Recent comments indicate that the tenured teacher fight is heating up here in Peoria. Word is the Teacher's Union is filing a law suit this week, on behalf of recently fired tenured teachers. As previously reported, one recently fired tenured teacher filed a lawsuit against the District in civil court this past week and negotiations to pay off other recently fired tenured teachers are are said to be currently underway...
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Many New York City Teachers Denied Tenure in Policy Shift
Nearly half of New York City teachers reaching the end of their probations were denied tenure this year, the Education Department said on Friday, marking the culmination of years of efforts toward Mayor Michael R. Bloomberg’s goal to end “tenure as we know it.”
Only 55 percent of eligible teachers, having worked for at least three years, earned tenure in 2012, compared with 97 percent in 2007.
An additional 42 percent this year were kept on probation for another year, and 3 percent were denied tenure and fired. Of those whose probations were extended last year, fewer than half won tenure this year, a third were given yet another year to prove themselves, and 16 percent were denied tenure or resigned.
The totals reflect a reversal in the way tenure is granted not only in New York City but around the country. While tenure was once considered nearly automatic, it has now become something teachers have to earn.
A combination of factors — the education reform movement, slow economies that have pinched spending for new teachers, and federal grant competitions like Race to the Top that encourage states to change their policies — have led lawmakers to tighten the requirements not only for earning tenure, but for keeping it.
Joel I. Klein, the former schools chancellor, began nudging principals several years ago to judge teachers more critically when deciding on tenure, and the percentage of denials slowly rose. But in 2010, when the mayor set about “ending tenure as we know it so that tenure is awarded for performance, not taken for granted,” 89 percent of teachers were still receiving it after their three-year probations ended. Source
99 comments:
These measures won't do a lot to keep experience and effective teachers in the field of education. The public has swallowed the "Unions are the root of all education evil" hook, line and sinker.
Abolishing tenure abolishes academic freedom for teachers.
That's the freedom to speak out to criticize what is happening, the freedom not to teach religious doctrine such as creationism as well as historical lies (such as slavery and native ethnic cleansing wasn't so bad), as well as the freedom to be free citizens.
Why would anyone go into the field of education today given this situation, and the lies and misinformation about teachers now circulating by corporate-funded politicians? Those corporations want to get their hands into the tax money that pays for education, for their own profits, and will lie to do it.
The biggest lie: it's the teacher's fault if the kids don't learn. It's way more complicated than that, as generations of research has proved.
Elaine brings up points rarely thought about--the main one being freedom of expression and the freedom to criticize a system. I know that, as a young teacher, I did speak out against inequities for black children--would I have done that if I had thought I would be fired? Maybe yes and more than likely "No." When, as in my case, a teacher is the sole provider--no husband, etc., to pick up the slack, you will do what it takes to keep a job. It's called survival.
Unions have become the whipping boy--it will take a while, but people will learn that the problems stay the same with or without unions. Again, administrators will do the firing--why would we trust their judgment calls? Will they fire their friends, etc., if they are bad teachers?
First of all creationism is no more of a myth than Darwinism or common descent from a common ancestor.
To the point, I still can't get around how anyone in any profession could think that being rewarded for failure is a good thing.
This is the key...Distict 150, as well as many other institutions of education have failed in providing adequate education of it's students. America is what, 20th on the list of developed nations in math and science scores? The minority student, representing nearly 62% to 65% of all District 150 students suffer the greatest under the current system leading in rates of failure affirmed by poor testing, low scores and low graduation rates....
WE are tired of the results! The whole process MUST change for ALL of us!
Union or no Union, I don't really care. However, I am sickened by what we have experienced for quite some time and been satisfied with in the name of job security...that day is OVER! One way or another it is finished!
I am all for teachers being accountable but not when this admin has tired their hands behind their backs with ridiculous mandates that take all choices away from the teacher and makes it impossible to teach. I spoke with one teacher this morning feeling frustrated at facing the first day without proper materials or books. Not getting her assignment until three days ago because of disorganized leadership. When will Wisconsin be held accountable?
Schools scores have gone way down since the new admin started. Lathan has stolen our childrens futures, this is the real crime. This will get alot worse until we get leadership that learns to work with principals, teachers and parents. Fear and intimidation does not work.
First of all, as painful as it might be, I think we need to find out realistically what are the roadblocks to learning. We already know that there are children who have special needs--not because they come from poverty and bad homes, etc., but because, for whatever reason, they have learning disabilities.
I would like to be sure that we aren't blaming parents, teachers, and the children themselves for problems totally out of our and their control--and that, consequently, we aren't looking for real solutions. Personally, I believe that there is so much we don't know about the brain and the learning process. Children who have normal development learn almost in spite of their environment, teachers, etc. I know that my teacher training didn't include much, at all, about how to teach children who do not learn as easily as others do. Hopefully, teacher education is better today that it was 60 years ago, but there is still so much we don't know. Research has told us how to assess problems--not quite as good at how to resolve the really difficult learning problems.
Of course, we are 20th on the list of developed nations. Why is that? Because, to our credit, we are one of the few nations that is trying to educate our entire population--and to educate them in the same way for the same subject matter, etc. If I am not mistaken, other nations track children according to their ability and the academic track is open only to those who excel.
NCLB was supposed to see to it that all children were receiving a good and equal education, and schools were to be punished if they couldn't produce results. NCLB has had its chance--if we are honest we will see that nothing has changed. Delivering education equally is not the same as receiving it equally--our brains aren't made that way.
Not true that nothing has changed--in the last 10 years in District 150 alone and all over the country, many of the parents of high-achieving students have left public schools because NCLB convinced them that the schools were at fault. Now the public schools, in general, are left with the task of educating a goodly number of children who have difficulty learning--through no fault of their own. If you believe that trying to educate 30 children, all at different developmental stages is easy, I would ask you to step in a classroom and show everyone how to do it.
We need to look for some honest answers to some very complex problems. Right now, I fear teachers will have to bear the burden of blame. District 150 has had difficulty finding teachers in recent years--why would anyone choose to go to a public school where they will be blamed for everything? Tenure and higher paying jobs were the perks of public schools--both will soon be gone, so the better teachers will not stick around to be blamed. There are jobs in Metamora, Morton, Dunlap, and private schools--they might not pay as much but you don't hear parents in those schools blaming parents because their children aren't learning. We need to ask why? Do you really believe all the good teachers are already there?
I know all this sounds like excuses--but what if it is the truth?
Yes, I do believe that discipline problems play a role in slowing down the learning process; however, I believe the discipline is probably as much or more a symptom as it is a cause.
Correction:
but you don't hear parents in those schools blaming teachers because their children aren't learning. .
Mrs. Crews,
Noone is talking about an "easy" path of education. However we are talking about education's changing role and updating methodology to stay in tune with learning style changes and culture.
We know there is a certain amount of core material that must be learned, but teaching that core material to a diverse audience is the key.
For instance, at dinner today my 15 year old was saying how some of the kids that disturb class (that he knows) all like to rap. Some even keep notebooks with their lyrics contained. Some even write their own music.
I mentioned to him, has any teacher ever tapped into that in the class or during the course of the class? He said no.
What do I mean by "tapping into it"?
I mean using what these kids value as a rallying point for education. Make education pertinent to what they want to accomplish and the vision they have for themselves.
YES, I GUARANTEE, when fulfilled and felt honestly that someone wants to help make them a success, not only in class, but in life, that will address most of the behavioral issues that we see, because it creates relevance and inclusion and makes the teacher more than just another person telling me what to do.
In addition, these young men and women that like rap...what is one thing that they need to learn how to do? READ...If they are going to try to be famous, they need reading skills to know and master contracts etc, so they will maximize earnings potential...That's why Shakespeare is a good start because it begin to teach them language and nuance that will be skills that they will need later on.
