Totally 3rd Grade Blog

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I AM A TEACHER
I went to college, got a four year degree.
Was required to go back to college and get a Master’s Degree.
I applied for many positions and even worked as a substitute teacher.
I endured state and national testing.
I was finger printed and background checked.
I trained before, during, and after my training/ education.
I continue to train because I am a lifelong learner.
Since full time employment, I have sacrificed time, sleep, and Family.
I have sacrificed my own money year after year to provide for my students.
I am a teacher.
I have learned, lasted, endured change, endured further change, and endured orders to embrace the change.
While you were sleeping, I have corrected papers and tests, researched and created, and endured harassing phone calls and emails with grace and professionalism.
I teach the kids who live on your streets.
I teach the kids that have been bailed out of jail.
I teach the kids who have been kicked out of psychiatric centers because they were beyond help.
I teach the kids whose home situations you could never imagine even in your worst nightmares.
I teach ALL students no matter their socio-economic status, race, ethnicity, medical/ psychiatric condition, good or poor attitude, religion, family circumstances.
When accused by the federal and state government for being part of a failing system,
I endure name calling, shame, and criticism simply because I am a teacher.
I am professionally evaluated on two days worth of test scores and not the amount of time and effort I put into my teaching.
And despite it all,
I AM a teacher
And devoted to this noble calling.

This first appeared as a Facebook post October 3, 2013.

This video does a great job of explaining why merit pay is a bad idea.

Idiots like Michelle Rhee, Pearson Publishing and all of those data collection companies that profit handsomely from the current education scam should definitely watch this.

Rita Pierson has a clear understanding about the importance of making a real connection to the students in her classroom even though the system in which she works does not.

The next time one of the bobble-headed idiots from administration suggests that you become a “yes man” and just follow their ill-planned guidelines, politely nod your head, walk away and then do the right thing.

Failure on the part of incompetent administrators doesn’t have to equal failure on your part toward your students.

Deja’vu.

My wife spotted this video yesterday and even though the video is new to us, the message is not.

Every single word in this video has come out of my wife’s mouth in recent years and I suspect that the truth represented here is so universal that anyone who knows a teacher well will attest to hearing these things as well.

What do you think? Is this the new reality for all teachers?

This letter was first posted on  Christine McCartney’s blog,  An Educator’s Re-education, on April 9, 2013. I’m posting a copy here because it so beautifully sums up the conditions that classroom teachers across the nation are enduring.

Her post reads:

I applaud the resolution of educators such as Gerald J. Conti and Kris L. Nielsen, for publicly deciding to remove themselves from the classroom, especially because they have used their dissent as a platform to spread awareness about current issues in America’s education reform. If you haven’t come across their widely-read letters of resignation, you can find them here and here, respectively, and they are worth the read.

After having spent the past month in Finland, however, gaining new insights from the Finnish education system and having the freedom of time to reflect on my own experiences as a teacher in New York, I have a different kind of letter. Call it my Letter of Resolution. I wrote it because I have had enough. I can’t handle any more top-down; I am ready for some bottom-up. I hope you will join me.

[Her letter begins:]

Mr. Arne Duncan
Secretary
Department of Education
400 Maryland Avenue,
Washington, DC 20202

Dear Mr. Duncan,

I will not be leaving the teaching profession anytime soon. This is despite the fact that current educational reform efforts are continually pushing some of the best and brightest educators closer and closer to the door of the classroom, if they haven’t already left.

In spite of the fact that you consistently attempt to find new ways to hijack the time I spend teaching, planning, collaborating, reflecting, researching, conferencing, bettering myself, and addressing my students’ needs, I manage to complete all of the menial administrative tasks you mandate in an effort to comparatively measure my efficacy in the classroom.

I ignore the fact that you ignore the fact that I earned a Master’s degree, received numerous teaching awards and have nothing but exemplary observations in my personnel folder.

I dutifully administer tests that narrow my curriculum and steal time away from the authentic assessments my co-teachers and I spent years developing to encourage student growth and reflection on their own learning.

I allow you to make your deterministic assumptions that the most effective means to an end can be externally defined, controlled and measured in a “standardized” manner, ignoring my students’ diversity, prior knowledge, skills, beliefs, attitudes and differences in motivation and attention.

I seek out meaningful professional development on my own because every faculty meeting consists of me and my colleagues being force-fed new mandates, while we watch our autonomy wither as hastily as our morale.

I do all of this despite the fact that during this time, you remind me repeatedly that I need to be patient because we are “crossing a bridge as we build it” –an unbelievably ineffective metaphor that is worrisome at best and at worst, absurd.

But I thank you for it.

And not because it isn’t inane. It is. But it made me recognize something that has re-ignited my commitment to my students into a flame that even the most ineffective and watered-down standardized assessment can’t extinguish:

This impossible, hap-hazard, horribly thought-out metaphorical bridge my colleagues and I are on right now, it also contains (in my metaphorical pockets, if you will) my students, their parents, our community, and our collective future as a society …and I refuse to stand by and watch while you let us fall into the abyss because you are too busy catering to private industry rather than listening to what your own Equity and Excellence Commission advises you to do.

By next September, many of my fellow American teachers will have thrown in the towel and even more potential teachers, who are graduating at the top of their classes and might have made the finest educators our schools have ever seen, won’t even consider entering the profession because of the debacle that has resulted from the misguided effort to fix our schools.

But I will be in my classroom.

…because the country does need educational activists, like Kris Nielsen and Diane Ravitch and Anthony Cody and countless others, who spend their days and nights fighting against the harmful effects of the latest wave of reform measures. But what the country also needs are more Mr./Mrs. ________________ (insert the name of that teacher you had who inspired a passion for learning in you, Mr. Duncan).

This is the end of my resignation; although I will remain in my classroom, I will no longer be a silent, complacent bystander, or worse, participant, while you have your way with the American education system; I have invested too much and there is too much at stake; neither my students nor I are going to end up in that abyss …not while there is still time to turn things around.

Sincerely,

Christine McCartney
English Language Arts Teacher
Newburgh , NY

I am mailing this letter tomorrow (10-April-2013) via snail mail from Finland, so it might take a bit…

If you are inspired to get involved/educated/read more, here are some great places to start:

http://unitedoptout.com/

http://www.fairtest.org/get-involved/opting-out

http://www.networkforpubliceducation.org/

http://atthechalkface.com/

http://mgmfocus.com/2012/12/18/this-is-how-democracy-ends-an-apology/