Mrs. Love's Blog-0-Rama!

"Tell me, what is it you plan to do with your one wild and precious life?" (Mary Oliver)

Mrs. Love's Blog-0-Rama!

Life boat.

January 2, 2015 · No Comments · Being a better teacher, Connections

Got a tiger in your boat?

Got a tiger in your boat?

When we first started teaching one of my best friends made a little ‘teacher emergency kit’ complete with ibuprofen, highlighters, emergency chocolate, etc. Its contents have long been depleted, and if I was to refill it now its metaphorical weight would sink a ship.

Now I am wondering: how do we educators truly support one another, and help us all get to safety? One thing that is beautiful about my life now is during holiday breaks my children are old enough to be independent, and we connect as a family when we choose. (Yes, I’m looking forward with hope to a day in the far, far future when I’m a grandmother, but today is not that day!) It’s wonderful to have the time to reflect on my craft, and organize my upcoming year as best I can.

Reasons I maintain social media connections are for the same fundamental reasons I always did: I get great ideas, and can share them, and share my (original) ideas, too. The days of the “one” may be outdated: by one I mean the ‘boss’ archetype in our worlds. The judge, the evaluator as jury, not as sage or wise curator. But that’s a discussion for another time, I suppose.

I wanted to share some inspirational media that I’ll take with me to the next half of the school year:

How to be heard

How to speak so that people want to listen

If he was giving this talk to teachers, it might include: stay out of the staff lounge. I do, but am questioning this. I am not sure I have the energy it takes to turn the culture around in our staff lounge.

Dr. Carol Dweck: Not Yet

Improve

Actively Learn

This is still glitchy on some of my students’ laptops, but other than that, it is phenomenal. If I were to design an interactive deeper reading format, this would be it, and that is high praise indeed.

Write About

This is almost a twin to Actively Learn in terms of its usability, accessibility, and easement into creativity.

On-going love affairs:

These are resources that continue to nourish:

New friends:

And always, celebrate my students:

celebrate

 

 

 

 

 

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Got your back…

December 13, 2014 · No Comments · Being a better teacher, Big Questions, New News

I keep saying this in a Indigo Montoya voice from Princess Bride in my head: “You keep saying this word “support”…I do not think you know what it means…” I crack myself up. This time of year: no taking self seriously. Over my career(s), ‘support’ is an ubiquitous word that lost its meaning. When one is in a support position or role, they do not need to meet any rubric, metric, criteria or measurement, so we are all allowed to use this word in any way we choose. I believe anyone who wants to provide support though, while easy to say, is extremely difficult to master. I have looked long and hard, especially this past quarter, about what a flawed and fearful human I am: how the ravages of stress do not bolster or create a more robust and engaged creative me/teacher, but do much harm. Ultimately, I am using this post as a time to reflect upon moments when I have truly provided support for a colleague, and when I have received it with sincerity and accuracy.

Just how does one measure “support?”

Like its twin, “leadership,” there are many ways to approach the conversation and context of educational support; it’s a topic, a creed, which when carefully analyzed and understood, may have broad implications for moving forward with instructional and emotional lives for all educators. We all know when we have a strong/good leader. Strong does not mean hostile, just as good does not mean saintly. We know when an effective leader is nearby, our concerns will be acknowledged, triaged, and we are given autonomy to move forward safely. When we are offered support, we know that the person helping us is also being helped by us in return. No one likes to feel like they are a ‘charity case.’ No one responds positively to pity. No one gains support from mandates, top-down thumping, or thieves of thought.

Thieves of thought?

“Thieves of Thought” are those who listen to others ideas and make them their own. Your signature is off the canvas. Erased. Suddenly I want credit for something I shared openly, gave freely, and now resentment creeps in, and resentment is the death of collaboration.

First and foremost: if we have established a growth model for all educators and administrators, we agree on growth, but we disagree on how or what to make grow. We disagree on best practices, on manner and biases of style, student engagement (one might see a child doodling while reading, another might see the child having an inner dialogue about the text), and our human natures that establish bonds and trust with one another can be destroyed with ill-intentioned exchanges and the fragility of egos.