How many professionals are making their education pertinent in this manner? How much time per week is education spent talking about how this education will benefit them?
In addition to this, when there is buy in, guess what students do? They begin to unite to keep disturbances from hindering their success. So what happens in the process? Children put other children in check, because they see a solid benefit and now view teaches are trying to assist them in reaching their goals instead of hindering them.
This may have to be done daily for some to really believe it. Why?
Because you are dealing with issues of suspicion and everything else that must be overcome in order to have a successful education experience.
What i see happening now, and I have been around and can speak on this, are teachers in response mode. Instead of taking a proactive approach and taking the fight to the class and taking control of it with proactive, non-threatening manners, they are simply waiting for the next bomb to drop.
Then we cover our inaction and lack of innovation with..."THEY" can't learn..."THEY" are trouble..."THEY" have too much disrespect...and as the teacher said in the other thread "THEY" are "hooligans"...
All of that is a pure, plain and simple COPOUT if no proactive steps and measures have been taken.
Why is it, that I can take the same children and have their attention for hours? They never cuss at me, neither do they try to beat me down...Is it because I'm Black? Do you really think that the children are racists? Don't blame it on families, families have been broken for a long time but these results are only getting worse. Is it any of these things?
No, there is a DISCONNECT and that disconnect is trying to be bridged with a 50 year old system and methodological approach which is not pertinent to today's youth and instead of changing, updating (outside of psychological journals, because they DON'T address street level behavior successfully) we feel that under performance is only a sign of the times...
As a parent I REJECT that notion and I reject the fatalism that comes along with those sort of sentiments.
In the previous post, I used "rap" as a point of interest, but what about other aspirations? Architecture, building homes, electrician etc...one can substitute ANY desire that thee children have and nurture it and show them how education helps them to reach THEIR goal...
I could say a LOT about this, from personal experience. I use this method all the time speaking to youth groups and parents often find out new information about their kids and what they want to do and be in life.
You want a child's attention, foster their dream instead of focusing on how much support you don't receive either from parents or administration.
I looked at the most recent HR report...saw a name of a teacher who will NOT be returning, same one I commented about earlier who made one of my kids' lives hell (pardon, Rev. Burnett, for the language, but you'll always get honesty from me)...can you hear me EXHALING 4 hours away??? That's not just the wind...
Rev. Burnett, I think you know or I hope you do that kids didn't cuss at me either--they cussed at each other and were disruptive in so doing. There are very few times (more in my last 5 years but not that memorable) when I felt in any way disrespected. I have absolutely no complaints about parents and students during my career--at this moment, when I am battling cancer (and I am doing well and God is good), I am reaping the benefits of so many wonderful former students who are making my days extremely happy.
I know all that you say is true. And I don't mean any of what I said to be an excuse for teachers not to try to reach every child. I just think we need to cover all the bases and to try to stop blaming each other.
Also, I hope you realize that literature is one of the first things to seem to be going by the wayside in this era of NCLB scores. I always felt that literature was one of the best ways to reach into the hearts and minds of young people--to let them live vicariously through the pages of books, etc. However, NCLB scores aren't based on literature--or much of anything creative. Therefore, I think you will find that many teachers are reprimanded for straying from the curriculum of NCLB skills.
P.S.--many a high school child was allowed to rap in my classes--provided the language was acceptable.
In my opinion, teachers at Manual lost the battle in the last years of my career when the deans became the advocates of students and began to blame teachers in front of students. In my early career, I was allowed to be the "good guy." I could offer all manner of compromises to keep kids from going to the deans for punishment. Then one day kids literally began screaming "I want to see my dean." I realized the roles were reversed and the game had changed--to the detriment of all involved. I have never called any of my students hooligans. I have stated that they had problems that couldn't be resolved in the classroom. I could control the problems created in my classroom (I knew how to say I was sorry), but I had no control of the problems the young people brought with them--some very deep-seated problems that require professional help that the classroom teacher cannot provide and teach, too. I think we did all the things you suggest before NCLB--the pressure of test scores has changed everything--and probably hasn't improved anything.
The church has a huge role to play in all of this. Personally, I was raised as much or more by the church than I was by my parents. No, all families haven't been broken for a long time. The kids with strong families, I believe, are still the winners. Teachers should never give up trying and working against all odds, but they can never replace a stable family--without that unit our society is lost. And the inner city families aren't the only ones that are broken.
I am sorry to say this, but I will believe all that you say about your ability to control children when you are in a classroom and when your students all pass the NCLB tests with flying colors. That is my only harsh word for you--I hope you understand that I have come to believe that if a critic can't prove that he/she can do it, he/she'd best not tell others how to do it or how much better he/she could do it. When you talk to your church youth groups, you do not have to prove that your teaching skills work--it isn't at all the same as the classroom--maybe, maybe the same skills but the same results are not demanded. In fact, for most of my career, I was not under the impossible demands made on teachers today.
Since Mr. Burnett has all the answers I hope for the good of the children he has signed up to sub in Dist 150 for the 2012-13 school year. Just an FYI Mr. Burnett the days of trying anything fun with the students (ie: your example of relating to the students interest in rap)are long gone my friend. The dist has the teachers doing so much other crap that they are basically making it impossible to allow any creative teaching. Relating to an issue like that isn't in what they are making teachers do: the I CAN statements, Common Core, Word Wall, Learning Center, Compass Learning, Integrating NWEA Results, Pinpoint, documenting every time you breathe, cough, etc...I could go on and on. I suppose you would know that once you go sub for this year. You see Mr. Burnett it's easy to spew long sentences around here but in reality if you have the answers quit talking about it. Come on in. Not for a day....not for a week...try a month for starters. Only then will you truly know what the dist has laid on the teachers that stifles them from veering off a lesson plan and into a personal interest of a student. Yes my friend times have changed, and school starts tomorrow so hurry over to Wisconsin Ave. and sign up. We need you!!
FYI: Mr. Burnett does not hold a Bachelor's Degree in anything and isn't capable of being a subsititute in D150 or any other school in Illinois.
My friend, I REJECT the notion that you or any teacher is too busy to know your students. Because that's what it amounts to. So that to me is not a good argument to make and if it is so that is sad.
What I am talking about is not taking all day to do this. It is incremental and it may or may not have anything to do with allowing a student to freestyle in class...It's about taking what they envision and placing it before them, keeping it there as they shape their own goals and allowing them to see YOU as a conduit to that end.
Someone and something has to diffuse the distrust, because in essence that's what it is.
Yes, I will be in the schools my friend. I am there EVERY DAY anyway, but this year I am doing something different and I hope to be at your school. So your "desire" for my participation potentially will come true to a certain degree.
LOL!!!!
Only IDIOTS are offended when people want better for everyone, and are willing to put their money where their mouth is...why the resistance and ad-homonyms?
I think that's classic slave-master mentality. Are fools like this teaching our children I wonder???
That just may be the problem in it's totality.
...this same teacher was the reason one of my kids became physically ill the night before starting at our new school district..all this child could say on the way to school was, "Mom, I'm so scared, I'm so afraid, etc.". If I see that this person files a lawsuit, it will be SO TEMPTING NOT to be the first in line to give a deposition in favor of 150..although my husband won't allow it because he wants me to have nothing more to do with 150 after all we've been through...he'd also prefer that I stop commenting on this blog because of all the emotional toil it has the potential of brewing within me...I've only told all of you the tip of my story with 150...so, he is right, I do need to stop for a while..
BTW: Thank you Mrs. Crews for your insights, they are very insightful.
I appreciate one who has done this the right way, from the heart and has made such a lasting legacy.
Every student I know that had you, at least that I have met, has never failed to deliver a very good report.
For the record, the FOOL commenting above has NO IDEA what type of degree or number of them that I have...that's what perturbs them and guess what...they'll NEVER know....
