respect
  • Effective Teacher Evaluation
  • The push to privatize education, and the lack of honesty around the push
  • Biased reporting
  • Equity in Access to Education & ‘Soft bigotry’