Part+3


 * 14. Meier, Deborah. "As Though They Owned the Place": Small Schools as Membership Communities."**

Summary:

Schools and school districts have become larger over the year. As a result, there is less face-to-face time and parental and community involvement. Small schools are needed because they are the best way to help strengthen the democratic thinking of students. Small schools also allow for better relationships to be formed between teachers and students which make it easier to identify what are acceptable demands of these students. All small schools do not, however, carry out these beneficial elements; some can act like large schools. Creating multiple small schools can also hinder monitoring efforts of administrators.
 * You’re Killing Me Smalls**
 * Big Five Issues Concerning Moving to Smaller Schools:**
 * 1) //1.// //Acknowledge that there will be tradeoffs.//
 * 2) Large schools have more extras.
 * 3) Small schools can have intergenerational relationships and ties.
 * 4) Small schools narrow in on what is most important to the education of their students.


 * 1) //Pay attention to genuine outcomes.//
 * 2) Real-life large scale projects can be used in small schools to summativly asses student learning.
 * 3) Small schools allow students to learn from mentor adults in apprenticeship-like scenarios.


 * 1) //3.// //Be sure important constituents are on board.//
 * 2) Small schools should not be made to divide students into segregated groups.
 * 3) People will try their hardest to make their personal ideas work regardless of outcome.


 * 1) //4.// //Avoid false efficiencies.//
 * 2) a. Count what it costs per graduate.


 * 1) //5.// //Reassure the recalcitrant.//
 * 2) Create an understanding that more choices will be made available with increased need.
 * 3) Do not mandate small schools to everyone.

ü It takes time: Changing to small schools is not easy; it takes three to five years to transition. ü The importance of continuity: keep the same kids in school district as long as possible. ü Be inclusive ü Physical space: make the best use of space and create spaces where groups can interact. ü Don’t be missionaries: new schools should not have to convince others. ü Keep lines of communication open with large schools ü Keep lots of data: different data is needed for different audiences ü Accountability: school should keep up on meeting goals ü Professional development: staff should meet daily. ü The union: have an understanding with the union of what a contract should be ü Leadership: colleges should have leadership roles and should be more managerial than administrators ü Parent involvement: the number of adults that parents have to get to know well should be minimized. ü Building wide issues: heads of small schools should meet together to discuss issues.
 * o Staff morale should be a central focus

-ashley gwinn
 * Believing Lens**

Meier begins with a good argument: smaller schools and smaller districts allowed parents and town members to be directly involved with the functions of local schools, and this was a good thing. Having a voice in the decisions of the local district is a great responsibility, but one that should be available to all. By giving people a say in the way a district is run, we are also giving them a say in their children’s education and ultimately in their future. While the benefits of this concept may be good and bad, it is better to have a voice in a local debate than to have no voice at all.

Meier then mentions that small schools don’t necessarily behave like small schools, which is important to note in this context. She says that in order for small school to be effective, they cannot try to mirror larger schools. She also notes that it is difficult to monitor a large number of school despite their size, an issue that would have to be tackled if more smaller schools were to open.

However, Meier notes that small schools allow fewer students to fall through the cracks than large school do. This is simply because they have the capacity to provide more teacher-student interaction because there is a smaller student-to-teacher ratio than large schools. This logic makes sense and is a good argument for smaller school; if given the opportunity to reach more students and have lower drop-out rates, what educator could resist?

- Kristy McPherson

Doubting Lens

The authors seem to have unrealistic standards and vagueness with regards to the explaining the “big five” issues to consider when moving to smaller schools. The section acknowledging the tradeoffs concerning the transition from big to small schools merely lists the important opportunities kids would be denied. Thus, the authors claim small schools must ask—for sake of expenses and resources—what matters the most? I laughed a bit trying to imagine the various families in my small town prioritizing what “matter the most” to them; the differences among even a small community can be vast. It would seem the transition would only work is if the community was homogenous in nature and the vast majority was able to agree on the curriculum and extra-curricular activities provided. Even then, the chance of the process being more beneficial than time-consuming and political is slim.

