First Person

This week's teaching & learning tidbits

What to do after high school?

blank high school diplomaThe annual “Diplomas Count” report has joined the growing discussion about the value of a college degree.

The 2011 version of the yearly graduation study from Education Week is titled “Beyond High School, Before Baccalaureate: Meaningful Alternatives to a Four-Year Degree” and is the latest in a spate of studies examining the value of college degrees.

“With the nation’s economic recovery seemingly stuck in low gear, the need to better understand the link between learning and a career seems more critical than ever for high school students preparing to graduate and enter the next phase of their lives,” according to the report summary. Read more in Education News Colorado.

Preschool’s benefits linger into adulthood, study finds

Children enrolled in a full-time preschool program that sees them through elementary school have a better life 25 years later than children who were not in preschool do, University of Minnesota researchers report. Read more in US News & World Report.

Teacher tenure on the table, changes likely

DENVER – Colorado teachers and principals are one step closer to a new evaluation system that would change the way they earn and keep tenure. The plan was presented to the state board of education Wednesday. Check out the KWGN Ch. 2 News story.

Douglas County schools revamp teacher pay, may ask for tax hike

The Douglas County School District is overhauling its performance-pay plan for teachers and might ask voters in November to approve a tax increase to fund it. The new system would be implemented in the 2012-13 school year. Read more in the Denver Post.

Seeking state-local balance on evaluations

A central issue in Colorado’s year-old educator effectiveness law – the amount of flexibility school districts should have in evaluating teachers – was at the forefront Wednesday as the State Board of Education discussed rules for implementing the law. Read more in Education News Colorado.

State ed board proposing four-tier teacher grades

DENVER – Colorado teachers could see a new four-tier ranking system under new performance guidelines up for discussion by the state Board of Education. Watch the 7NEWS report.

Teachers work to infuse more arts in the classroom

ENGLEWOOD – With budget cuts looming, teachers like Brenda Bartel worry that music, drama and other creative programs might be scaled back or eliminated. So, she is attending the REACH conference with dozens of other teachers to learn how keep these areas alive. Watch the 9NEWS report.

Local speller returns home to cheers

AURORA – She’s one of the top spellers in the nation and she got a hero’s welcome home on Monday.

Dhivya Sinthill-Murugan placed in the top 10 at the Scripps National Spelling Bee last week. The fifth grader got a rousing welcome from her friends at Expo Park in Aurora on Monday afternoon. Watch the 9NEWS report.

Urban districts studying teacher applicants

Click on the link to the listing for “Ms. O,” and up pops a video with the 1st grade teacher leading a lesson on units of measurement using yellow strings of yarn: It takes one student in the video six steps to walk to the end of one strand, eight steps to the end of the second. Read more in Education Week.

DENVER SCHOOL NEWS

Denver Public Schools logoState board clears innovation status for three more DPS schools

The state board of education today approved innovation status for three more Denver Public Schools — two of them are future schools that are part of the turnaround plans in far northeast. Read more in the Denver Post.

Denver’s school turnaround plans on fast track for August

Less than three months until the Aug. 10 launch of Denver Public Schools’ turnaround plans in far northeast with the opening of multiple new schools, plans are ahead of schedule, Allen Smith, the district deputy director, said of the ambitious overhaul. Read more in the Denver Post.

Denver community groups recommend phase out of West H.S.

More than a year of community meetings culminated Monday with recommendations to phase out Denver’s West High School and to stop introducing new schools in another area.

“The work’s just starting,” said Denver Public Schools Superintendent Tom Boasberg. “We have an intensive 14 months ahead of us to work out some of these things.” Read more in the Denver Post.

 

First Person

I’m a black male teen in Aurora, and I see how ‘achievement gap’ forms

The author, Ayden Clayton.

Have you ever heard of the achievement gap? Every column, blog or article that I’ve read on this topic has never come from a African-American, let alone an African-American male.

Here is a voice that should be heard: mine.

Recent research from Stanford showed that African-Americans come in behind other students on standardized tests and enrollment in honors to AP and college classes. This is very important because the gap is also prevalent at Rangeview High School in Aurora, where I am a senior.

There really is a problem. Look at the facts: 25.8 percent of African Americans are in poverty according to Census information published in 2013. The problem is how their lives at home are affecting classroom behavior or attention in class. This goes for all races, but the trend is that many of the students with families living in poverty drop out of high school.

“I believe the achievement gap is a multi-level problem in the education system,” English teacher Mr. Jordan Carter, who works at Rangeview and is a mixed minority, told me. “The hardest thing about it is telling people it is a significant problem. We can solve it by devoting time and resources to find the problem and we need to address kids from all backgrounds. Kids with better resources usually do better.”

I see other problems, too. As a student at Rangeview, I’ve been in numerous AP, honors and CCA classes (college courses) throughout my high school career. What I really have noticed were the underprivileged kids being treated differently, almost like the teachers thought of them as troublemakers without even knowing them.

I’ve had many teachers stereotype me about drugs, hip-hop, if I have a dad and more, and it made me pretty uncomfortable to the point where I didn’t want to go to the class. I feel that when issues such as these that occur in the classroom, it makes students of color not want to focus, and teachers could probably use better training on how to teach kids that do not look like them.

