School System Thoughts

Whether or not anyone cares, I have pretty strong feelings about our failing school system. Most of my opinions are opposite of the "norm" or at least opposite of the teachers' unions that "speak for teachers."

Tenure is bad. Teachers are the primary reason that students fail (and more importantly succeed). Our teachers unions protect the worse teachers. Principals hands are tied. They cannot remove bad teachers. They have all the pressure and responsibility, but very little control over the worse problems that face our school.

All that said, I read this pretty fantastic blog written by a principal and superintentent (ThePrincipalsPage.com). He brings up all of my opinions and write it in such a way that it strikes a perfect cord. He's also pretty funny in a corney way.

Some of his recent blogs that are right on:
On a Reluctent Staff
Pressure for Superintentents Too
How Money won't Fix our Schools

Recent Happenings

Been busy and been lazy--sorry for the dramatic delay in words and pictures.

Here's the happenings in no sort of order:

• I finished my Masters of Arts in Educational Administration. This included finishing fieldwork hours, a portfolio and comp prep class, hours upon hours of studying, and one nasty hand/finger cramp. Des and I studied for three weeks this year (as opposed to the one from last year) and rocked the flashcards, mnuemonics, and hand motions. Last Saturday (5/22), we sat down at 1 pm and wrote! My comps consumed three hours and forty-three minutes of my time and used 38 pages of paper. We celebrated being over with a ice cream cone from McDonalds. Just waiting for the letter confirming that I passed.
• My dad was called as the senior pastor at Faith Fellowship in La Palma (Orange County) on the 23rd of May. It was pretty inspiring to be there, listen to his sermon about trusting God, and then get to watch him and mom walk down the isle with a standing ovation. His first Sunday is this weekend. The moving from San Diego decisions are still in the works.
• Finished up at Liberty as I helped them run their first ever Career Day. The event went well and the kids overwhelmingly loved the experience (thanks Brenda!); I think that they can handle it next year without me.
• Dave has been working at a contract job for the past four weeks (he has a few more to go) setting up a network and computer system for the new Kohl's distribution center in San Bernardino. He's been working 8-5 and coming home tired.
• As you can assume, work on the house has slowed down to a crawl because Dave's been working outside of the house. However, we've been working each weekend and some evenings on the master bathroom/bedroom. I understand why the do-it-yourselfers on TV hire people to come in and tape and mud the drywall. It isn't particularly hard work, but it is really, really, really annoying and time consuming. I think I'd be willing to pay someone the next time. Hopefully by the end of Memorial weekend, I'll be able to post some pictures that include paint color :)
• I didn't get a pink slip this year and I can't be moved because I was last year; so I'll be a lion again. Working with students to get a student spirit club up and running and wishing/praying that Yearbook will land in my lap. Not sure what I'll be teaching next year (it seems to change every time I talk to someone else), but hopefully I'll be in a different classroom.
• Melissa moved in and has taken over the extra space we d idn't know we had. Because of the extra person and the work in the master bedroom, my clothes are on a rack in the living room and the queen bed is sitting in the dining room. A folding table is set up to "hold" stuff. Every nook seems to have something in it. Melissa also comes home to tell some disgusting stories about what she's experienced at work. I keep telling her that she should write about them because they are downright hiliarious--seriously, just ask her about poop, she has about 15 zingers so far :) She bought a car last weekend and will be finding an apartment of her own soon.
• Working with a few WW friends to plan a 5K for June 6th. Super excited.
• Robyn's baby shower is coming June 12th. Elegant and PINK--love this girl thing.
• I'll be teaching ninth grade English in summer school at Poly HS (all summer school is there for the entire district) from June 14-July 16th. Hopefully the extra paychecks will help get the house done!
• Even though I don't teach yearbook this year (sniff, sniff), I'll be teaching at Yearbook Camp again July 26-29th.
• My parents are celebrating 30 years of marriage this August 16th and to celebrate we're going on a family vacation. Much cheaper than the Hawaii trip, we'll be cruising the Mexican Caribbean in August.