Later in the article, the authors discuss the importance of having small school leaders to meet and touch base with how things are going, issues, etc. I feel like this is completely improbable as well. If small schools get to determine the most imperative things to teach, how can they compare curriculum? How can they compare student achievement? Most significantly, would these small schools want to meet, compare and discuss? Perhaps, the small school environment would breed even more competition and have the institutions battling for student enrollment or recognition.

Furthermore, the “big five” issue seems to focus on getting parents on board with the idea of sending their student to a small school. The authors argue that people and staff who wish to start a small school should avoid labeling their school in such a way that it highlights the “haves” vs. the “have-nots.” For example, a small school publicly labeling themselves as teaching only ‘gifted’ students is an ineffective technique for gaining support. However, I have to ask the question, how many parents would be willing to let their child go to some small school that just popped up? Additionally, what parents would send their child to a smaller school if it wasn’t labeled as a gifted school—why should they move their kid? These might be questions parents would have regarding this smaller school idea; not to mention, the students’ complainants about leaving their friends who are still in larger schools. In theory, the smaller schools make sense for improving the quality of education, but, would enough people take the risk on the idea to make it a reality?

--K.McCollum

For another take on the Doubting Lens, see this article in the New York Times about a successful big school.
 * Implications:**

As a principal, I strongly believe in the effectiveness of small school environments. Although large schools can offer more curriculum choices, small schools can offer more authentic experiences, communication with the surrounding community, a deeper experience with books, scientific tools, and writing as well as experience with civil debate and disagreement. I think it is both important and necessary for students and teachers to form respectful and open relationships, this is far more achievable in a small school setting.

When I compare my schooling experience (graduated with 600+ people) to that of my cousin’s (graduated with 20+ people), I am jealous in the amount of real life experience and instruction my cousin received. In a k-12 school, my cousin knew every teacher, every student and most every parent. The school functioned as a team and community professionals, as well as parents, were committed to the success of the students. Although teachers in my cousin’s school were highly underpaid, they still worked better as a team and honestly cared about their student’s achievements. In comparison, I didn’t know half the people I graduated with, I didn’t have close relationships with my teachers and I felt that instruction was boring and a waste of time. Smaller schools can create a safer, more holistic learning space for students.

Although not all schools have the benefit of being small, as a principal I can try to create an atmosphere of a small school within a large school. I can have teachers and students work in teams so that a small group of students will work with a small group of teachers. Although these students would have a harder time getting to know other students in the building, there would be the benefit of small learning communities within a larger structure.

-Kelsey Curlett


 * 15. Kohn, Alfie. "Safety from the Inside Out: Rethinking Traditional Approaches."**

Summary:

Adults kids more than kids kill kids. However, when violence does take place in school, there are a disproportionate number of low-income students of color involved. 1) There are no number of cameras or metal detectors that can keep schools safe. Safety implementations should consider how the additions make students and teachers feel. Prisons should not be the school model. 2) Conflict resolution skills are not enough for students. Deeper digging needs to be done as to the root of the problem. 3) An old-fashioned authoritarian discipline system models bulling for students. __The zero-tolerance approach__: operates under the assumption that harsh punishment should be dealt out to everyone regardless of individual circumstance. This method is proven to not work and is shown to unequally target Latino and African-American students. This approach damages the relationship between teacher and student. Principals can use zero-tolerance policy to get rid of students that threaten standardized test scores. Intellectual and emotional safety must also be addressed. This can be helped by building school community. We need to create schools that are peaceable and are committed to helping students feel safe.
 * Safety First**

-Ashley Gwinn Kohn makes a lot of good points in this article, beginning with the idea that trust, not security cameras and metal detectors are the best prevention against school violence, and also that it’s “better to invest in counselors than armed guards.” By first trusting that students will do the right thing and helping those who feel pushed to the brink by the stressors of life, schools can seriously reduce the amount of violence that occurs on their premises.
 * Believing Lens**