Those students would continuously sit in the back of classes, wouldn’t raise their hand, and wouldn’t ask questions. I used to be one of them. It’s not because the urge to not learn, but the discomfort of the setting in the classroom. When you get looked at and thought of like that, you don’t feel welcomed.

It is becoming evident that Rangeview is in need of a serious sit-down with some of our staff, such as the principal, teachers and all administrators. That way, students can see where their minds are and how they are trying to deal with the way they feel about fair conditions in the classroom.

The administrators should also talk to students – particularly minority students – about our wants and needs so we as students can have some input. For the students who are struggling, it would be great to have counselors talk to them and find a way that would help the students improve their academic careers, such as tutoring or staying after school.

I have faced the stereotype of being another dropout who is eventually going to jail, but I use that as inspiration every day. I know that all African-American males and females can make a change by letting our voice be heard.

Although I haven’t been through as much as other African-American students, I’ve been through enough to have my opinion matter. We — as minorities — can also take responsibility to change this problem by staying in school and voting into our government people who will fund impoverished areas.

As a community we need to fight stereotypes together. We either defeat stereotypes together or become the stereotypes ourselves.

Ayden Clayton is a senior at Rangeview High School. This piece first appeared in the Rangeview Raider Review.

First Person

Why the phrase ‘with fidelity’ is an affront to good teaching

PHOTO: Alan Petersime

“With fidelity” are some of the most damaging words in education.

Districts spend a ton of money paying people to pick out massively expensive, packaged curriculums, as if every one of a thousand classrooms needs the exact same things. Then officials say, over and over again, that they must be implemented “with fidelity.” What they mean is that teachers better not do anything that would serve their students’ specific needs.

When that curriculum does nothing to increase student achievement, it is not blamed. The district person who found it and purchased it is never blamed. Nope. They say, “Well, the teachers must not have been implementing it with fidelity.”

It keeps happening because admitting that schools are messy and students are human and teaching is both creative and artistic would also mean you have to trust teachers and let them have some power. Also, there are some really crappy teachers out there, and programs for everyone are often meant to push that worst-case-scenario line a little higher.

And if everyone’s doing just what they’re supposed to, we’ll get such good, clean numbers, and isn’t that worth a few thousand more dollars?

I was talking with a friend recently, a teacher at an urban school on the East Coast. He had been called to task by his principal for splitting his kids into groups to offer differentiated math instruction based on students’ needs. “But,” the principal said, “did the pacing guide say to differentiate? You need to trust the system.”

I understand the desire to find out if a curriculum “works.” But I don’t trust anyone who can say “trust the system” without vomiting. Not when the system is so much worse than anything teachers would put together.

Last year, my old district implemented Reading Plus, an online reading program that forces students to read at a pace determined by their scores. The trainers promised, literally promised us, that there wasn’t a single reading selection anywhere in the program that could be considered offensive to anyone. God knows I never learned anything from a book that made me feel uncomfortable!

Oh, and students were supposed to use this program — forced-paced reading of benign material followed by multiple-choice questions and more forced-pace reading — for 90 minutes a week. We heard a lot about fidelity when the program did almost nothing for students (and, I believe quite strongly, did far worse than encouraging independent reading of high-interest books for 90 minutes a week would have done).

At the end of that year, I was handed copies of next year’s great adventure in fidelity. I’m not in that district any longer, but the whole district was all switching over to SpringBoard, another curriculum, in language arts classes. On came the emails about implementing with fidelity and getting everyone on the same page. We were promised flexibility, you know, so long as we also stuck to the pacing guide of the workbook.

I gave it a look, I did, because only idiots turn down potential tools. But man, it seemed custom-built to keep thinking — especially any creative, critical thought from either students or teachers — to a bare minimum.

I just got an email from two students from last year. They said hi, told me they missed creative writing class, and said they hated SpringBoard, the “evil twin of Reading Plus.”

That district ran out of money and had to cut teachers (including me) at the end of the year. But if they hadn’t, I don’t think I would have lasted long if forced to teach from a pacing guide. I’m a good teacher. Good teachers love to be challenged and supported. They take feedback well, but man do we hate mandates for stuff we know isn’t best for the kids in our room.

Because, from inside a classroom full of dynamic, chaotic brilliance;

from a classroom where that kid just shared that thing that broke all of our hearts;

from a classroom where that other kid figured out that idea they’ve been working on for weeks;

from that classroom where that other kid, who doesn’t know enough of the language, hides how hard he works to keep up and still misses things;

and from that classroom where one kid isn’t sure if they trust you yet, and that other kid trusts you too much, too easily, because their bar had been set too low after years of teachers that didn’t care enough;

from inside that classroom, it’s impossible to trust that anyone else has a better idea than I do about what my students need to do for our next 50 minutes.

Tom Rademacher is a teacher living in Minneapolis who was named Minnesota’s Teacher of the Year in 2014. His book, “It Won’t Be Easy: An Exceedingly Honest (and Slightly Unprofessional) Love Letter to Teaching,” was published in April. He can be found on Twitter @mrtomrad and writes on misterrad.tumblr.com, where this post first appeared.