Just think of me as a person with a 4th grade education. It was a teacher like HIM/HER that told me what I wasn't then...Folk like that had no credibility with me in the past and they have no credibility with me now...
LOL!!! Hillarious!!!!
Janet,
Thanks for sharing, I for one appreciate what you've said...and that's what the critic doesn't understand...the toll that goes along with behavior of tyrants like that.
I think it is along the lines of physical abuse as well. They rallied like crazy against Jerry Sandusky, and rightfully so, but what of peasants that terrorize children mentally? Should they simply get a free pass?
I think not!
Thank you, Rev. Burnett, for your kind words and passing on the kindnesses expressed by my former students. Emerge does us all a great service by allowing us to express our views here. We are facing some very trying times in public education--I readily admit I don't have the answers--but I certainly have opinions. :)
This is way off the subject, but can a person who has been in prison or convicted of a felony work in the school with students? Not as a teacher, but in a different capacity. I happened to notice a person the other day at a school, but don't know if he is working there or not.
The U.S. scores on PISA tests (e.g. 18th among similar OECD countries in math) are AVERAGE scores. The primary issue in the U.S. is that we have a more diverse socio-economic student body. Our lowest performing students typically come from schools with high levels of low-income families. Those schools are generally not funded as well given their typical higher needs. The social safety net for those families in the U.S. is not as sufficient as in other OECD countries. The higher performing OECD countries don’t have the income disparity that we do in the U.S. Those countries DO educate all of their children to a similar age as in the U.S. and though they may offer more vocational programs, the students in those vocation programs are included in the average PISA tests.
The disparity in outcomes of U.S. public schools is also, IMO, related to basic supply and demand. The relatively low pay of teachers attracts college graduates who are on average in the bottom third. For poor inner city schools, the problem is even worse. Generally speaking, most, though certainly not all, teachers, administrators, etc. would prefer to work in a place like Dunlap as opposed to Harrison. You still have many gems in places like Harrison, but you also have more from the bottom of the barrel. Add to that tenure that keeps those poor performing teachers in place year after year, and you have a system that see change at a glacial pace.
Teaching is a wonderful profession and the difference a top quality teacher makes in the life of a student as compared to a poor teacher is immense. The best teacher can’t necessarily fix every impediment to a child’s learning, but improving the teaching ranks in public schools should be a priority.
Good post, Jon--the incentives for teaching in District 150 seem to be lessening. What has to happen to encourage teachers to want to teach here. The same forces that draw families from District 150 will continue to draw teachers away, also.
Jon...THANK YOU!
@ Mrs. Crews, In my opinion, I think a District dedicated to improvement and the best possible educational experience and results will automatically draw better quality.
So as some go, I think that may open the door for better to arrive. We'll see.
Mr Burnett, with all due respect, you are full of crap. As for your degrees, well it proves that anyone who shows up and pays for college can get one.
Rap has a focal point? What's wrong with our district? I would say it's 10% teachers because they are burned out and 90% clientele. The families, or lack of these kids come from and their attitude is what has done in District 150. Pekin HS has poor kids and drugs in their school but they don't have the problems District 150 has. What's the difference?
I know, poor black kids in District 150 are lining up to be taught, it's all the teacher's fault. I guess you teachers better learn to rap, bump fists, and call each other "bitch".
I am sorry sir but I don't buy into your views
Randall,
It's always amuzing to hear what people like you, educators or not, "believe" as it helps us to judge what the real problem is. So the more you share, even out of your ignorance, the more we can see the disconnect. Aside from the many flawed assertions in your tired ditribe, you said this:
"Pekin HS has poor kids and drugs in their school but they don't have the problems District 150 has. What's the difference?"
First of all that is a comparison with only superficial similarities and you really couldn't stand the anatomy of the answer, but the "problem" is the distrust and the lack of communication, outside of discipline...rampant stereotyping, as you've so beautifully displayed...and other issues which make you and people like you feel justified in coming to your conclusions.
If an educator doesn't have courage enough to address those issues at a classroom and professional level, they will have some difficulty in the modern social climate and they certainly don't understand their "clientele" as you say.
"rap" was ONE aspect of things that I mentioned. I also mentioned architecture did I not? Why was the focus for you on rap and cussin'? That's YOUR issue, not the kids.
How can successful education occur with those preconceived notions? Pretty simple to me.
There are preconceived notions on both sides. Both sides have to change their viewpoints for success. I know it's a which came first the chicken or the egg argument, but nobody can afford to wait for the other side to change. Both (all) sides have to make the effort and both (all) have to be willing to accept blame--only in the sense that they are willing to make adjustments in their preconceived notions.
Again, I have come to believe that kids who are taught to be victims will remain victims. We just must change their point of view. The rest of the world isn't going to change if they have nothing to lose. The education system must meet these challenges head on. I know that I was always willing to talk racial issues with my students (and to listen to their viewpoints)--that more easily done with high school kids. I don't know how to approach it with little kids. The excuses just must stop--simply because looking for excuses is not productive. At least, leave the excuse making to adults--don't let the kids become part of that process. There is danger in letting kids know that you are siding with them when they know full well their behavior isn't worthy of support--kids aren't that dumb and will use "help" to their advantage.
Wow!!! There are alot of deep thinkers on here. My prayer is that the Lord will provide safety for our students and staff. I pray that students' hearts and minds will be opened for learning and that teachers provide the best teaching ever.
Every day is a challenge. However, there is nothing too hard for God.
Those of you who are educating our students, have a blessed school year.
Randall will now proceed over to Peoria Anti-Pundit to insult you Pastor so that his rabid followers can weigh in and tell him wonderful his thoughts are.
Another retired teacher here, Rev. Burnett. I would have been the one who tried a few literature and English lessons using "rap" as a method.
My lesson plans changed dramatically from year to year in an effort to engage my students. It wasn't uncommon for one or two lessons to lead to a week or more of focus. Students had fun and they learned. My classroom wasn't unique. All of my cohorts were creative in their approach. Creativity like that died the day NCLB was put into effect. You could go back to your old methods after ISAT was over in the spring. However, until then your focus better be on a set of goals and objectives that would be tested. No taking this concept and running with it, curriculum goals were set and everyone better be on the same page on the same day. Then all the "extra" programs were purchased to add to the day - a plethora of drill and kill.
Until the demands imposed are dumped, I don't think you'll ever see critical thinking return to our classrooms. Thank goodness for the private schools that don't have to abide by NCLB
Thank you "Retired Teacher".
I think at least one other teaching professional has said similar in these last couple of posts that I have been involved in. I think yours are sentiments that parents, beginning with me, can help carry to administration...
As parents, we don't want it too busy for education and creativity in the class. We don't want teachers hindered by redundant and obsolete processes either.
If freeing up the schedule is something we as parents have to advocate for, we know that's not the teachers fault, and I agree, it could have impact not only on child learning, but on teacher performance as well.
As parents, and this is the message that I am trying to carry as well, we can't be afraid to advocate for change, doing it fervently, and fighting that fight.
Now, I wonder, just as you and others have communicated that to me, how many teachers are communicating the same to parents and asking parents to help support them and their job in this area?
I believe that these are things that should be communicated to PTCO leaders at every school, because I agree with you, that is a problem and we all deserve better answers and solutions.
Thank you again!
@District Superintendent Harvey Burnett...
I am pleased to hear your views on advocating for your student and encouraging other parents.
Since it's inception, this blog has been about encouraging exactly that.
http://emergepeoria.blogspot.com/search?q=parent+involvement
I am also pleased that you have such a strong voice and appear to have the ear of Dr. Lathan. I'm impressed, that you were able to convince her to get Dr. Perry here (considering how much he cost).
As a result, I am hopeful that she will continue to assist you and others in educating parents on what it means to be an advocate for their student's education.