Kohn also points out that it is far easier to treat students as if they simply lack the skills to resolve problems without resorting to violence instead of questioning the real motives behind their actions. It is far from uncommon to see a teacher simply punish a student for their negative behavior than to see an instructor try to get to the root of the issue, and this stems from the fact that it is just simpler for a teacher to assume that a student is acting up because he/she is just a bad kid instead of accepting that all of our students are human beings with troubles and feelings who have no real outlet for them. Kohn is right in saying that attempting to teach these students the skills they “lack” is completely pointless because they A) probably already know these skills but just don’t employ them and B) need much more help in other aspects of their lives, especially if they are resorting to violence in school.

He is also correct in his belief that strict authoritative discipline and treats do not help the situation at all. Indeed, as he points out, when adults unknowingly model what are essentially bullying techniques, how can they expect their students to steer clear of such practices? It is also true that as a society, we seem to be far more lenient of the misbehaviors of white students than African American or Latino students, a sad fact that leads to inequality in the way we punish these students.

The idea that “zero-tolerance” policies may be set in place with the idea that they will help raise standardized test scores is another concept that I feel Kohn has gotten correct. It makes sense: get rid of the “disciplinary cases” in the school and simultaneously help end school violence? Schools must be lining up to adopt these policies. But as Kohn points out, these policies hurt the relationships between students and their teachers, breaking down the trust and respect for one another that is essential for learning to occur in schools. By having these policies in place, we are essentially telling students that we do not trust them at all, which is actually contributing to the issue of violence in schools, not stopping it.

- Kristy McPherson

Doubting Lens Kohn discusses how school safety is a reflection of a way of life and the community. He argues students are already familiar with conflict resolution skills and it should no longer be taught in schools. However, although he recognizes students’ sense of ‘right’ and ‘wrong’ comes from outside the educational environment, he offers no suggestions to improve students’ behavior externally. In all honesty, what could he do to inform parents about eliminating poor behavior? Students who are violent, aggressive, or rude most likely learned the behavior from their parents or guardians. If not from someone close, it might be an acceptable—perhaps, necessary for survival—behavior in the community. How are teachers supposed to tell parents how to raise their kids?

In addition, Kohn expresses that school safety should not be in the form of cameras monitoring students; (he believes school safety steams from providing an environment and knowledge to help students arrive at positive, non-violent solutions.) I have to disagree with his idealistic thinking, especially in regards to my previous argument about telling parents how to parent. If teachers are unable to change violent behavior at school, at home, etc., then eliminating safety precautions and measures is a cry for lawsuits and unsatisfied parents who will remove their children from the school. By removing cameras, students who frequently exhibit violent or poor behavior will no longer be able to be held accountable for their actions. In order for the idea to work there has to be a culture change within the entire community regarding violence and the issue of emotional and mental safety.

Lastly, Kohn’s argument lacks alternatives or options to act on. He claims that the focus of many schools located in rough neighborhoods, is to remove problem students, but not due to safety concerns. He says schools are implementing this strategy to improve test scores. Yet, he doesn’t offer methods or ideas to help teachers prevent similar actions from happening in their own schools. He even says the “teachers are bullied” into having to conform yet again to test standards. I ask, in this economy, what steps can teachers take to ensure they act on behalf of students’ well-being, yet avoiding becoming the next target?

--K.McCollum


 * Implications:**

Prisons should not be models for safe schools in any way shape or form. Children need to feel that they can be trusted (and respected) by adults. Having schools function as prisons sets the precedence that we don’t trust our children and that we expect them to commit acts of violence and aggression. When a school system is set up in such a way it encourages children to retaliate. As a principal, I would set up a peer-mentoring program in response to acts of bullying, aggression, and other misbehaviors. By setting up such a program we would be sending the message to our children that we trust them to make the right decisions and to take ownership for their actions. Together, students can work through their problems to create an atmosphere of trust.

