How Many Titles Should One Teacher Have?

Sometimes I wonder what has happened over the years? Let me explain.

Years ago, we had a gifted program. Gifted kids were pulled out of the regular ed. classroom for more advanced lessons with a gifted certified teacher. Over the years, many other programs have evolved, such as having ESOL teachers to serve students where English is not their main language. Also, here in the state of GA, we have the EIP (Early Intervention Program), which is for grades 3-5.

So, what do I mean when I say multi-titled? Well, what if you have a regular ed. teacher who also has her gifted certification and even has her ESOL endorsement? Can they be all of those teachers in one? The answer..... yes! Well, at least that is what seems to be happening in some cases. 

Let me create a real life scenario for you. Let's say you have a regular education teacher that has her gifted certification. In her class, she has gifted kids, regular ed. kids, and some weaker kids who also qualify for the EIP program due to low state test scores. Within that teacher's class, she has 24 kids.  Eight are regular ed. with no additional services.   Twelve are gifted and should be receiving additional differentiated enrichment lessons, and 4 have qualified for remediated teaching through the EIP program. 

Please keep in mind that schools receive funding based on the number of kids in given programs as long as the service is being "provided".   Let's now say that of those 12 gifted kids, 8 are going to be pulled out to go to another gifted teacher because they qualified on local  test scores to receive a more advanced reading class.  For that reading block of time, this now leaves 4 gifted kids in the class, along with 8 regular ed. kids, and don't forget about those 4 kids that are supposed to receive some extra services through remediation and review lessons.  Sounds great, right?

Well, remember.... the teacher that those kids have as their homeroom teacher is also gifted certified , so those 4 kids left in the classroom are getting their 'gifted hours' from that teacher during this block of time.  But wait!  What about those 4 kids that are also supposed to be receiving remediation?  Well, in this case, the state allows for a few different models to be used for the EIP program.  One of the models is small group, one is reduced class size with a ratio of no more than 17 kids to one teacher, and another option is pull out sessions with a different designated EIP teacher. 

Can you tell what is happening in this classroom?  The gifted certified teacher is now left with a one  hour block of time where she has 4 gifted kids in class, so she is their gifted teacher for that hour.  The class is now a reduced class size because those other 8 kids left. With a reduced class size of 16 for that block of time, the teacher is now designated as the EIP teacher for those other kids that are supposed to get remediated lessons, and don't forget about those other kids that are just your average kids.  Want to make this scenario even crazier than it already is?  What if that teacher also has her ESOL endorsement?  Well, if a few of those kids were in the ESOL program, she very well could be the ESOL teacher too.

Why in the world are schools doing this?  How can one teacher provide for gifted, remediation, average, and even ESOL kids all in the same block of time.  The answer..... THEY CAN'T!!  Maybe schools are doing it so they get more bang for the buck out of one teacher's salary. You did figure out that the one teacher doesn't get any higher pay for being the robot she is expected to be, right? After all, as long as it can be proven that a child who qualifies for those programs is receiving services from a teacher who is certified in those areas, they can get the funding that the state provides. 

I just don't understand it.  It looks good on paper, but in my opinion, teachers should have one title for any given block of time.  You have basically thrown the gifted program out the door when those students are being robbed of an hour of accelerated learning during their 'gifted block' of time.  The EIP kids are being robbed of their remediated lessons that the state thinks are being provided.  And those poor average kids?  Well, they may be getting what they need and they may not.  Oh, and the ESOL kids, are they getting their lessons modified in order to help them master this new language? 

Yep, it just doesn't make sense. Scenarios like this bring a whole new meaning to the word differentiation.  In this case, differentiation equates to near impossible.  But, I guess there is one good thing.  The state still provides the money because the service is technically being provided. 

Maybe there is nothing wrong with doing it this way.  Maybe someone can help me see the light that I am not able to see.  If so, please do shed some light.  No teacher that I have talked to that has had this scenario of multiple titles thinks it is effective.  Quite the opposite actually.  Like I said, it's impossible to provide all of that, and if you do have a way to provide all of that, you are not sleeping and you have no life outside of school hours because you are having to prepare 4 different activities for EVERY lesson you teach during that one block of time.