Feel updated?

Uggghh--Teacher Rant ahead

Week two of testing has begun--my testing group (10th and 11th graders that I don't know) is wonderful and has not caused any issues.

My students are a bit more squirmy than normal, but other than fifth period's normal hoodlums, no major problems.

The real problem today?

The cranky teachers who feel the need to complain about everything, including the unreliability and waste of time of testing. The ones who want to say that they are a great teacher and their test scores don't matter because it isn't an accurate test. Everywhere I went today on campus, this cranky complainingness (a made up word for you Nicole) followed me. The one who told me at lunch that my "trust in the system truly scared" him and I was "naive" to believe that my students scores would improve it I worked hard.

I said, "oh well" and left the staff lounge (I know, it was my fault for being in there; however, I have had no prep today and really needed to get copies made and didn't feel like standing in line this morning).

I haven't stopped stewing over this (two hours later), but there is no point in bringing up my thoughts to these types of teachers. Here is what I wanted to say, but didn't (mom, I'm trying to practice choosing my battles):

• You're just complaining because your test scores suck and you don't know how to make them better.
• You've never been taught how to use the scores to improve your day-to-day instruction, thus you see them as numbers with no importance.
• Because you've never been taught, and I have, my scores are higher than yours and this threatens you.
• You need to figure out that even if you don't like multiple choice tests, they are and will continue to be used as a major part of the education system. And buddy, sooner than you realize, you'll be seriously judged upon them. Who am I kidding, you're already judged on them and that is why you're complaining in the first place.
• You like to complain.

Of course, this mentality fills the education world and of course, it is another one of those things I'd like to change as an administrator.

Pink Slips

They make me sick to my stomach.

Those of you who know me pretty well know that I am not an empathetic person (Melissa has even gone so far to tell me that I have a "raisin heart"), but with the current state of California education and the sheer amount of teachers who are getting pink slips rising daily, my empathy is flowing.

I even started crying today at the elementary school when a 7th year teacher was telling me about her pink slip. Yes, I know, elementary school is making me soft.

I know that everyone in the state in every profession is being effected and laid off from their careers; I understand that teachers whinning about being laid off is slightly annoying to the general population. The part that I don't think the "general population" understands about teacher layoffs is that they aren't done in a logical/rational way, they are done based on seniority ONLY. Evaluations and job performace is not a factor, nor is productivity and qualifications.

The teachers that are being laid off in RUSD have been teaching for 4-6 years, with some going all the way back to 1997! They are "younger" teachers, but they are not young. They are considered vetern teachers, they are the department chairs and site leaders. They are the force of change in our crummy system.

Again, seniority is the only deciding factor in layoffs, so that crappy, grumpy, "old" teacher who should have been FIRED (not polietly laid off) years ago...

Oh yeah, she has a job firmly in place.

And guess what...

She thinks that furlough days are pointless and could careless how many jobs because hers isn't going anywhere no matter how bad she is at it.

Trainings

Over the past five years of teaching, I have sat through several trainings (shocker, right?!) that last hours, days, and sometimes even a full week. Few have been great, some okay, and some have been torture.

This year, with a focus on educational leadership and administration, I've been focusing on the presentation styles and concepts presented, while trying to envision my future participation in future trainings (as the trainer/principal/leader/etc).

Why am I writing a blog about this? Because I've come to the conclusion that I could present, with the same (or more) effectiveness, each and every one of the "trainings" I've attended.

This is significant for a few reasons:

• Education is poor in California, yet we still pay $1000 (or more) a day for "consultants" to conduct trainings that teachers could present to other teachers for less than $400 (we only make $36.50 an hour for extra projects, 7 hours of training, 2 hours for paid prep).
• Teachers sit in so many trainings, yet with the "consultant" model there is no one that follows them back to their classrooms to check to make sure that it is used and follow-up questions can be offered.
• As an administrator, I can help teachers learn effectively and save my school a lot of money.
• I really, really enjoy applying/adapting strategies for different levels of students and content levels.
• I should become one of these "consultants" and never worry about money again :)

Principalship

In four months, I'll finish my MA in Educational Administration and have a Certificate of Eligibility for my Tier I Administrative Credential. With this degree and credential, I will have all the necessary requirements to apply for admin positions.