Currently, most schools have behavioral programs that are teacher centered. If instruction is moving away from the teacher-centered model then so should disciplinary action. Teachers should not be portrayed as the “all-mighty being” that students should fear to reckon with. Teachers (and other school faculty) need to be both approachable and understanding. If teachers act with an open-mind, they may realize that students often act out because of underlying issues, especially in schools where poverty is rampant. Schools are a place where children are already vulnerable. Students must often work hard to fit in, to make friends, and to not feel like an outcast. Therefore, students need to not only feel safe physically but they need to feel safe emotionally and intellectually. As a principal, I would hold each teacher accountable to create a safe space in his or her classroom. Teachers could facilitate student led classroom meetings, and they could also work with other teachers to create a model where everyone is on the same page. Students shouldn’t have the added worry about expecting something thing from one teacher and something completely different from another teacher.

-Kelsey Curlett


 * 16. Chenoweth, Karin. "Uncovering Academic Success."**

Summary:

16 Schools can be places where any student can walk in and be pretty sure that she would learn to succeed academically.
 * Academic Excellency**

Characteristics of successful schools:
 * High expectations for their students
 * o Make sure that students understand these expectations
 * Use all the data available accountably while not teaching to the state tests
 * o Data should be collected avidly
 * o Test results should reflect teaching and learning not test memorization
 * o Test formats should be presented
 * School time is used wisely
 * o Instruction time should be uninterrupted
 * o More time for instruction should be actively sought after
 * Punishing students does not eat up time
 * o Students should be taught how to act
 * o Active classrooms reduce discipline problems
 * o Discipline systems are in place
 * Teachers need to be provided with time to meet
 * o Teachers should work together toward student achievement
 * o Weak areas should be addressed
 * Principals are not the only leaders
 * o Decisions should be made in teams
 * Ashley gwinn


 * Believing Lens**

I agree whole-heartedly with Chenowith that cutting the arts and extracurricular activities such as fieldtrips from schools is an outrage, and find it interesting that while large, middle class schools are cutting these programs to raise their standardized test scores, the schools that Chenowith visited not only did not have to cut these programs to be successful, but in fact implemented more of these course and activities and in fact had favorable results.

I also liked how Chenowith gave an example of how having high standardized test scores does not necessarily mean that students are prospering, and can give a false impression of the capabilities of a school. It is also important to note that there is no “magic bullet” that makes a school great, but rather many policies and details that are aimed at helping students to achieve more, and not just on standardized tests. All of the policies that Chenowith listed are good qualities in and of themselves, but together they clearly help to create a school environment that would benefit any kind of school.

- Kristy McPherson

Doubting Lens Chenoweth explains his adventures in “uncovering” the aspects which make school located in low-income or high minority communities successful. The first flaw I found in his argument is his claim that teachers have high expectations at these schools; they don’t try them differently because of their personal or economic situations. This is extremely hard to enforce and uphold. I agree teachers should have lofty academic goals for their students, but is it believable or even realistic for teachers to have just as high expectations. Students apart of low-income families could not be receiving breakfast, parental guidance or essential school supplies. How can teachers apply the same academic expectations to these students in comparison to student from affluent families? Furthermore, students from minority families could have trouble speaking English frequently due to their home environment; would the same set of standards be applied to them as other kids who grew up in English speaking homes? I would hope not. It would not be fair to anticipate an English speaking student’s homework to be the same caliber as an ESL student’s homework. This classroom mentality could place anxiety or pressure on the ESL student causing them to be completely discouraged from starting the assignment. I do believe teachers should expect the most from student and set high goals to inspire them; however, it is important to choose challenging, obtainable objective over unrealistic goals.