And we wonder why the national average for teacher burnout is seven years.  SEVEN stinking years everyone.  It's because teachers are expected to be robotic... to meet unattainable goals where teaching environments are not even conducive to providing the best learning environment for kids of all levels. 

Now, when I write a blog post ....AKA... Vent Post......like this where I express my opinion, I like to always say that I love teaching.  I love working with the kids.  I am meant to be a teacher.  BUT, there are just many things about the education system in my state and nationally that I simply do not understand.  We really truly need to evaluate why our education system is failing in so many areas.  We need to take a closer look at the effectiveness of situations like this that require 'multi-titled teachers'.  I say it's not working!

Now, go make learning fun and do the best you can do with what is expected of you. 

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You Own Everything I Do.... said no teacher ever!

There is a lot of hype lately about teachers profiting from the educational resources they make and then sell on sites such as Teachers Pay Teachers.  Articles such as the one linked HERE (article no longer available) are what triggered this particular blog post by me.  You may want to take a moment to read that article, as well as this recent article:  ARTICLE HERE

Keep in mind, the resources are made after school hours and built using the teacher’s own personal technology that the teacher purchased with her own money.  Despite that, there still seems to be a question as to whether the teacher owns the resources created.  The mere thought of teachers having to give their intellectual property over to the system they work for seems ludicrous, therefore I have decided to address the issue.

Before I go on, I want to say that my coworkers and schools have been completely supportive thus far of my efforts to make materials, which I do sell.  Some I use and others I do not.  This is not the case for many across the county, which is why I felt the need to write this blog post. 

Why do I find this insanely ridiculous?  Well, let me create an analogy….

Just like a baker bakes, a teacher teaches.  A baker specializes in cakes and a teacher specializes in writing up lesson plans to teach. So, let’s say that the baker’s boss has mandated he bake a chocolate cake.  The baker then goes to gather the butter and the flour and everything needed, but unfortunately there is no butter.

Despite the fact that there is no butter, the cake still must be made. The baker decides to tell his boss that he needs some butter to make the cake.  The boss says there is no money to buy any butter, but you must still bake the cake. Being the great baker that he was, the baker  decides to buy a churn to make the butter to then be able to bake the cake.  So, who owns the churn?   Does the baker have to give it to the boss simply because he used it to bake the cake that would be sold at the bakery? 

I say the baker gets the churn and not the boss. After all, the baker bought it.  The boss made no effort to help get the resources needed to get the job done.

What if that baker then decides to make a few cakes on the side for friends to earn some extra cash?  After all, he has this great churn to make the butter, which he did buy with his own money.  He will bake the cakes on the weekends and at night when he is not working his regular bakery job.  But wait!  Does the baker now have to give his boss from his day job the money from the sale of those cakes?  He didn’t use his boss’ recipes nor his equipment.

Should teachers have to give school systems things they buy with their own money?  If a teacher decides to create resources in the summer time or in the evenings, or on weekends, and they use their own materials to accomplish the task, should they then have to  turn over all profits from those materials to their school system?

To help make my point even more clear, let me ask this question.  Should a police officer who decides to make extra cash to support his family by working security at school events or at the mall have to give his earnings back to his police force simply because he is a police officer for his day job?

What about a teacher that tutors on the side?  They can tutor kids in their own home but they must give all profits to their school system? It simply doesn’t make a lick of sense.

It has even come to my attention that some school systems are allowing their teachers to make resources, but those resources made by the teachers can not be used in their own classroom if they are going to also sell the item for profit.  Really? So you can have a teacher that sees year after year kids struggling with a particular topic.  That teacher gets an idea of something she could make that she thinks teachers across the country could benefit from if they are in the same situation. That teacher goes home and at 10 pm when her own kids have gone to bed, she makes the product. She is in her own home using her own computer. She can make the product and earn money, but she can't use it with any child in her own class.  Basically, you could have some of the best teachers spending their own time after work making resources to benefit  students and they can't even use those to help their own students excel?  How does that make sense?

