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A Teacher’s Thoughts About an Academic Walkthrough

20 Oct

Teacher Stories

Submitted by Teacher Man on October 20, 2011

During my first year of teaching, a coworker did an incredibly kind and helpful thing for me. I was gathering myself at the end of very long day when this individual walked into my classroom and handed me a post-it note. It read, “On 10/12/2008 Sharae said ‘Mr. A. You are my favorite teacher”.

My colleague told me to stick this message to the bottom of my desk drawer and after (or during) tough days, sneak a quick peak at it whenever I needed to create some positive thoughts and feelings for myself. That note stayed in my desk drawer for the rest of that school year.  I looked at it countless times since then as it helped me to get through some difficult times.

On the eve of this year’s initial Academic Division’s school walkthrough I found myself in need of some positive energy. It has been almost 4 years to the day since I received that post-it  note. So I went back to it at the bottom of a very familiar desk drawer in order to find the energy I needed. Read the rest of this entry »

 

Teacher Stories

18 Oct

Teacher Stories

Notes from the Field

Submitted by Frank Murphy on October 18, 2011

In recent weeks, I have added a new post category to City School Stories.  It is titled “Teacher Stories”. Under this heading you will find the accounts of a team of teacher bloggers who work in the School District of Philadelphia.  In their posts, they will detail their daily experiences, challenges and triumphs as classroom teachers.

During the 2010-2011 school year, installments of my book, Confessions of an Urban Principal, were regularly featured on this site.  In this book, I offered an intimate view of my life as an elementary principal of an urban school.  It detailed the daily interactions and experiences I had with my students, parents and teachers.  Within this context I examined the multitude of challenges that I along with the members of my school community faced as we struggled to meet the accountability mandates prescribed by No Child Left Behind.

Hopefully the events and situations described in this book will illuminate for the reader the real challenges faced by dedicated teachers and principals across our country; challenges that cannot be described or measured by standardized test score data charts or political sound bites.

During this school year 2011-2012, the story and storytellers on this blog will expand. Read the rest of this entry »

 
 

Good Writers Will Be Smart Test-Takers

13 Oct

Teacher Stories

Submitted by Timothy Boyle on October 13, 2011

It took four years, but I finally got the hang of teaching students elementary science. It took hours of professional development, meeting some great teachers, and actually teaching, to figure it out. District finances and a leadership change left me uncertain as to what I would be teaching when I came back to school in September.

When I stopped into my home school this summer, I found out I that would indeed have a new position, test-prep teacher. As such my main area of focus would be on teaching the writing skills necessary to complete the open-ended sections of the PSSA. To get my head around this change I decided to return to what had worked for me in the past. I logged on to the PD planner. I found that the week before school started “Step Up To Writing” professional developments were being conducted. I signed up for them.

Learning from those who developed the curriculum that I would be teaching seemed like an idea that made sense to me. Right before I went to this professional development, I made the mistake of reading a blog that popped up on my Twitter feed entitled Blood Money. This piece presented a discouraging picture of the type of professional development that I was about to attend. I felt like the Step Up to Writing PD  wasn’t much different, minus the compensation, from the professional development described in the post. Read the Blood Money blog for yourself and decide how you feel about it. Read the rest of this entry »

 

Keeping an Eye on the SRC

11 Oct

Notes from the Field

Submitted by Frank Murphy on October 11, 2011

In the aftermath of the messy departure of Arlene Ackerman, the public’s attention has turned to considering the effectiveness of the School Reform Commission as a governance body.  Interest in examining alternative models to the current SRC has been expressed by elected officials, the local media, educational activists and the general public.   This subject will be the topic of a forum organized by Ed Voters Pa, Public Citizen for Children and Youth, and the Philadelphia Student Union that is scheduled to take place tonight at the United Way Building.

How the Philadelphia School District is governed is certainly a timely and important matter to be considered especially in light of how important district business has been mismanaged in recent months.   Read the rest of this entry »

 

WHAT I DON”T KNOW COULD HURT THEM

06 Oct

Teacher Stories

Submitted by Joy of Teaching, on October 6, 2011

For many years of my career, I taught first grade.  I loved the energy and the desire to learn that came with my young students.  For many of those years, I used a basal reading series, designated by the school that only assessed my students on the end-of-unit tests that accompanied the series.  Even then I knew something wasn’t right.  I was missing something, though I wasn’t sure what ‘it’ was.

Later in my career, I decided to pursue my reading specialist certification.  At the same time, I began teaching first grade in a collaborative school that provided me the opportunity to use my reading knowledge in class with my students.  It was then that I was introduced to and began working with authentic reading assessments.  I used the QRI, DRA and a variety of real-world reading materials to observe, evaluate and plan instruction.  There were no end-of-unit tests, bubbles to fill in or true/false words to circle.  I used meaningful, engaging tasks that taught ME what it was that my students needed to learn. Read the rest of this entry »

 

Tragedy Illuminates the Complexity of a Teacher’s Work

04 Oct

Teacher Stories

Submitted by Angela Chan on October 4, 2011

There is so much about teaching that is intellectually challenging and emotionally taxing, but I found myself experiencing the deepest kind of pain I’d ever known just a few days before school was to start.  We had lost two students whose lives, according to news sources, were ended by their own mother.