We want to shut our doors, be left alone, and focus on our students. And we should be allowed to do so, and called forward to lead when we will be treated as equals:

When you walk into this world of reality, the greater or cosmic world, you will find the way to rule your world—but, at the same time, you will also find a deep sense of aloneness. It is possible that this world could become a palace or a kingdom to you, but as its king or queen, you will be a monarch with a broken heart. It is not a bad thing to be, by any means. In fact, it is the way to be a decent human being—and beyond that a glorious human being who can help others.

This kind of aloneness is painful, but at the same time, it is beautiful and real. Out of such painful sadness, a longing and a willingness to work with others will come naturally. You realize that you are unique. You see that there is something good about being you as yourself. Because you care for yourself, you begin to care for others who have nurtured your existence or have made their own journey of warriorship, paving the way for you to travel this path. Therefore, you feel dedication and devotion to the lineage of warriors, brave people, whoever they have been, who have made this same journey. And at the same time, you begin to care for all those who have yet to take this path. Because you have seen that it is possible for you, you realize that you can help others to do the same. –From The Sacred Path of the Warrior by Chögum Trungpa

NPR did a wonderful series recently about great teachers. I caught the one about Dudley P. Whitney, a woodshop teacher from New Hampshire:

As a student at Dartmouth, I spent oodles of time in his shop. It’s a place with no curriculum and no grades. The studio is open to anyone.

Students and professors can just swing by with an idea of something they want to make, and then they work one-on-one with Whitney or another instructor to learn how to make it.

This part stood out for me:

Mueller says you have to get rid of this stereotype that creativity is unleashed.

“There is this impression that: Give students freedom and they’ll be creative. And what we know is that they need some structure upfront,” says Mueller.

They need a well-defined problem — like building a piece of furniture — and they need to know the constraints and the range of possibilities.

Structure upfront and well-defined problem: So I tried that the other week. I changed my style, mixed things up: I told the students they had a problem to solve together, and that was how to get from Point A to Point B on writing a short answer response to the poem, “Facing It” by Yusef Komunyakka. Overall, it worked, and overall it didn’t. But that’s the beauty of this: I have colleagues I trust to discuss the process, and go back to the drawing board. My students, all of them, whether or not they completed the task, learned a great deal about themselves, and I about them. I saw who needs more structure, and who thrived with the authentic problem (how does one find theme in a poem and dig deeper?).

Ultimately, I am grateful to my mentors: those enlightened beings, so few and far between, who truly know how to listen, share openly, and give: the more they give, the more they receive. I shall endeavor to be lighter of spirit, and more generous, than I have been. I am seeking grace and calmness of soul, so I too can help assuage new teachers’ fears. I may not be in a ‘leadership position’ but then again that means the temptation to be corrupted by power is negated.

A beloved band teacher is retiring after forty-four years. He is a man of God, faith, and love. He has always given me the time, the one word, the small moment that has bolstered me in times of fear and stress. He has never lectured me, nor pushed his ego or agenda. He is mindful, thoughtful, and insightful. I strive to be as good and kind. The next time you hear the word ‘support’ remember the bridge needs both sides of the river.

 

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Show me the money.

November 11, 2014 · No Comments · Being a better teacher, Big Questions

So much mind clutter, and literal clutter, taking up space right now. But it’s my own mudpie, and I’ll have to eat it. And I will. In the forefront of the clutter and mess is this overarching thought: “Why did I become a teacher?” I had a very dear friend tell me the other day she actually saw me working for a tech company instead of teaching. This actually disheartened me. I know she meant well, but it was unsettling. This came in the context of our conversation about career options for teachers, and how many good and grand dreams of mine slipped right passed me. Others are on career trajectories that seem mapped out and GPS pixel-perfect, and looking back, I realize when I ‘took my ball and went home*’ for a few years I must have fallen asleep behind the wheel.  Now it feels as if I’m at a dead-end.

Or am I?