Another concern I had regarding Chenoweth’s suggestions deals with the concept of teachers using data for accountability purposes, but avoiding teaching to the tests. Although in theory this idea sounds a dream for teachers who are reflective and continuous improvers, it has a large component that doesn’t fit. Would all teachers still gather the data if they weren’t being asked to teach to the test? I am sure some, perhaps most, teachers who genuinely care about student progress and achievement would take the time to obtain feedback about their teaching strategies. However, I am without a doubt there would be teachers who would ‘milk’ the system, choosing not to analyze student progress. After all, without being forced to teach the tests, they could teach whatever they want. They could be off task or withdrawn; and, when tests results arrived, be able to blame their complacency on the faulty system. //What? Students didn’t perform well? We didn’t have to teach to the tests—I was teaching about other important things—maybe that’s why students did so poorly?// How does a school that doesn’t enforce teaching to the test tackle this problem?

--K.McCollum Believing Lens

I agree whole-heartedly with Chenowith that cutting the arts and extracurricular activities such as fieldtrips from schools is an outrage, and find it interesting that while large, middle class schools are cutting these programs to raise their standardized test scores, the schools that Chenowith visited not only did not have to cut these programs to be successful, but in fact implemented more of these course and activities and in fact had favorable results.

I also liked how Chenowith gave an example of how having high standardized test scores does not necessarily mean that students are prospering, and can give a false impression of the capabilities of a school. It is also important to note that there is no “magic bullet” that makes a school great, but rather many policies and details that are aimed at helping students to achieve more, and not just on standardized tests. All of the policies that Chenowith listed are good qualities in and of themselves, but together they clearly help to create a school environment that would benefit any kind of school.

- Kristy McPherson
 * Implications:**

Although it has been determined that no single factor underlies the core of a successful school, there are many things that a school can do to promote academic and social success of it’s students. As a principal, I would require each teacher to submit an outline of the expectations they have for their students. In conjunction, I would also require teachers to ask their students what they expect of their teachers. Teachers and students need to form a working relationship where there is trust and respect on both sides. Students will not respect their teachers if they are not respected in return and vice versa. Students and teachers alike should both be held accountable for having high expectations for one another.

As a principal, I would provide teachers with extra time to meet, time to observe each other and time for important professional development. Teachers are often observed by coaches and principals but not often by their colleagues. If teachers were able to observe one another they could provide each other with positive feedback and they could also learn from one another’s mistakes or achievements. Providing teachers with the time to meet and observe one another promotes teamwork. Teachers will feel like they aren’t alone in a losing battle and they will realize they have the support of their fellow colleagues and administrators.

As a principal, I find it important to encourage my teachers to collect data and to use that data when putting together lesson plans. I would encourage teachers to be creative when they utilize the data they have collected and to stay away from teaching to the test. If a principal overemphasizes the importance of standardized testing, teachers and faculty will not only be stressed but they will be looking at their classroom with a narrowed lens. High stakes tests are important but when they are put to the forefront of instruction, students only learn the basics that will get them a good score. Holistic lesson plans will instead, include a wide array of information, techniques and valuable life skills that are inclusive to all types of learners.

-Kelsey Curlett

17. Finders, Margaret and Cynthia Lewis. "Why Some Parents Don't Come to School."

Summary:
 * Institutional perspective:** Parents who need to come do not come. There is often a lack of support.
 * Those other parents:**
 * Diverse school experiences among parents:** Some parents do not feel comfortable in school settings because of their own schooling experiences.
 * Diverse economic and time constraints:** Work does not allow all parents to attend conferences. Many parents also want their child to belong but do not have the economic means to do so.
 * Diverse language and cultural practices:** There are many language barriers that put students in the powerful place of translator.
 * Getting involved: Suggestions from parents:**
 * Clarify how parents can help:** Many parents do not see themselves as useful to their children’s education based on the helping role doled out by the teacher.
 * Encourage parents to be assertive:** Parents need to advocate for their children and dialogue with the teacher should include their viewpoints.
 * Develop Trust:** Teachers need to develop relationships with parents and let them know that any time is an okay time to drop in.
 * Build on home experiences:** Teachers should get input from parents about their ideas for their children’s learning.
 * Use parent expertise:** The article talks about one parent who suggested that monolingual and bilingual parents should partner together.
 * An invitation for involvement:** Absence does not always translate into not caring.