When teachers find out what I'm working on and my future plans, I usually get a look of disgust and depending on how blunt the person is I also get comments about "joining the dark side" and "wasting my teaching ability."

There is no short answer to tell these people about my real reasons and I always sort of feel defensive.

In class today, we had a principal guest speaker. Although he was speaking mainly about school budgets, he also presented him overview of being a principal. He made a few comments that struck a cord with me that I want to remember.

• The title "Principal" came from the the title of "principal teacher." The principal teacher was a strong, passionate teacher at the school who was recognized by his/her peers as a leader with fellow teachers and students.
• Administration is a calling; it is not for the weak, the one who wants to leave work at 4, or the one who is afraid to make hard (yet creative) decisions.
• Administration is a people business and one that must be always concentrate on the kids and their needs.

Elementary, Day Two

Immediate thoughts after my first FULL elementary day:

• A first grader who I met the first day came up this morning and hugged my leg; surprisingly enough, it didn't bother me.
• Working with teachers to improve instruction using researched-based strategies really is a passion for me; it makes me giddy like a little kid.
• I'm exhausted, more exhausted that I am after a full day of teaching, working out, and cooking dinner.
• This whole elementary school thing is different than secondary, but not completely foreign.
• If I had to and I spent some time learning phonics, I think I might be able to be a semi-effective administator at this level.
• Kids make the same stupid mistakes at elementary as they do at middle and high school, like tagging gang-related stuff on their papers. They get suspended in elementary, too.
• Mr. Shaw (my Central VP) is a kick-butt disciplinarian and I am lucky that I learned from him--came in handy with that gang tagging kiddo.
• I'm jealous that the teachers have over 7 hours of time each week to teach the same ELA standards that I have just over 4 to teach.

I've also reaffirmed my inital thought that the teachers deserve to be paid more!

18 hours done. 32 hours to go.

Something is Wrong

Have you ever had the experience where no one knows what is going on, yet you're expected to perform the task anyway?

Has that experience ever been complicated by the fact that in less than 24 hours, thirty-five administrators and cabinet members will be walking in and out of your room in fifteen minute segments for three full hours?

If you have, you probably work at a school, and most likely, my school.

Today was the first day of the semester. I have a "new" class. No, not just new students, but an entirely new class. A new prep, a new ( yet non-existent) curriculum, a new set of expectations and requirements, and a whole new group of very needy students.

How long have I know about this class, you ask?

Precisely seven days--seven days of finals, stress, and not enough time. Seven days of frantic emails to all the people that should know what it going on (but don't). Follow-up frantic emails to the next person that they've referred me to and to the next person they sent me to... and to the next... you get the point. Basically, seven days and five work days of NO ANSWERS.

Today, in this new class, we colored. I made them laugh with my pictures of my pets and my family. They giggled at the matching shirts, the Chargers quick-exit from the playoffs, and my desire to be fun. Then I gave them colored pencils and a sketch to tell me about their personality and their dreams/successes/failures. This worked... for today.

Tomorrow, 35 people will be walking into my room during this new class, my SELA class, and my Language Arts class. SELA and LA, fine, we're dandy, we'll show off our stellarness to you and your clipboard. But, the new class, that isn't fair...coloring and my jokes will not cut it with the clipboard.

Student Principal

Elementary school is extremely different than secondary school (no, duh!) and I've gotten a sneak peak at the madness the past two days as a "student principal."

