I would think that those National Board Certified Teachers, who are already being paid more, because they are the best teachers, could teach for 3 years in a Title 1 school, with promise to return to their original schools when the 3 years is up. It wouldn't hurt them at all to help out the underperforming schools for 3 years. Their expertise would be invaluable. I also think sending the least experienced teachers into the teaching challenges of an underperforming school is sure disaster for a large percentage of the new teachers. There is lack of support, because the teachers there have so much more to do, so much more staff development, so little time to reflect, etc. So many new teachers have discipline problems that can't be addressed as efficiently because administration, mentors, and coaches are up to the eyeballs in other concerns.
I teach at a Title I school and have taught at this type of school for most of my 34 years of teaching. I find it is an insult to try to get National Board teachers to come to these schools. This does not prove all these teachers are wonderful teachers or have the expertise to teach at a Title I school. I am not board certified because I choose not to do all the write ups and take on all the stress that goes along with packing the box correctly, etc. I know many teachers who are board certified only because they wrote up the paperwork well. What we need to do is to encourage good teachers to stay in Title I schools. We have a high turn over and have many new teachers working in these schools.
I agree with both the two previous posts. Nationally Board certified teachers who are GOOD should spend some time in Title 1 schools. All Nationally Board certified teachers are not necessarily good teachers either. Look at the EEE (Education Entranace Exam) which allows teachers to be accepted into a teaching program. A sixth grader should be able to pass that test. If that is our standard to get teachers into the system, we are hurting. Encouraging higher pay FOR ALL TEACHERS should be a goal. Teachers are pressured too much by administration to raise test scores in Title 1 schools, when the goal to just get children to say, "please, thank you, excuse me, I am sorry, what can I do to make things right?" is actually more important, because, before common courtesy is achieved, it is damn difficult to teach the coherent curriculum. Teacher Coaches should spend time preparing time tested actively engaging rigorous lesson plans, especially for first and second year teachers. Teacher coaches should help set up science Foss Kit lessons, the prep and clean up for many lessons is very time consuming, if you don't have a planning perioud immediately before or after a science lesson it is tough, especially for self-contained teachers who teach more than just science. And, raising substitute pay, hmmm. How come are actively ENCOURAGED TO COME TO SCHOOL SICK? Ahh, so much to talk about, so little time. Be well, live well, and love.
Excuse my typos..too little time to edit. Have a great weekend.
First of all, I find it highly unlikely that teachers have become National Board Certified only because they "wrote up the paper work well". The purpose of going through that process is to reflect on your own teaching and to become better at it. However, it does not mean that you are better than someone who has not gotten certified. The important thing to remember is that a good teacher is a good teacher. Title 1 schools need good teachers. I feel that financial incentives would be the best way for those schools in need to attract more teachers to work there. This would give the opportunity for principals to be selective with their hiring. Working at a Title 1 school requires you to go above and beyond your job requirements. If you are being rewarded monetarily, then you will be expected to do so. Just as employees earn bonuses in the business world for a job well done, teachers should as well.
I agree with that Title 1 teachers deserve a "bonus" for remaining on the firing line. Last year we watched many first year teachers receive $200 for giving notice early about leaving our school. Yet those of us that chose to remin dedicated to our children, received nothing. Teaching in a Title 1 school is a rigorus job, one which deserves to be acknowledged.
The National Board Certification process was one of the most difficult, but also one of the most introspective and best professional developments I have ever experienced. It is the only PD I have ever completed that centered completely on my ability to meet the learning needs of my students. I have ALWAYS worked in Title I schools, and I choose to stay or leave a school because of administrative leadership and support, not for financial gains. Let's face it people we are teachers, we didn't enter this profession for the MONEY, and if you did, you will never be happy.
Working with students who come from families challenged socio-economically isn't for everyone and there are no quick answers, but for me it is really rewarding. No teacher should be allowed to or forced to work where they aren't effective. If you do not teach at a Title I school and are considering a move to one, go and visit, go and observe for a few classes. This job requires more than just "good teaching skills."
What about the assistants who have been at Title 1 schools for years? We never recieve any type of acknowledgement of how well we perform our jobs. We are told of what we aren't doing though. I agree that teacher's who have dedicated themselves to the children need some sort of monetary incentive. The assistants do as well.
My first reaction to the "call for teachers to transfer to Title 1 Schools" is to feel slighted and unappreciated. I have taught 20 years, all in Title 1 schools in both South Carolina and Florida. I have an Ed. Specialist Degree, an additional 30 hours in technology and education, and hours and hours (too many to count) of professional development. I love the challenges of working in a Title 1 school and feel that this is where I belong. However, I am often disillusioned and seriously consider changing schools. The main reason for this is because I often feel teachers at Title 1 schools do not get the support and appreciation that they deserve. When out in the "teaching community" the underlying attitude seems to be..."Oh you teach at a Title 1 school. Your school did not meet AYP. Therfore, you are a "bad" teacher."
In my years of teaching in South Carolina and Florida, I have seen the initiative to attract "good" teachers from "good" schools come and go. I've also had the opportunity to see some of those "good" teachers come to our schools. Some have made it through the year, while others only last a few weeks. Most do not come back at the end of the year. I've also seen the high turnover rate at our schools and have seen some exceptional teachers leave to go to the "good" schools. When they go to these schools, they are often chosen "teacher of the year" and a lot of parents at these schools want their children in these teacher's classrooms.
In order to be truly successful at a Title 1 school, you have to be there for the right reasons. It takes a special person to teach at a Title 1 school and it takes a lot of extra, extra, extra work and dedication.