-ashley gwinn
 * Believing Lens**

Finders and Lewis point out that it is important for parents or guardians to be involved in their students academic life, to speak to teachers or administration, and to help implement classroom lessons at home. But, as they continue on to say, this is not something that every family can do, whether it be because of limited education on the parents’ part, time constraints, or the unwillingness to hear another teacher say that their child is a hopeless case (as their parents were perhaps told as well).

I think that all of the reasons that the authors listed, as well as the quotes from “those other parents” were really helpful to my understanding of why some parents take a seemingly inactive role in their children’s education. It is not for lack of caring or of parental affection, but rather for more specific reasons. As Finder and Lewis mention, educators need to work with these parents but asking them for their help in working with their students so that everyone involved can see the impact that they have on the education of students.

- Kristy McPherson Doubting Lens

Finders and Lewis discusses the lack of parental involvement in schools and the reasons people are reluctant to become more active in their child’s education. Overall I thought their argument was realistic and achievable; however, I disagree with the suggestion about encouraging parents to be more aggressive. My disapproval of the suggestion is due to the fact that I don’t see parents being told ‘how to parent’ going well. I think, more than anything, the comment to be more aggressive or to become more involved with their child’s schoolwork would be considered offensive and push parents away. I believe if parent’s were to hear this suggestion, their openness about methods to improve their child’s academic success would vanish and defenses would come forth. I don’t think any person wants to hear statements alluding to them being a poor parent. Also, I think at a certain point in a child’s academic career this suggestion is no longer applicable. High school teachers would struggle trying to tell student’s parent to be more aggressive; and, it would be just a waste of breath and place a negative feeling on the parent-teacher relationship. If parents are not actively participating or supporting their child by the time they reach high school, why would they start now?

Although the authors’ argument was centered on the negative effects of parents not coming to school, I thought it should mention the opposite—the helicopter parents. Thus far in my teaching assisting, my CT has warned me about several situations which could transpire due to parents who are overly involved, protective or defensive about their children. She shared a story about a student who was misbehaving and the punishment was a call home to let the parents know about the continuous poor behavior. His parents came to school functions, participated in fundraisers and immensely tried to pull up his declining grades. When my CT called home, she was met with frustration and disbelief that the parent’s son would ever act such a way. She tried to explain but the parents didn’t care; and, they even defended their son, saying she probably didn’t get the “whole story.” While it is important to have parental involvement and support, I think it is equally as important to establish the line of what is helping a child and what is hindering or inhibiting their academic progress and development of character.

--K.McCollum

Believing Lens

Finders and Lewis point out that it is important for parents or guardians to be involved in their students academic life, to speak to teachers or administration, and to help implement classroom lessons at home. But, as they continue on to say, this is not something that every family can do, whether it be because of limited education on the parents’ part, time constraints, or the unwillingness to hear another teacher say that their child is a hopeless case (as their parents were perhaps told as well).

I think that all of the reasons that the authors listed, as well as the quotes from “those other parents” were really helpful to my understanding of why some parents take a seemingly inactive role in their children’s education. It is not for lack of caring or of parental affection, but rather for more specific reasons. As Finder and Lewis mention, educators need to work with these parents but asking them for their help in working with their students so that everyone involved can see the impact that they have on the education of students.

- Kristy McPherson


 * Implications:**

Schools are a place where children are very vulnerable to the learning process, but students are not the only vulnerable ones. Parents, not unlike their children, can feel vulnerable and uncomfortable when in the school setting. Parents don’t like to feel judged by their child’s teacher and they also don’t like to feel like they won’t fit in with other parents. Schools are often trying to accommodate for the high levels of diversity in the classroom but this should extend to include students as well as parents.