The main positive about this blog (for me) is that parents from all across the spectrum have come here to share their experiences and learn more about schools and programming. I continue to learn from the folks who comment here.
We don't have to agree with each other on every aspect of what we think a child needs to succeed, but one thing I believe we can all agree upon, is that the students and teachers need parents to be more involved in schools and the more knowledgeable parents we can bring along the better.
Emerge,
Let the CHURCH say AMEN!
Mr. Burnett - I agree with you that there is a "disconnect," but I see it a little differently (and I agree that our educational system (and I don't just mean Dist. 150) has not kept pace with a changing society.)
Where I believe the disconnect exist, however, is that you seem to be advocating that teachers should bend over backwards working with those students that are tuned out, demonstrate a lack of respect, and otherwise cause havoc in the schools.
Why not advocate for the low income and minority students that ARE plugged in, trying their best, conforming there behaviors to required standards? I believe there are many students like that out there and they are getting the short end of the deal at District 150. They are trapped in a chaotic and ineffective educational process and are not getting the educational and developmental opportunities to really succeed.
Wrong. Will not blog about the good Pastor. He has his opinion, I have mine. He lives off the public dole and is an example of what is really wrong with society today. Never mind kids today have been raised by kids, who were basically idiots to begin with. The high school girl who was so charmed she got pregnant before graduation so someone could hold up her baby at graduation. The absent father and the kid who thinks it's cool to have babies by different women. Enter the good Pastor who can easily think up yet another program we can throw at this. Like our schools. Edison, Qwest, Head Start, and many other programs most Federally funded but useless. Oh there are successes, but few and far between. Ex; After over 25 years of the free Headstart program, one would think the quailty of student by high school would be greatly improved. AFter all, we all are providing mom with daycare, free lunches and breakfasts, and school for very young children. What happened? These kids went back to the non family life of their homes where they were passed off to grandma in many cases or seen many different men in their homes. All they hear is "We are owed this and we can get that..." and they grow up expecting just that.
I mentioned Pekin...it's more than color but even though those kids flunk out, come from idiot families that don't care, they respect the teacher and the environment they are in. Many more make and not by having their grades "doctored" like they do at Manual. How many kids in district 150 actually flunked last year? How many deserved to be passed on? I'll tell you this, in Pekin HS, many deserved the grade they got and made it and some didn't. Here, we whitewash the whole process, blame the teachers, but never hold the parent responsible ever. Why? Yes, there are some successes in district 150 but very few.
I'll only deal with people and arguments that are COHERENT...
Frustrated,
thank you and you make some good points but miss what I am advocating, only because I have presented incomplete information and I haven't laid out a complete case, but allow me to address what you present.
You said: "you seem to be advocating that teachers should bend over backwards working with those students that are tuned out, demonstrate a lack of respect, and otherwise cause havoc in the schools."
Absolutely not. I don;t advocate that teachers should "bend over backwards" for anyone. I advocate that teachers from day one embrace a team concept of education, which includes, the child and an assessment of why he or she is there and what they want to accomplish, family, with "go to" people to provide support even if the child seems to live in a dissaray of sorts, and of course the teacher, using and tapping into those resources and team partners along the way to help deal with behavior, grades and focus issues.
Bad behavior is NOT rewarded under anything that I have ever proposed. However, education should be more than a superficial process as well.
It's like this...we will teach a child to walk to the door and then complain about how they get there and how fast. The object is getting to the door. The support system can best help that process, without threat of violence, IF the person is really convinced that the one encouraging them to get to the door is sincere about what they are doing....
Look at this...The Peoria Police and EVERY Police Department in the country will tell you that the number ONE hindrance to solving crime and violence speedily and even preventing it in some cases is an unwritten code of silence. Do you know why that code exists?
There are 2 reasons:
1. DISTRUST Those that could talk don't trust those whom they could talk to.
2. Feeling of insincere authority. Many who would cooperate have a fear, that what they render could be used against them because "authority" has done nothing but take from their community and families over time.
Do you think, that these attitudes are restricted to the street and street level crime?
I think not my friend. This attitude is developed over years and affects the classroom behavior of children who have leaned to view authority figures as distrustful, insincere, and disconnected from their needs.
This is not a problem unique to Peoria, but it is a systemic problem that can be addressed and overcome with effort and adjustments.
In 2000, a rapper named NAS, wrote a song called "The Teenage Thug" in that song he expressed that "dreams of being a Doctor will fade away" he goes on to say that a better fate for the child would be to be a "thug"...ie: forget about being better and forget your dreams, experience a "reality" that will accept you.
THIS is what the teacher must overcome in SOME, not all cases. They do this by adjusting their position from sitting across the table to sitting AT the table and partnering with the student. When students buy in, they become police of their own neighborhoods ie: learning environments...
You want to know the number one way to keep a solid classroom dedicated to learning and excellence? Create a room full of kids who EXPECT high standards from one another because THEY are gaining by the relationship they have with the teacher themselves. Instead of 1 security guard being outside of the class waiting to come in, you will create 30 IN the class, making sure learning takes place.
No, not a "magic wand", no not an "easy task" but one that can be embraced with a plan and about probably about 5 to 10 minutes a day.
So my advocacy is in favor of both students and teachers that are seeking ways to reach the students and are doing the work. Those that simply want a check, don't care.
Pie in the sky?
OK, then, forget what I'm saying and keep doing what you're doing and watch what happens.
Randall - it's interesting that you compare D150 to Pekin. If you look at Pekin High School, the best comparison is Richwoods, as both have about 36-38% low-income students. In contrast, Peoria High has twice as many low-income students at 78% and Manual is even higher at 89%. Coupled with those low-income figures is a dramatically higher level of student mobility at Peoria High and Manual.
Back to the Pekin High and Richwoods comparison, test results are about the same - somewhat higher for Richwoods. Race would appear to be a non-factor as 94% of Pekin High students are white compared to 53% at Richwoods - and the test results are similar.
The correlation is low-income. Generally, the higher the level of low-income students, the lower the test scores. There are also arguably different levels of low-income (poor vs dirt poor) but the data isn't broken out any further.
The causation of low-income students performing more poorly on tests is less clear. The thing about this "clientele" is that the schools don't get to pick whom they educate. On the other hand, the schools/teachers pick each other, and they pick the teaching methods. For better or worse, and from the standpoint of the schools, they SHOULD be addressing what they CAN affect (quality of teachers, teaching methods, manner of discipline, etc.). Add to that the possibility of school choice (Quest, magnet schools, etc.) and you give parents another method to effect change.
I have to share part of an email sent to me today by my autistic daughter's Special Ed teacher...anyone who knows me knows that I am speechless right now:
FROM: Mary Hamlin
TO: Janet Schwarz
Tuesday, August 21, 2012 11:26 AM
ps. Her assessments started today with Linda Darr our school psychologist. We may pull her from culinary arts to get the assessments done sooner than later. We have her in resource pd 8 also, but that really is her decompression time from the day. Lots of hand flapping and pacing from the stress of the day. I think that is pretty important for her. I like that she can start learning to relax and feel safe to be "autistic" like here. I know I need safe places to do the same some days.
Take care
Mary Hamlin
Special Education Teacher
Student Assembly Sponsor
Columbus North High School
1400 25th St
Columbus, IN 47201
(812) 314-3823
Centrex 1448
My daughter's in her third week of school and I have not received ONE phone call about problems....miraculous....
Jon, here's a far out question for you--sincere question about which I think you might have an answer. The poverty numbers are based on people who fall under the poverty line. If those same people do receive government help (and I don't honestly know the extent of the help, etc., that a family with children could receive) so that kids may not notice the extent of poverty they potentially could live in--OK Question--
Is there something more than poverty that is at play here?