Let's face it, teachers don't make much money.  It's hard to get by on a teacher's salary.  Why not let teachers try to make some extra cash to support their family.  Allow them to use their expertise to do so. Once again, not doing so makes absolutely no sense.

Wouldn't it be great if everyone just thanked teachers for all of their hard work. Appreciate the fact that they are going above and beyond to develop activities instead of just accepting the fact that the resources are not available. For a change, let the teachers have the compensation they  truly deserve.  Have you thanked a teacher today? :-)

In closing, thank you for supporting my creative efforts over the past couple of years.  I enjoy making and creating lessons, and my students love using them as much as I love making them.  I am honored that so many people across the world buy my products and put them to use in their own classrooms.  Thank you for your support.  You are appreciated.

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I Can Statements for the Teacher

 "I Can" Statements for the Teacher

 

So many teachers are posting "I Can" posters,
 I thought I would share what

I CAN DO!

 

I CAN drop my kids off at lunch, warm my own lunch, get to the workroom, eat, and then rush back to pick my kids up from lunch all in less than 25 lovely minutes.

 

I CAN wear jeans on Friday with spirit wear. There's just something to be said about a jean day.

 

I CAN tell 25 people what to do 8 hours a day. Some will actually listen.

 

I CAN hold my pee for hours on end, and then ask the teacher next door for 'permission' to go.

 

I CAN rush a class of 25 kids down 2 flights of steps and out of the building in 2 min. and 19 seconds flat. (along with hundreds of other kids)

 

I CAN tell who is  yelling in the boys' bathroom without even entering.

 

I CAN reply to 30 emails, grade hundreds of papers, write academic contracts, update ESOL plans, write lesson plans for 5 subjects per day 5 days a week, and so much more..... all in my 3 day a week planning period of 45 minutes.  (That should be a can NOT statement)

I CAN keep 25 kids  walking in a straight line on the second square from the wall.

I CAN tell when a kid is pretend reading, or is the book just more interesting when they flip from page 2 to 5 and back to 3 and then read the back of the book before they go to chapter five.

I CAN call for the janitor  to come  clean up puke while I get the trashcan for the sick kid,  and I can even keep teaching my lesson if needed.  That's the only way to teach it all, right? :-)

I CAN test kids and then test them more, and then I can even test them some more.

I CAN do lots of things.

I CAN even teach.

_____________

What CAN you do?

 _____________

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Do you have hurry sickness?

Slow Down, Teachers!

I thought this would be fitting as I go back to work.  The fast paced life style is about to pick back up. 

 

I know I do!

Are you stricken with the sickness that seems to be plaguing so many people today? With this sickness, there is no fever involved and no visits to the doctor. Its symptoms affect everyone around you, but most importantly, they affect you. The worst part about this sickness is you miss out on so many of life's wonderful moments.

It's called hurry sickness. Does it sound familiar? It's otherwise known as a sense of time urgency.

Ask yourself, "Is time a major factor in my life?"

Do you find yourself running around trying to get one thing done just so you can complete another?

Does your job place so many demands on you that you can hardly focus on what your real role is supposed to be? Maybe your real role at work involves people, yet you have so much paperwork to be completed you could easily forget about the people you are there to serve. Maybe you even start to see them as an interruption.

Do you take your work home with you and when your own child asks you a question while in the midst of getting your work done, you only give them a tiny portion of your attention, nodding, and not really knowing what they are saying? After all, you have deadlines to meet. You are hurried. Maybe you even start to see them as an interruption.

Hurry hates interruption.

You can't love.
You can't listen to a child.
Basically, you can't multi-task attention.

Hurry is an enemy.

Take note, being hurried is not being busy. Being busy can be a good thing. There is nothing really good about being hurried. Remember, being hurried is about time urgency. You don't have time for one thing because you are so hurried to do another.

If you are a hurried person, you don't have time for interruptions in your life. You don't have time to jump some one's car off. You don't have time to talk to someone in need. You don't have time to help the person who dropped something. You can't slow down long enough to talk to your kids.