My best observations of the point of view of an outsider:

• Little kids like to move. A lot. They move all over and run into you and other people without a second thought. They move in class constantly.
• Rainy days are not "happy" times for anyone involved at school.
• Kindergartners are so stinkin' cute.
• Dismissal time is incredibly stressful with 900 kids all over the place and late parents... and of course, rain complicates it!
• Phonics are exceptionally confusing to me (which is a completely different issue), but the kids seem to get it and the "sound-spelling" cards are a great visual cue for them.
• Six graders can be annoying just like eighth graders, but they can also be cute and funny like seventh graders.
• Elementary school teachers should be paid more than me!

8 hours done. 52 hours left.

bad mood

I was going to blog about how great my boys did against the Jets, but that didn't turn out well. Frankly, it has put me in an incredibly bad mood.

Bad moods usually make me want to complain about things.

Then I read a blog at the PrincipalsPage (a witty, very sarcastic superintendent's take on school politics, annoying parents, and life in general) about school change. He basically said that we should stop teaching stupid, useless things like spelling, cursive, memorization of facts, etc.

I agree.

Just last Wednesday during our ninth grade team meeting, my fellow teachers began complaining that students did not know how to use a dictionary, didn't know what the abbreviation "ant" or "syn" stood for, and couldn't figure out how to spell a words, etc. Expressing my opinion is usually met with eye-rolls by a a few teachers and this time it was no exception (I wish I could keep my mouth shut in these situations, but I can't).

"Why do they need to know how to use the dictionary? They have the internet and they all know that dictionary.com will provide an answer in 3 seconds."

"Yes, Jennifer, but how are they going to know the synonyms if they can't find it in the dictionary?"

"Um, have you ever looked up a word online? It usually says the word, multiple definitions, synonyms, and antonym. There is usually a lot more space to spell out the words, add sound bites, sentences with the word used correctly..."

"Yes, but how will they know if the word is spelled right?"

At this point, I stopped and laughed, "That is the reason they don't use the dictionary; there are no spelling suggestions when they're wrong."

The roll-eyeing increases at this point to a head shake and the standard blow-off statement, "You young teachers, you just don't understand."

After five years of getting this type of reaction, I have (thankfully) learned to be quiet at this point and simply say, "maybe."

BUT what I am thinking is...

"NO, you don't understand. You wonder why you have students who hate you and that you spend 90% of your time trying to get the students to do things "your way" instead of learning. You wonder why your test scores suck and no matter how closely you follow the textbook, they don't increase (then you say the test doesn't matter and can't judge you). You wonder why students fall asleep in your classroom with your overhead projector and old grainy photocopies. You are the one that doesn't get it."

Until they "get it" they will continue to complain, I will continue to attempt to "enlighten" them, and I'm sure I will continue to get the eye-roll.

That is until I rule the school as an administator--then they will nod their head at me and smile and go back to their classroom and make the same mistakes...

Disclaimer: Dictionary.com does not pay me; I am a real user. However, if they wish to, they can contact me at jenniferspfeffer@gmail.com

Best organizational tools

At school, I am an organization princess. At least that is what people tell me. Also get called "the most organized person they know" and told that "if Jennifer is confused, [whatever they're talking about] was wrong, not us."

I've borrowed and adapted many things from fellow super-star organizers over the past few years to earn this title. Here are my top 10 best organizational tools for an overworked (and way over papered) teacher in no particular order:

1. Create a folder system on you computer that is logical. How many times have we seen someone's desktop that has 50 files all over it? Just look at Dave's. Instead, I create a folder that says the subject, within that are subfolders that say the main categories (Discipline, Admin Materials, Seating Charts, Sub Plans, House on Mango Street, Persuasive, etc), within the categories, name files so they are extremely clear. I also use one letter in front of the curriculum folders to indicate it if is reading (R), writing (W), or testing (T). You don't want to have to open the file to realize that it isn't what you're looking for. For example, to find the bingo card I used today in class, here are the steps you'd click--My Computer, Jennifer's Hard Drive, Arlington High School, Intro to Lit, T-Finals Review, "Bingo Card for Lit Term Review"
2. Look at every email once, file accordingly. Delete it if it requires no action and you don't need it for reference. After you've created seperate folders in your inbox, if you need the email for reference later, drag it into the correct folder. If the email requires a response, respond immediately or it will be gone forever from your mind.
3. Spend the extra hour at the beginning of the year typing all of your parent emails into your Outlook Contacts, under the students name. Make them into a distrubution list by period and you can send out mass emails by clicking just a few buttons. Also, by organizing it by the students name you don't have to try to remember which paper goes with which kids now that we have SO many different last names.
4. Look at every paper once and put it in its place immediately. Decide immediately if it is trash (98% of papers), it it requires immediate attention (1%), or if it required "keeping" for the future (the last 1%). Obviously, trash goes in the recycling bin without further ado, immediate attention gets "done" whatever it may be, and "keeping" gets put in the storage area based on what the paper is about. This works especially well if they've placed a recycling bin by the teacher's mailboxes :)
5. Create a file system that is easy and clearly labeled. So the 1% of papers that need to be kept are usually something that you'll use in the upcoming months. If you leave them on your desk (like is our natural tendiency), they are gone when we need them and or take way too much time to find. I staple file folders to the wall with the common areas I get papers (English Dept, Staff Development, School Site Council, Student Info, Classroom walkthroughs/Evaluations, Unfinished tests) and when I get a paper that I need to keep, it slides into the folder and is held there until I need it. No fancy filing, nothing annoying, no three hole punch needed.
6. Collect no student papers. Every single paper, no matter what, gets turned into the period boxes (plastic three-drawer things from Walmart). Don't remove them from the period boxes until you're ready to grade them. After grading, put them in the second set of period boxes marked "Corrected Paper." Never lost a paper/assignment yet.
7. Keep everything electronic, electronic. If you make a "master" to photocopy, but it is still on your computer, there is NO reason to keep the master, use it as a handout. Don't print agendas, minutes, email, etc. Binders of papers don't make us organized because we rarely look at them. Store it electronically, it is a whole lot easier to find.
8. Invest in bins to organize supplies. $1 each at Big Lots--get 20 shoe box size ones at least (I have 20 shoe box size and 10 paper box size). Label the containers, put the supplies in the bins and always put it back when you're done. They stack, they are easy to unstack, and there is no confusion when you send someone to your cabinet to get something or a kiddo is suppose to "help" put something away.
9. For staff and department meetings, bring a folder with supplies. I'm talking a pencil pouch with pencils, pens, color pencils, highligher, ruler, scizzors, and glue stick, along with pacing guides, testing schedules, common assessments. Why? Because at every meeting we waste 80% of the time looking for something that we can't find that we need to make a good decision. We want to create a "great" idea but we don't have the stuff to do it. At the beginning of the year I make several identical folders up with this stuff--this year I only had two: English Department and SELA folder--and I'm ready to go for the whole year. I get to be the hero for this one often, but really, my goal is to waste less time. It also helps when you're bored out of your mind and you're trying not to get in trouble for taking over the meeting or talking to everyone around you, you can just "draw."
10. Use an electronic calendar (Outlook) and put all the information on it--then LOOK AT IT. Parent conferences with the crazy parent? Note it. Sub day for conference? Note it and add the job number, the date you called in the sub, and the location of the conference. That way when you forget at 7:52 and you're suppose to be there at 8:00, you can look it up in a central location. Dentist appointment, yep, that should be there too, because heaven forbid a kid wants to stay after school that day, you say yes, and realize later that you can't be there, but it is too late to get transportation home. Most importantly--look at it. Look at the whole week at a time.

Putting the time in...

Part of my masters degree is spending hours watching and learning about the ins and outs of being administrator. Tonight I am spending time in a Board Study Session (about test results) and Board Meeting. Although I am bored enough to write a blog during the meeting, I am super impressed by our new superintendent, Rick Miller.

Next time I see him at church, I may just say 'hello' to him.