I just would like to ask some questions to get all the cards on the table. What if we're making assumptions about the wrong cause?
Good question Sharon... In essence you are asking Jon is he painting with too broad a brush.
What many may find hard to believe is that many children who live in what we may call "poverty" don't even know just how "poor" they may be.
There is a such thing as having pride in being "hood rich". You know how some think they are better, because their house may be bigger and better furnished; or they drive a special car; or they can tan regularly; and take regular vacations? Well "poor" folks in inner city neighborhoods have standards of achievement as well that they are proud of.
But those variables don't figure into any neat little equation
As noted, there are varying levels of “poor”, but the ISBE report cards only list one category of “low income”. To meet that definition, generally a student must be eligible for free or reduced lunch. Students from households earning at 130% of the federal poverty line are eligible for free lunch and at 185% for reduced lunch. For a household of four, that’s $29,965 for free lunch and $42,643 for reduced lunch. Of course, there are many students in households earning considerably less and all are considered low income.
To be clear, I noted the correlation between low income status and test results. The cause(s) are unclear. For example, how much is a result of unpreparedness/lack of parental support? How much is poor nutrition/sickness? How much is attributable to the quality of school administration in low income neighborhoods? How much is teacher quality in “less desirable” schools? How much is attributable to class segregation faced by many inner city schools in which nearly the entire student body is low income?
Through grade 8, low income students meet test standards at about 75% the rate of non low income students. By grade 11, the rate is less than half. Why? Could it be despair setting in at a time when students are arguably more knowledgeable about their lot in life and their lower odds of overcoming those obstacles – especially when their neighborhood is almost uniformly poor? There have been many comments aimed at changing that culture of low expectations.
There was a recent study in Fairfax County, VA wherein a governmental program required low income housing to be built alongside more luxury housing. Low income families were selected by random lottery to live in the “rich” areas. That allowed researchers to compare the long term results of students who made it into those low income housing units in the rich areas with other low income students whose families also applied but didn’t win the lottery. The result was that the low income students who lived in the “rich” neighborhoods fared markedly better than the low income students who also applied but remained in the poor neighborhoods. So, in effect, low income status in and of itself was not the defining factor.
On a side note, I grew up poor and on welfare. When I was in the 3rd or 4th grade, I came home and told my mom that our class was collecting canned goods to give to the poor. My older brother told me to pick out something I liked because it was coming right back. Until that time I had very little clue about our economic status.
Jon, I think that was true of many of us. We didn't know we were poor--but we were. Personally, I believe TV did the damage. Luxury, wealth, etc., come into the living rooms of the poorest of kids--all a reminder that they do not have all those wonderful "advantages." Success comes so easily for the favorite TV doctors, nurses, lawyers--there is no basis in reality for much of what our children are raised on.
We compared our financial worth and our talents to the kids in our neighborhood--today's kids compare themselves to what they see on TV--and they don't measure up.
Here’s an interesting comparison of low income student performance at local schools defined as follows: Start with three groups of schools:
– Minimally low income (Dunlap and Morton which are 8-9% low income)
– Moderately low income (Richwoods, Pekin and Canton which are 36-38% low income), and
– Majority low income (Manual and Peoria High, which are 78-89% low income).
How do low income students in those towns/schools perform on state tests? Those in the minimally low income high schools (Dunlap and Morton) do considerably better than other low income students (56-64% meets/exceeds). Those in the majority low income high schools (Manual and Peoria High) do considerably worse (12-26% meets/exceeds). Those in the moderately low income high schools (Richwoods, Pekin, Canton) perform in between those other groups (35-44%).
All of those students are low income, but go to very different schools, and arguably they might have very different levels of low income conditions. Either way, the outcome for low income students is very different depending on where you happen to live.
Rev Burnett stopping Into schools isn't subbing for a length of time. Until you totally put yourself into the teachers' position and see that their hands are tied when it comes to drill drill drill to get ready for isat tests you can't really comprehend. In the old days absolutely your examples might work. Nowadays central admin has placed so many needless initiatives on the teachers they can't do what you want them to. Please let Lathan know that. If you sub for a month you can really have her ear and speak firsthand.
Jon you must have missed the memo from Lathan. Low income has no effect on academic success. Studies don't matter. dist 150 logic. Thanks though for your research lol
Anon - perhaps you didn't read, or didn't understand, what I wrote. The Fairfax, VA study showed that low income by itself isn't the main factor. And yet, the correlation exists - right here in central IL. Maybe there are other factors at play - something else that is the cause? Maybe there's a culture of blame, or indifference, or low expectations. Whether you agree with Lathan or not, she appears to be trying to change that. She doesn't seem like she's going to allow low income to be the scapegoat (especially since the schools can't change that aspect of their students).
In my humble opinion, here's how things can START to change: every parent/legal guardian meets with his/her student in the evening and says: "Let me see what's written in your planner!" I know someone will correct me if I'm wrong, but didn't Barack Obama's single mother work with him at 4am? He didn't like it and neither did she, yet look where he is now...no, you don't HAVE to get up at 4am, just figure out when you can say, "Let me see what's written in your planner!"
Jon-
Fascinating study. Thanks for sharing! Found this possibility to be interesting.
How much is attributable to the quality of school administration in low income neighborhoods?
Good example at Glen Oak where the principal told staff the other day that they may not want to talk to her on days she wears red. She is in a bad mood when she wears red. Guess what color she wore yesterday? Yep, she wore red! Sounds like a top notch administrator to me!
Jon,
Thank you for your info and I think what you've outlined is the piece that is missing in education in Peoria.
Anon, misinterpreted your info because, I believe that HE/SHE believes that low income creates a "hopeless" situation for Peoria kids and they "cannot" successfully achieve and we can't expect them to. This is the basis and justification for their opinion towards Dr. Lathan and as you have set forth info, that is an erroneous basis.
So yes, I agree that there are other factors. 61605 is the poorest and most economically disadvantaged area in the country by most accounts, but that doesn't mean that our children can't learn, achieve or have high expectations.
I certainly agree with Janet, that the home system must be better and parents must be more involved, but as Dennis has noted, don't kill the parents when they do...Bring them in and help them find their place at the table, even if they have to be educated on process.
We have teachers saying they want help and then reject the help they received because it doesn't look and feel like the help they want. Too bad, make the best use of your help and begin to believe AGAIN that children in Peoria understand more than detentions, threats and other forms of discipline. They do...
"She doesn't seem like she's going to allow low income to be the scapegoat (especially since the schools can't change that aspect of their students."
Agreed.
"... every parent/legal guardian meets with his/her student in the evening and says: "Let me see what's written in your planner!""
That is a good place to start Janet, however, a good number of parents would not know what to do with what is written in the planner. They can't do the work their student may be doing. They will be uncomfortable trying to make their child do their homework, when they can't answer (or in some cases read) a question. Chances are they are former District 150 students.