As a principal, I would encourage teachers to create an air of transparency in the classroom. Teachers should reach out to parents in multiple ways to meet their diverse needs. If a parent is working multiple jobs and cannot make time to come to the school for conferences, the teacher should be open to communicate with the parent by phone or e-mail. Also, teachers should not tell parents what they are doing wrong, but they should ask for suggestions from parents on how to better include them in the child’s classroom and schoolwork. As a principal I would also invite parents into the classroom whenever they like. Parents are more then welcome to stop by and observe whenever it works in their schedule.

Aside from conferences, teachers can create unit plans that reach out to a diverse community of parents. Lesson plans can celebrate culture, heritage, language and more that will make both the children and parents more comfortable in the school setting. If parents feel that their heritage is celebrated instead of looked down upon, they may be more likely to get involved.

-Kelsey Curlett


 * What Happened (4)**


 * What Happened:** On a day where my CT was out for the day I received a phone call from a concern parent during second hour. My CT was in the building but was grading some standardized testing the 6th graders had done a couple of days ago in their study halls. My students were working silently on a worksheet my CT had left them so I answered the phone telling the parent I was Mrs. Wilson’s teacher assistant and she was out for the day. The parent belonged to a student in my CT’s sixth hour and so I did not know the student. The parent informed me that the student was grounded until he had his grades up and she wanted to talk to Mrs. Wilson and discuss his missing assignments and how to prevent him from being behind in his work. I told the parent I would let Mrs. Wilson know during her break, which was in two hours, and she could probably get back to her then with the information she wanted. The parent thanked me and ended the phone call. When I saw my CT on her break I informed her about the parent. She said she would get back to her at the end of the day, not having enough time during her break to give the parent the information. It has been four school days since that has happened and my CT has yet to call the concerned mother back.


 * Why did this happen:** My CT is constantly complaining about the amount of emails and phone calls she has to deliver to parents on a weekly basis. She doesn’t know where she is supposed to find the time to contact parents of her students. Sometimes she goes three or four days before checking her email, causing us to miss important information such as a fire drill. So she made the judgment call that since the parent was clearly involved in her child’s school work that she didn’t need to call the parent back in a timely matter. She told me that most parents at the school are not involved in their student’s education and those are the parents we have to worry about and talk to on a regular basis.


 * What does it Mean:** My CT is not the type of teacher that wants parent input constantly in her classroom. Though she wants the parents to help the students be responsible for their homework, she doesn’t feel the need to explain or give the parents any amount of her time. This is especially true if it means she is missing out on some free time. I’m interested to see how she handles parent/teacher conferences this week.


 * Implications for Practice:** With email being the fastest and most convenient way to converse with parents, I am going to make sure I check my email at least once a day in my future classroom. This may vary from morning before class to after school depending on how busy I am getting ready for my first hour but I believe it is important to stay up to date with email. For parents who do not have email or a computer, I want to give them my planning hour so they can call me at the school. Even if I cannot answer their question right then, I will set up a time to call them back with the answer. I don’t want the parents of my students to feel like I don’t want to hear from them.

-Katie Reilly

What happened?
 * What Happened (2)**

This scenario doesn’t exactly fit in with this week’s readings; however, I feel that it has indirectly been addressed in several of the chapters (see 12-What Makes a Good School and 27-The Keys to Classroom Management). And it has been the single most impactful moment of all my time at SWCC. Last Friday (9/30), I was sitting with my CT before school starts when the principal and the other sixth grade teacher enter our classroom. The principal states that she has some good news and some bad news. The good: They are getting a third sixth grade teacher. Wait, what? It’s going on the fifth week of classes and they are just now getting a new teacher… my CT was not happy.

Why did it happen?

This happened for several reasons. GRPS has been putting emphasis on the school to go out and recruit students even though they were already above maximum enrollment. This has caused the classrooms to be oversized (for example my class is 35 students even though the district has said the max is 27 students per teacher). So the principal, who has never been a teacher, thought it would be very helpful to fight for a new teacher not considering the effects it will have.

What does it mean?