So, what is your IQ anyway? No, I am not talking about your intelligence quotient. I'm talking about your Interruptibility Quotient. How many times do you allow for interruptions in your life? Do you slow down long enough to let God interrupt your life? What about when you didn't stop to help a person or talk to someone in need? Was that a prompt from God? It does make you think.

The next time you feel hurried or overcome with time urgency, take a moment to ponder if this interruption is really a disguise from God that he is trying to work in your life. I plan on trying it myself.

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Are You Building Walls?

Building Walls

I realize this blog post has nothing to do with teaching, but it does have to do with life. :-)  I love to reflect and even go back to rethink things I have thought much about before.  This is a recycled blog post from my 'mom blog' that I used to keep up with.   I have several others I will be posting over the next few weeks.  I hope you enjoy. 

Are you Building Walls only to have them Knocked Down?

Do you ever see people that have what you want?

Do you look at them and wonder, "How can I get that?"

You know what I'm talking about.... you see some people and you think they are simply blessed beyond belief. You start to desire what they have.

You want to build a successful business just like they have.
You want your marriage to be happy just like theirs.
You want the funds in your bank account to runnith over exactly like theirs.
You want deep faith to lead your life just as it leads theirs.
And, you want your family to have close bonds just like you witness in theirs.

So, what's the difference?

Why do they seem to have it all when your walls are crumbling down? Do you find yourself asking, "Why can't I get ahead in these areas of my life?"

Maybe your marriage is in turmoil.... maybe it's even your third marriage that is falling apart.
Maybe your bank account is overdrawn.
Maybe your family doesn't find the time to be a family.
Maybe your business is filing bankruptcy.
Maybe you just don't have the faith.

For these areas of your life to grow, it takes sweat. It also takes consistency. And that means it's not going to be easy.

Let's just focus on marriage, and then you can apply this metaphor to the rest of your life.

The blocks on the left represent a man who is devoted to his wife. He is there for her and wants to see their relationship grow. The blocks on the right also represent a man who is devoted to his wife. He is there for her and wants to see their relationship grow.

A year passes. The man on the left continues to be devoted to his wife. He starts to put sweat equity into the marriage. He asks her how she is doing on a daily basis. He pours her coffee. He asks her out for date nights. He prays for her and their marriage. The man on the right expects that his marriage will work, but there is no consistency in his actions and he is not willing to sweat. He is sometimes late for dinner and doesn't call. He sometimes forgets to greet his wife when he comes home from work. He doesn't ask her directly how her day went but does talk about how hard his was. His wall are destined to start to crumble.

2 years later

The man on left, his marriage is growing. He has something to show for his sweat. The man on the right, his marriage is falling apart. He will have to work hard, put things in overdrive, to build his walls back up if he wants his relationship to work.

3 years later

The man on the left now has a firm foundation for his marriage. He will continue to devote the time, energy, and be consistent in his actions in order to build this lasting relationship. The man on the right has backtracked. He now has to recover from all his inconsistencies and try to make things work. He can build the walls again, but keep in mind, he is still on the first floor.

4 years later

It's a vicious cycle of inconsistencies for the man on the right.

five years later

Which set of blocks represents you? Are you the blocks on the right, and you find yourself having to rebuild everything from relationships to your bank account to your faith just because you are not willing to work at it? or maybe you have to work extra hard to make up for the lost effort. Is it time to break the cycle of inconsistencies in your life? After 5 years, the man on the left has something to show for his hard work. The man on the right builds his walls only to have them fall down... time after time.

You might have even noticed that the man on the right came close to building five floors himself. The problem was, his inconsistencies kept those floors from growing. You have a choice, you can work hard and have one floor, or you can work hard and build a high-rise. The high-rise gets you closer to the sky. The high-rise is what you get after many years of sweat equity.

So, what is the answer?

prayer, sweat, consistency

Apply those to your life and you will build your business, your finances, your family, your marriage, and your faith.

Share the Sweetness!

Thank you for helping to spread the word about Classroom Confections.

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