Emerge, you brought up the EXACT next issue I wanted to discuss!! The planner is the starting point IMHO, then go from there...I have met adults, when I lived in Indianapolis, who can neither read nor write..didn't meet any in Peoria, but that doesn't mean illiteracy is not there...my guess is, the next step is for the parent/guardian to find a way to understand what's written in the planner either by: starting some way to communicate with the teacher, connecting some way with another parent/student who DOES know, connecting to an agency who can assist, etc. etc....my humble point is, Emerge, is this: see how taking the first step leads to the NEXT? I know first hand that being a parent, especially of a child with a disability, in D150 is humiliating...you'll see why as time passes, yet you may already know...YES, there are hurdles! I've had to jump too many! And some I didn't need to jump if I had just taken action earlier, yet each hurdle I jumped, and some were pretty high, made me more confident as a parent to my daughter/son/thing-that-showed-up-under-my-roof-and-I-don't-know-why-yet-I-feel-responsible-for-it. Emerge, you and I, if I could guess, have had to do some of the SAME things to get to where we are now...am I making sense or am I off? And for the record, no caregiver NEEDS to reveal to D150 that he or she cannot read, etc....you and I both know there are ways to get around that, at least I think we both know. I realize I may be the exception in that my kids' teachers knew EVERYTHING going on at home...my husband's addictions, my hospitalizations from depression, you name it...it was extremely humiliating, yet it built TRUST between our family and the schools, in ways that I just don't have time to pontificate on right now: I'll let everyone else do that. I guess I just want to say, I've been there and I KNOW how it feels! There were nights I didn't have a CLUE how to help my daughter with her sixth-grade math and had to somehow communicate to the teacher that they needed to explain the process to me so I could be sure I was giving the proper help at home..and I have a science degree in Physics and Chemistry...and to everyone out there, it doesn't matter if I have a degree or not, IMHO, because I've seen my friends in Peoria who were on public aid, and those I knew in the "projects" (yes, PROJECTS) in Indianapolis, put me to shame with their degree of discipline and determination with their own children...I've said it before and I'll say it again: "In D150 we may have different upbringings, but we all share the same hell.." I'll shut my big fat mouth now! (HARD!) hahahaha!!!!
You bring up good points Janet.
It is clear that parents need mentors to help them with issues of education. The District can help with that by bringing those parents that are capable to the table - much like they did Reading Buddies - and let them help.
Question is, are they truly ready to deal with a City of informed parents - if that is what it takes to help our kids? I'm not sure.
No, they are not ready, since the more "informed" I got, the more frightened they became...at least, that's what happened to me! I'll say this, someone PROMINENT in the community cut through all of my confusion during a discussion while venting my frustration one day by saying, "Janet, they are not used to dealing with parents as intelligent (meaning "informed", BTW) as you...one step leads to another..and now I must depart because I'm starting to feel it..ciao!!!
The problem (just one of many as I see it) is that the parents who are truly capable of being assets AT the school are the parents who do all they need to do IN the home to help their children succeed. Most parents, if their children are succeeding, feel no need to be at school other than to help with parent organizations, and more than likely most of them are working during school hours.
.
Does District 150 have any kind of list of jobs for which they need parental assistance? If not, I would think the Parent University could work on some sort of volunteer coordination to place available parents where they are needed, according to their own capabilities. For parental involvement, doesn't there have to be a specified need, etc.?
If parents are involved just as watchdogs over their own children, that's another issue. No parent should be denied entry into a classroom for observing his/her own children, but the degree of their involvement with the actual teaching process would have to be limited.
Yes, Lathan wants to ignore poverty and all other environmental issues that impede learning--she can pretend they don't exist; teachers can do all in their power (with no excuses) to do their best to overcome the problems kids bring to school--however, the truth still is that environmental issues do affect a child's learning and attitude toward learning.
I totally agree that some effort must be made to help parents help their own children at home. I don't know whose job that is--to educate parents. It just can't be the classroom teacher on his/her off hours and it certainly can't happen at school during school hours. And it would cost money.
Churches, places like Common Place, need to pick up the slack. Doesn't Head Start still do some work with parents?
So when is Rev Burnett signing up to actually sub for a length of time? Funny I havent heard a witty reply from him. EXACTLY. Talk the talk back it up. Stopping into the schools doesnt come close to truly understanding what crap the teachers have to do.Let us know where you are going Rev and how it turns out.
Last Anon - do you have an opinion on beating one's spouse? Of course, based on your logic, your opinion wouldn't count for much - unless you DO beat your spouse.
Anon. Wednesday, August 22, 2012 7:27:00 PM CDT,
THANK YOU!
LOL!
I have a question for Randall, Harvey, and Jon: could one of you, or all of you, or I don't care, draw straws for heaven's sake, PLEASE do the following: contact Teri Ralph at Advocates for Access (Peoria Heights), Katie Hogan-VanCleve at HISRA, and Family Matters in Effingham, Illinois and explain to them the endeavor to start educating parents in D150 about parental rights??? PLEASE?? Especially the first two people I mentioned, Teri and Katie. I, like Emerge, have also been contacted by parents since school started about what to do, etc. with their student's situation, and I'm now 4 hours away. I'd throw Sharon in on this, yet I realize she is dealing with serious health issues and want to be considerate of that. Or get the men of Alpha Phi Alpha (did I name it correctly??) to do it...regardless, this has been a HUGE NEED IN D150 that has gone unmet for YEARS! There are untold numbers of parents who will be grateful if someone could just get this thing started...I would, but I'm now 4 hours away (not by choice) and it breaks my heart that I'm getting phone calls...I'm on my knees looking up at all of you and saying, THANK YOU FOR CONSIDERING THIS, and at the same time praying.....I really want NO OTHER parent to go through the hell I did....
I almost forgot: when "whoever" meets Katie Hogan-VanCleve, DON'T LET HER 'YOUTHFULNESS' FOOL YOU!! This woman knows the laws inside and out, has worked in goup homes, refused money for speaking at workshops, works one-on-one with the disabled, etc., etc. When my boys attended Proctor Day Camp, I found out LATER that she was the one who worked with the Park District to provide assistance to those are disabled in someway to attend camps. Had I known that, I would have sent my autistic daughter to Proctor also! She also is a GOLDMINE!! Still praying....
Equip for Equality is another good resource for parents (309)786-6868
Is it anything Rev. Burnett doesn't know? Maybe he should write a book and leave the posting to ordinary people who are actually in the trenches and experiencing it all.
Thanks, 'Anon' for the 'Equip for Equality' info...you're wonderful!! There's also the "ARC of Illinois" from whom I was going to pursue legal help had we stayed in Illinois...please, ANYONE SHARE the info they know!! Thanks again, Anon!!!
Haters are fantastic...obsessed too!
How do you know a book isn't on the way? The first two will be on another subject, don't let the third be on you.
In addition, I've been in and out of these schools the majority of the year for the last 12 years. That's almost a career. I should know something. Evidently the critic thinks that people should be like cattle. They seem to like that all the while saying, "if only the parents..." PLEASE, you've got the WRONG one for silence.
Now is there anything substantive that you have to contribute to the convo?
Otherwise, do YOUR job, stop being afraid of parents who care about their child(ren), who DARE ask you all the things that you never thought that you would have to address with a parent, and if you do those things, you won't EVER have to worry about people like me.
What's more, TENURE may not even be an issue for you IF you can do that.
Now, some of you don't post your name because of job security issues. You don't want to say the wrong thing out of respect for company policy...I understand that and encourage you to do what you do in providing good info and discussion...
What I don't understand are the SPINELESS COWARDS that throw stones behind anonymity.
Be anonymous, but speak on the SUBJECT...add to the convo. Don't look, act and smell like a rat. you only display much deeper issues that make me afraid for ANY child that may be in your classroom. As I said earlier, THAT may be the root of the failure we are experiencing...
If they act like this anonymously, what do they act like when the parent leaves or when the principal isn't around??? SCARY!!!
No problem Janet! Btw, your earlier entry regarding your daughter and her new school made me smile. You are very fortunate. I am in charge of a local agency serving adults with disabilities and I know how difficult it can be to fight for your loved one in order for them to receive appropriate services. Another resource would be the Illinois Office of Guardianship and Advocacy 866-274-8023. I hope things continue to go well for your daughter at her new school!
Does the 8th and 10th commandments include blogs?
Oops==Do the 8th and 10th.....
So Burnett isnt planning on subbing I take it huh? :) Just using fancy words and some ALL CAPS words here and there. Pretty funny. Let us know good Rev when you sub in the schools my friend. Even though I disagree with most he says at least Dr. Perry actually does work in a school EVERY DAY!