Sam, 8 and Samantha, 12, were about to enter the 4th and 7th grades respectively.  I had taught Sam in the Extended-Day program the year before.  I was a third grade teacher, and Sam was in the other third grade class.  However, when my grade partner, Sam’s teacher, suddenly passed away, I had considered Sam and his class to be my own.

I saw the headline in the news the day before school started, but I ignored it at first.  Headlines about domestic violence and family tragedies have become something not out of the ordinary in our society. What is one more such case in our city?  Why care enough to spend time to find out the story?  Then came an email from a colleague telling me it might be students from our school.  My heart raced as I opened the story to read its content, but since the names of the children were left out, I couldn’t know for sure.  The circumstances around the deaths of the children were tragic, and I went to bed hoping that they were not children from my school. Read the rest of this entry »

 
 

Taking Another Look at “Words of Mass Reduction”

29 Sep

Reflections of an Author

Originally posted  by Frank Murphy, February 8, 2011

“Words of Mass Reduction”

In a post recently published on the Notebook blog, I stated my objection to the use of the phrase “70,000 Vacant Seats” in order to describe the amount of unused space in Philadelphia Public Schools.  I took exception to this descriptor because I consider it to be an example of what I call “Words of Mass Reduction” or a “ WMR” for short.

What exactly is a “WMR”?   It is a concise and powerful word bomb that is employed by those who are intent on discrediting and dismantling public schools.   These explosive sound bites are intended to quickly silence opposing viewpoints.  Frequently they are utilized in order to create provocative newspaper headlines and/or TV news clips.  An effective WMR will take a complex and multidimensional issue and shrink it down to a simplistic and emotionally amplified slogan.   Here is a brief list of some of the WMRs that are frequently tossed around in the educational community. Read the rest of this entry »

 

When It Comes To Vouchers This Is Worth Saying Again

27 Sep

Notes from the Field

Vouchers Are Not an Economic Bill of Rights for the Disadvantaged

Originally  posted by Frank Murphy on February 10, 2011

Martin Luther King was deep in the midst of organizing the Poor Peoples’ Campaign when he was assassinated in 1968.   The objective of this ambitious endeavor was to press for the passage of an Economic Bill of Rights for the disadvantaged.  King was determined to seek economic freedom for all Americans regardless of race.  He envisioned a great society.  It would be one where all citizens would be fully employed.  In the country he dreamed of, there would be affordable housing and equal educational opportunities for all poor people.   His dream was large and it contained multitudes. Read the rest of this entry »

 

Let’s Get on With the Business of the SRC

22 Sep

Notes from the Field

Submitted by Frank Murphy on September 22, 201

Now that Arlene Ackerman has been forced out as the superintendent of the School District of Philadelphia and Robert Archie, chairman of the School Reform Commission has resigned his post, can we at last concentrate on the issues that will most affect our school students?

For most of the last few months, we have been preoccupied with the drama that has swirled around Ackerman’s tumultuous tenure and her acrimonious departure.  Archie’s alleged involvement in backroom dealings concerning the awarding of school management contracts has likewise dominated our attention.

The public outrage directed at these two failed leaders has been a distraction.  The amount of media attention they received regarding their missteps has unfortunately overshadowed many more important matters, e.g. the continuing challenge of dealing with a monumental budget short fall, developing a reasonable facilities master plan and hiring a new school superintendent.

Archie’s resignation, along with that of commissioner Johnny Irizarry has further complicated the ability of the School Reform Commission to function.  Since there are now three vacancies on this board, the School Reform Commission is unable to meet for lack of a quorum. Read the rest of this entry »

 

Student Support Should Be Our Top Priority in Dealing with School Violence

20 Sep

Notes from the Field

Submitted by Frank Murphy on September 20, 2011

In late March of this year, a seven part investigative series on school violence, titled Assault on Learning, was published in the Philadelphia Inquirer.  This report provided a comprehensive and balanced looked at the problems created in classrooms across the city as the result of the disruptive and sometimes criminal behavior of a small group of juvenile offenders.

Throughout this series, the reporters did a good job of describing what school violence looks like to the people who inhabit our public schools. They provided a variety of examples of its ill effects on students, teachers and parents.  They also identified the schools having a large number of incidents of school violence.

In addition to detailing the extent and types of serious incidents that have occurred in the district during the last five years, the journalists also attempted to delve into the root causes that contribute to violent student misbehavior.  Poverty, hunger, drug abuse, parental neglect and crime were some of the major factors that they identified.  These societal problems have overwhelmed the communities in which some of our most troubled schools are located.  Interestingly, nearly half of the district’s violent incidents occurred in a total of 46 schools that enroll less than 25% of the city’s public school students.  The schools that serve these children struggle to provide a safe and secure environment for their students. Read the rest of this entry »