This is going to be truly difficult. We just found out a few days ago and we are slated to have another meeting Monday (that’s right, the principal gave the two current teachers the weekend to come up with a solution to the mess) (also I should know more by class). Right now, My CT teaches SS and ELA in the morning in English. Then after lunch, the class switches to the other teacher where they have science and math in Spanish (the languages are set in place by the school and must be taught like that). The fear is that the new teacher will not speak Spanish. If this is the case, there are going to be major problems. So now with three teachers, four subjects, and 70 students, they are having troubles coming up with a good rotation schedule. They have thought each teacher teaches the homeroom SS and then (pending the new teacher doesn’t speak Spanish which is probably the case) My CT will have to take math in Spanish and the other teacher with science in Spanish and the new with ELA in English. But if that’s the case, I will have to switch CTs because I need to be in a room for ELA (adding to the confusion). Let’s just hope the speak Spanish!!

And the principal never took the students into account. According to Maslow’s Hierarchy of Needs, these students are mainly in the Love and Belonging stage. How are they going to feel when roughly 12 from each of the current classes are switched to a new class, with a new teacher they’ve never met, away from their friends? This could have HUGE psychological effects. They will feel outcasted and unwanted. And not to mention the teachers who have built personal relationships with these students. I can’t imagine losing some of these students…

What are the implications for future practice?

When I become a principal, this will not happen. It proves why all principals should be teachers before moving into administration so they know what is needed to make a class succeed. Looking at the students who will have to switch classes, they have already learned (well are still learning) their homeroom teacher’s classroom management. They will be lost when they have to do everything differently. Looking at the new teacher, they are being set up for failure as well. Students may have hostility towards him/her for being the reason they have to move. They will have a bunch of grades from their previous classes and need to switch that all around. This is not the example you want to set for your students.

-Derek Boillat

Cross Creek Charter is very unique in its level of parent involvement. I was rather blown away when I first began my assisting there at the constant presence of parents in the building throughout the school day. In Essay #17 we are introduced to why some parents don’t get involved, how to get some involved, and how best to use the time of those who do. I think it is pretty obvious that Cross Creek is doing a great job of getting parents involved. Whether credit for that should be given more to the administration or to the parents is debatable – but what is important is that it is happening.
 * What happened?**

The most noticeable characteristic of parent involvement in the school can be seen the moment you walk through the front door, a Parent room. There is an entire room for parent volunteers that allows parents to come together throughout the day, socialize, and complete tasks for the classroom teachers. While certainly not every parent is involved, there are at least half a dozen parents in the parent room at any given time. The school has done a great job communicating with parents and letting them know the specific tasks that they can volunteer to help with. Parents are made aware of upcoming volunteer opportunities and are always encouraged to ask questions. My CT has great parent involvement in part because of his quick response times to parents’ e-mails. He has about 4 parents each day e-mail him and he responds within an hour. Doing so, he has earned the trust and respect of the parents and many enjoy helping him out in the classroom.
 * Why did it happen?**

Getting parents involved is possible, but Cross Creek Charter has many more luxuries, advantages, and opportunities for parent involvement than most other public schools. For one, parents are required to actively participate in their child’s experience at the school as a condition of the charter, if a parent refuses they risk having their child plucked out of the school. Secondly, parents here are often too involved (and yes, this is possible.) Many parents will come right into the classroom in the middle of instruction and begin conversing with their children, others will bring in their small children to visit with the class while ignoring the teacher at the front of the room. Despite its negatives, Cross Creek is a good example of what parent involvement can be.
 * What does it mean?**

I am learning a lot about what works and doesn’t work when it comes to getting parents involved in their children’s education. It is my goal to find a healthy medium that will place parents somewhere between apathetic slackers and self-entitled helicopter parents. It is important to find that moderation and motivate parents to stay within it. Attending conferences, reviewing occasional homework, and reading a newsletter are the bare minimum when it comes to expectations – but for many parents these three things may be challenging enough. As a teacher, it is important to try to find any way that you can to get parents involved. Cross Creek has shown me that getting parents involved makes the teacher’s life a whole lot easier.
 * What are the implications for future practice?**

-Aaron Noordhoek