Thanks Keith!! Glad to see a response...hope to get more...BTW, Emerge, your "Black" card expired at the end of January...did you realize that, or did you leave it that way on purpose?? Hahahahahaaa!!! Always sendin' LUV at ya!!! (Where can I get a black card??? haha)
Mr. Burnett I don't think anyone here is WORRIED about you. In fact they are simply asking you to not "stop in and out of schools for 12 years", but rather actually stay in one for several weeks and understand firsthand what is being expected of teachers. That's really the point. You will see that things have changed my friend since your VISIT 12 years ago. Teachers aren't able to TEACH anymore.
@Janet...Not to worry, I have an outstanding balance, the account remains open.
Emerge, there are no words for your wit...I stand in awe!! Hahahahaa!!! Thanks for MAKING MY DAY!!
Okay, so Emerge, along that tone of humor, here's a stupid one from me: remember on the "Jeffersons" how the characters played by Sherman Helmsly and Isabelle Sanford (may they rest in peace) had a neighbor couple..the husband was "white" (I use the vernacular at the time) and the wife "black"? They had two grown children, a "white" son and a "black" daughter, as I remember somewhat incorrectly...were they trying to get me (the dumb "white" trying to be cool because I watched a "black" sitcom and therefore thought I knew all there was to know about "the struggle"...) to believe that the "black" wife had given birth to two polar-oppositely "colored" children, which, if I remember correctly, people like me, and I may be the ONLY ONE, fell for...when reality says they would have been "mixed"? (Sorry for my ignorant words people, I'm afraid I'm not very PC and STILL remember the word "mulatto") Or were the two children from separate marriages?? Was this a big joke on ignorant people like me? Because I'll tell you, I fell for it big time...and yes, I know you can't speak right now because you're choked and convulsing with laughter and tears at my stupidity, but hey, what do you expect from someone like me????? LUV AT YA ALWAYS!!!!!
Anon Friday, August 24, 2012 6:17:00 AM CDT,
Sounds like WORRY to me, rooted in too many false assumptions and irrational conclusions.
For instance, their complaint is basically that "child behavior" and "district rules and reports" are keeping them from doing their job and successfully educating children.
Well, that's not what we see in every classroom.
It's only certain one's and I would imagine the main ones hollering here, instead of contacting me or others, and reaching out for help, simply carry their "woe is me" stereotype into the class, along with a fatalism to justify their perceptions. They "think" that everyone will experience their frustrations...
Look, I and we already know what you're dealing with. You want to do something or have something to complain about, follow me for a week...However, I already know all those things can be overcome. Other teachers overcome it...why can't the complainers? What is so unique that you can't take a set of kids and overcome obstacles, educate and see the results...
It's a bunch of GARBAGE that says YOU can't do it when I can point to quite a few, dealing with the same issues, that get the job done.
"teachers aren't able to teach anymore"
I totally get how some teachers can't teach. These comments have really driven that point home. All teachers probably owe you a debt of gratitude.
Rev. Burnett, when you say that there are those who get the job done. Please remember the "only job done" that matters to District 150 are NCLB scores. Can you prove that those you think got the job done produced students with high NCLB test scores?
Mrs. Crews,
Hope all is well.
That may appear to be the only standard and so far as performance for job evaluation that may be part of it. But when I see children that learn and achieve, noone can diminish or take away from those results.
I have seen teachers check in and work with the students and parents to create a positive experience. I have witnessed and been a part of a PLAN implemented by the teacher to address educational deficiencies and potential pitfalls. I have seen teachers take initiative to let the student and parent know the expectation and what can be done for improvement.
On the other hand, I've seen teachers simply hold vendetta's against students and parents, nit-picking far and above what "education" is or should be. I have seen teachers instigate students not to success but to failure, making assumptions that they cannot or simply will not learn.
So I've seen both sides. I'm like this, IF your job is too tough, then maybe that's not the job for you. If as an educator, you can't educate because of standards, then there may need to be an occupation adjustment.
I work as well. When my job becomes too much, believe me, I'll move on. Illinois makes it difficult to hold a state license in my occupation both with fees and changing requirements, but when it gets too tough, I'll move on instead of trying to convince the state that my neighborhood and city can do no better therefore I can't do the work.
That is only an excuse and a bad one at that.
Yes, the environment is tough and it should be. These folk are dealing with lives and futures and as I said earlier, we are tired of bad results. Personally, if I am overwhelmed, I am looking for ALL the help and resource I can get, INCLUDING parents and community advocates and the whole nine...That's why I doubt the wisdom and sincerity of some of these, especially those that portray hate, cynicism, irrationality and all that I've witnessed in this thread.
As stated, teachers are getting the job done. People recognize it as well.
Guess why Manual's enrollment has increased this year? It has been parents who see the success, who's children were previously in private schools...Why? Because teaching must be getting done somehow...even with all the tests, education is taking place and lives are being enhanced.
Burnett, Private high school children going to Manual. Get real, the reason that Manual is getting more children is the fact that more hispanics are moving into the southend. These families are taking run down shack and puttin money into them. The area around Proctor Center has a large hispanic population. It is great to see some people taking pride in their homes. The only private school children that are attending manual would be those children whose parents could aford Christ Lutheran tuition. Manual is making strides and it is because of a dedicated staff. I would prefer to send my children to Manual then Peoria High.
Wrong HATER...it is a known FACT.
These are White children who previously attended private schools that I can readily name.
What's more, they are comfortable, welcome and excited about curriculum...
IGNORANCE is fantastic isn't it?
EVERY time BURNETT comments I chuckle. WHY won't HE simply APPLY to SUB in THE district to HELP? that WOULD be THE first STEP in PROVIDING a SOLUTION. and...(ok I am starting to CAPITALIZE too many words like Burnett - sorry) And I believe the comment of teachers aren't able to teach is an example of all the other crap that they have to implement now vs. several years ago where they were able to get in personal conversations with students and find a way to relate the subject to their interests. That is simply not possible with the mandates and teaching initiatives put on them by the current admin. Actually I think that was ANONs point a long time ago to Burnett. If Burnett wants that, and WONT substitute then how about he go to his pal Lathan and explain the need to back off the countless unnecessary initiatives and allow teachers to be able to teach, such as the example he laid out earlier?????
BURNETT = DR. PERRY WANNABE. LONG WAY TO GO. ONE HAS AN EDUCATION DEGREE AND ACTUALLY IS IN CHARGE OF A SCHOOL.....
PLEASE...a BUNCH of whiners, I'm willing to guarantee that you'd give out all kinds of detentions to kids who rendered the same lame excuses for not doing their job as you.
You may "chuckle" at my comments, I feel almost sick for our kids about yours.
SMH!!!! 4-real!!!!
So you are NOT planning on subbing Doc???? And actually no one is whining just stating facts and if you sub you might actually know what the H&%# you are talking about it. But I do LOVE it that you continue to sidestep the issue. GO SIGN UP TO SUB!!!!
Please...go beat your spouse....you really won't know what it's all about until you actually do it.
nice try above anon. Apples and oranges and you know it
Apples and oranges? I've taught and beaten my spouse, and I can tell you it's exactly the same thing. Obviously you haven't done both as its clear that you have no idea what you're talking about.
Sure, others have tried to tell me there's a difference, but I choose to ridicule them by with illogical arguments that alienate everyone who doesn't do the same things I do. Productive don't you think?
"For the sixth year in a row, Peoria Public Schools has not achieved AYP in either reading or math. In fact, for the 2011-2012 school year, only seven of our 26 District 150 schools achieved AYP in either reading or math, and only five schools achieved AYP in both. This is not acceptable to any of us, and it's a clear sign that we need to do better in preparing our students to be college- and career-ready. In many urban school districts failure to reach AYP is tolerated due to high poverty rates and inadequate funding. While we do look at student test scores as just one indicator of academic performance, in Peoria, failure to make AYP will not be tolerated; it will not be excused." ~ Remarkable Times "UPDATE ON PEORIA PUBLIC SCHOOLS TEST SCORES" 8/27/2012
Sound to me like all hands on deck... parents, teachers, students and EVERYBODY...doesn't it?