The things that Title 1 schools really need are: the lowest class size possible; personnel resources to assist teachers who choose to work in Title 1 schools; time during the day (or compensated time after hours) for teachers to collaborate, receive professional development, and lend suppport to new teachers; a strong leader with a consistent discipline system in place which is followed; resources for parents; and an occasional pat on the back and a thank you from Charleston County's educational community (rather than constant pressure to raise test scores--after all at Title 1 schools we are often "raising the child" in addition to teaching) for working with some of the most challenging students in the most challenging situations.
I worked at a title I school for 5 years and during that time it was the most rewarding professional experience I have ever had. It was also the most difficult emotionally. There were days that I left school with an aching heart because I was worried about a student. I believe that the teachers who work at the title I schools should receive higher pay, just like the military gives "combat" pay. It is a wonderful service that these teachers give to children who have very difficult lives! My hat goes off to you all and if I were in charge you would make 5 to 10% more than the rest of us.
Reading over the posts about moving to a title one school has been interesting to say the least. As a teacher who has chosen to work in a title one school for all of my young twelve years of teaching I agree that it does take a special kind of person who does want to come work in these tough schools. I agree with one of the posts who mentioned that she has worked in a title one school and is thought of as a bad teacher because of the test scores not going up. I bet the growth the children made were not even thought of. Lester Laminack at the Reading Conference last weekend in Myrtle Beach made a great point: Are we teaching to the test, or are we teaching children?
Another person posted that if you got into teaching for the money then you are in it for the wrong reason is correct. When rumors first started flying about teachers moving to title one schools would get a bonus upset me, and of course if you were a highly qualified teacher in a title one school you wouldn't get the bonus for staying and working your hinny off. What is this saying to the teachers who have chosen to work in tough schools. We don’t matter? I was so glad to hear that the bonuses were taken off the plate so to speak. Well the rumor mill that I have heard the bonuses were gone. In my view there are better places for this money to be spent like on small class sizes for title one schools or adding additional support for the teachers.
With the teacher coaches new jobs I can't wait to hear how these coaches will be teaching part time and then coaching part time. If your school has a really good teacher coach she is all ready doing two full time jobs, I feel sorry for my teacher coach since now she will have more work added to her plate if she chooses to apply her for job for the upcoming school year. I am just wondering here: now are they going to be responsible for teaching a group of children part day, still worry about getting MAP testing done, analyzing data, meeting with teachers about data, doing observations, debriefing with teachers about the observations and planing and reflecting for new learning. It seem like a lot of work to me, not counting on helping the principal plan parent nights that highlight a subject area.
I have been teaching for 29 years, the first 22 in Berkeley County and the last 7 in a Title I school in Charleston County. Last year in my Kindergarten classroom I averaged 27 students (plus a wonderful assistant, thank heavens!). We almost didn't survive the year with that many students; the stress level was unbelievable! This year I average 20 students, which is a lot more bearable, but lowering the class size in CD and K (no more than 15) in Title I schools would seem very reasonable to me. Of course extra money would be nice, but I'd choose teaching less children over having more in my paycheck. Smaller class size should be an incentive to teach at a school like mine. The job is very challenging, but I think teachers can be a lot more effective with FEWER students rather than trying to teach a CORRAL of students. When I saw the picture in the newspaper about a K teacher at Orange Grove who had 14 students, I could hardly stand the jealousy I felt! Even with an assistant, it's still the TEACHER who is ultimately responsible for test scores. At my school we have less than 14 students in a class in grades 1-3, but the early childhood classes, the FOUNDATION for all other learning, have 20+. No wonder our PACT scores aren't what they should be; we keep trying to build our houses on sand......
As mentioned before, what about the good teachers that are still teaching in a Title I school? What incentives are we offering to them? I choose to work in a Title I school because that is where I am best suited and needed. Our children come first. The district needs to recognize the outstanding teachers that already exist in a Title I school. I also agree that smaller class classes especially in early childhood would be extremely helpful. As a kindergarten teacher I am thankful to only have 18 students this year. But that is not enough! More support is definitely needed for our CD, K, and 1st grade classes. We oftentimes get left behind because we do not "test."
It is a fact that certain people are better teachers in a Title 1 school than others. (National Boards or not). Teachers should be treated with the same respect as any other professional. If a doctor wants to practice brain surgery but is made to practice proctology, he will not be a great proctologist ! Ayn Fulton
Teaching is not a lost
art, but the regard for
it is a lost tradition.
Jacques Barzun
I am a first year teacher in a failing Title 1 school. I accepted this position knowing full well the challenges that I would have to face. I have given my whole self to this job. I have learned so much this year and was looking forward to applying what I have learned next year at the same school. However, I have been told that my contract will not be renewed on the sole basis that they want to hire someone with more experience. I find this appalling and pose these questions: What future is there for education when the oldest and newest generations are both being forced out of the schools? Who will be there to teach my children?
How about the fact that my children, poor, inner-city, free and reduced lunch students, not to mention, 90% plus African-American, scored just below the East Cooper and Buist Academy and St. Andrews and Arts school students, and way above all other County schools...and their teacher gets suspended every year for some FALSE ALLEGATION from putting children in boxes...(it was behind a screen), to forcing them to urinate in public...(the students chose to pee in public behind a screen AGAIN, to calling children "YOUR MAMA", What does that mean anyway? And now, I am racist, cause I want them to be entrepreneurial, like the 12-year old down on the four corners of law making $300.00 a weekend selling sweetgrass roses, by playing guitar on a street corner? Suspended for four years in a row, WITH PAY, pending investigations...with charges unfounded. Go figure. By the way, I am white, middle-age male, THE MAN, I must be "strange" teaching elementary school, with the HIGH EXPECTATIONS I HAVE of my students AND THIER GUARDIANS.
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