"Beginning with the 2012-2013 academic year, student achievement will be one factor included in Peoria Public Schools principal evaluation process. Starting next year, it will also be included in the District's Framework for Teaching evaluation process for all classroom teachers. The District's investment in professional development and educational resources to support its classroom teachers is vital to our student's success, and we will continue our efforts to engage parents and the community as supportive partners in this effort.
Principals at all Peoria Public Schools have been reviewing test score data with their faculty and will be assisting them in communicating with parents over the coming weeks about each school's efforts to enhance academic achievement."
So it sounds like to me, rather than encouraging me or anyone else to become a sub (to take your job on a full time basis after you're fired) you'd be smart and make me and all parents a partner in the education process turning things around for our kids.
That's what wisdom would dictate, but the irrational will continue in their foolishness. Wise men understand, see it and grab the opportunity, but scorners simply continue in their hate(Prov. 9:8-9)
SMH!!!
I respect the work you do in our community Rev Burnett. I wish you had a full understanding of what is going on in our schools. The new admin's programs do not work and are very poorly run. If you want change start there. When Lathan is done we will be taken over by the state and I used to dread that but at this point it would be welcomed. What this school board and admin has done to our children is criminal. I know you have the best interest of the children at heart but our teachers could more easily build a space ship and go to the moon than teach effectively under this admin.
Emerge,
Thanks and I certainly didn't mean to offend. Evidently Remarkable Times has no credibility with you. So what other information is credible and authoritative on the issues?
Anon- Tuesday, August 28, 2012 9:57:00 AM CDT,
Thank you and I appreciate the information and the spirit in which it is delivered.
Pastor Burnett said
"Evidently Remarkable Times has no credibility with you"
Pastor Burnett: At what point did I say that Remarkable Times was not credible?
I appreciate your passion for 150. You appear to be literally on fire for them, here lately.
Your level of involvement seems to have been amped up since you spoke out against Donald Jackson in support of the Lathan Administration.
Have you now been appointed to oversee a specific task for for this Administration?
If so, I can understand how you feel re-energized now that you found somebody in the Administration who will provide you with the fuel.
Congratulations on that, however, in the meantime, please keep in mind that you are not the only one who is passionate about issues of inequality in education.
No one person in this community is the authority on all issues pertaining to District 150. I am intrigued with this Administration's affinity towards pastors, preachers and the like, so I certainly welcome your perspective.
However, keep in mind, the perspective you develop as a pastor/parent at Roosevelt or Trewyn, may be different from the perspective a parent/volunteer develops at Washington, Hines, Keller or Von Stuebin.
We need more than folks who will cheer every initiative sitting at the table to make the District a better place for the children of Peoria.
Just because one parent may be in "favor" with the District at any given time - does not make that one parent any more valuable than any of the others.
I appreciate your efforts on behalf of our students.
Thanks.
Emerge,
I see you have a misunderstanding regarding my efforts, "energy" and relationship with the District.
First, if you don't like quotes from Remarkable Times, there is no other conclusion to draw but that you don't find it authoritative and or likable. That's a reasonable conclusion to draw. You may find it to be propaganda. I don't know. As I asked what other source is more trustworthy in your opinion? That's all I'd like to know.
Secondly, my "energy" doesn't come from any opportunity with the district. I walk through the door as a "parent" like you and any other with no less rights and or enthusiasm for my child's education. It's from that position that the door is opened for me like any other who simply wants to walk through it.
My opinions would be my opinions, or at the very least very similar, if the administration was different. For example, I loved and still love Dr. Hinton. However, I noticed under his Superintendency that minorities were being thrown under the bus in both suspension and education. I made that known and he accepted my opinions equally and without partiality. My first FOIA, which I have on my desk right now, was under a Hinton Superintendency.
I think it was Woodruff that was being closed. I was one of the ones rallying for it to remain open. I had no special relationship with anyone at Woodruff. I was accepted on my efforts then, as I am now.
I agree that the education of our children is not a negotiable instrument no matter what. That sentiment exists regardless of a Lathan Superintendency or not. It just so happens as I have walked through the door discussing the issue from a parent and community advocate perspective the Supt. and I are on the same page. I am glad that she is, but if she wasn't my opinion would be no different.
I'm not her "micro-manager". How she carries out the duties of her occupation is her business. That's what she's trained to do and it just so happens that I am aware that it is more than just "opinion" that supports many of her actions. How do I know? Because I ask persons to support their positions with pertinent information, just as I ask of you as well.
Not to sound selfish, but to reemphasize the point, the only thing I am interested in is the successful education and experience of our children. We have been neglected far too long for whatever reason. Maybe it's simply because we're in the Midwest, I don't know.
So please stand corrected on me and my efforts that there is somehow a greater commitment or zeal to hold an opinion because of some special access or relationship. That doesn't exist neither has it ever existed, but I am not one afraid to speak up and out when my foot is stepped on.
Third, I need not be an authority on every issue to have a reason and rhyme on the issues I address. I wasn't born in a vacuum, neither do I simply blab without study or examining what I am dealing with. I've stood for issues I believe in since grade school. That is my person and I am glad to be who I am. Neither Dr. Lathan, Dr. Hinton, nor anyone else has encouraged me to be something that I am not. It just so happens that as I think about my experience and advocate for what I believe, I find that I am not alone. If I was, my opinion of fact wouldn't change.
To conclude:
Yes, I stood against Don and I did PRIOR to his recent stance and as I probably will again at some point. In fact my first disagreement with him goes back to 2007, in a matter I wasn't shy about then and neither am I now. That was long before I heard of a Dr. Lathan. Why did I disagree with him recently? Like he appears to be in many cases, he was a pawn in game of failure advocating for those who have failed our children, been caught doing so and for some who were only interest in a "check" which was proven because when it became clear that pay scales were going to be the same, in the primary case, there was no further "demand for justice".
Finally, the inference that there is a disparity of "value" or "importance" set forth by my commentary or efforts, is not a well placed nor is it an accurate portrayal of anything I've ever said and or suggested. What is certain is that my efforts and advocacy is no less important or astute than any other, so what I find is that I render equally as valid sentiments regarding these subjects that affect all of us and especially those of us with children.
I remain in the position I am in so that I am not beholden to any one. From this position I can best advocate my convictions.
I thank God that you are one that does so as well and you know you have no greater fan and or promoter than me as we have discussed both personally and in private email.
So I hope I have served to clear your understanding.
I am reminded of the story of a husband and wife driving in the car as newlyweds. They were so close to one another and excited to simply be together. Everyone knew they were in love because there was no distance between them. Years later, after some time and trials, there was a great space between them even though they still sat in the same front seat. The wife sat much closer to the door. She eventually asked, how come we're not close as we used to be? The responded by saying, the wheel is still where the wheel has always been and I'm still drivin'. So all I know is that I didn't move.
Invariably, we all grow. However, I ain't moved no matter who's name is on the door.
... and that's why EmergePeoria is a fan of Pastor Burnett! Thank you for the check. I know that many of us struggle with letting who we may or may not like personally, cloud what viable thing a person could bring to the table.
District 150 cannot afford for parents in the community to be divided on the best way forward. It would behoove the Administration to bring along as many parent soldiers that they can, which is something that I have encouraged them to do for the last several years.
... by the way, I like the Remarkable Times and believe that the District would be remiss if they didn't try to control their message.
And that's why Pastor Burnett is a fan, as always, of Emerge as well!
Dr. Hinton??????
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