So here are the burning questions, my fellow teachers: how do you feel about money, your ability to earn money, and your future earning potential? Consider, no one thinks it’s polite to discuss the trilogy of taboo: sex, politics, or religion. I would add a fourth to this:  money and salaries are also taboo subjects. But the fact is we educators work a lot of hours for no monetary reward. This is not news. And many of us begin our careers with somewhat a Franciscan devout archetype in our secret teacher hearts, and that we are ‘above all the sordid issues of coin.’ But we’re not. It used to terrify me to think that if something happened to my husband, my salary would not be enough to support two sons and a mortgage. We would go from moderate middle-class to close to the poverty line, though I had a Masters +90 level salary status. (Close is a relative term: if my salary is double the poverty line of $18,000, we wouldn’t need government assistance, but would have had to sell the house, belongings, and move. I know many, many families have it far worse off. I am not complaining: just observing.) But we persevered. One pragmatic reason I became a teacher in the first place, among many more noble ones, is that I wanted one of us to have a steady income and health insurance to off-set my husband’s more tumultuous technology career. (Just ask the thousands of Microsoft employees who felt they worked for the last bastion of solid employers.) Nothing is safe, sacred, or guaranteed. But at least I could be home during a few weeks with my small sons, right?

One significant contrast between when I started as a teacher and nine years later is that I have lost all patience with doing more than I have to ‘for free.’ When I first began, anything I could do, every committee, every roundtable discussion, after-school homework help, coming in at dawn and leaving twelve hours later was the norm. And I loved it.  Veteran teachers grumbled about working without pay, too many volunteer hours, too many ‘out of kindness of hearts’ demands that many principals and district personnel seem to excel at. The dividing line between the salaried and the contracts is as old as labor relations, when Bob the Neanderthal worked for Sam’s Rock Wheel Enterprises and demanded safer, saber-tooth tiger free working conditions. The average U.S. salary for teachers, if this website is to be believed, is the mid-$40,000 range.  When I left my ‘business’ career in the early 1990s I was making $42,000 a year. That was over twenty years ago. So when my friend imagines me in a career in tech, I am haunted by what I left a ‘high power’ job for, and my husband’s experience in the technology industry. And I feel grateful, and shut up about teaching salaries.

The thing is — though the avenues for growth and job satisfaction are limited in education –I still return to my own values. I am happiest when I am creating, sharing, and have a sense of autonomy. I am at the sweet-spot now in teaching: I love to learn new things, refine best practices, not just recycle “old” lessons but polish, enhance, and adjust. Sometimes that old jacket isn’t “old,” but “classic” or “vintage.” And there are many new and exciting ways to think and grow. The pay-off isn’t in material gain, however, or at least there are perhaps invisible financial gains we don’t consider. The fact that I can come home now before 6PM and feel confident I have the week planned, contingencies met, and instructional goals and fall-backs considered and accounted for, allows me more time to play dilettante with other hobbies, interests, and creative pursuits. (The fact is the only thing I’m really good at professionally is being a teacher –all else is just dress-up.)  I am so honored to know other educators who never stop creating: consider John Spencer and crew who created Write About. This summer (for free, but sure was fun) I created Up From the Gutter writing prompt blog. And I don’t know who the team is who’s responsible for this masterpiece, Actively Learn, but it is amazing, and it’s free. (I’m concerned it’ll be one more thing I’ll get addicted to, and then asked to pay a moderate yearly fee. No worries: it would be worth every penny.)

I told my husband I was going to bring the leftover Halloween candy to my classroom. He has these minor waves of frugality from time to time, and wished out loud that I wouldn’t spend so much money on my students. I have to admit, I have curtailed that quite a bit. We are fortunate to have our older son at the University of Washington, and every penny goes to a cash-and-carry tuition/room & board payment. The investment I made in my early years of teaching (thousands of dollars of books, school supplies, etc.) is something I do not do now, except for the occasional addition to my class library. There are thousands of things to read on-line, thousands of ways to write, interact, create, play, and think. Now my focus is to find those hearty and robust resources and keep them flowing. (Now if only net neutrality issues would just STOP. Seems like I get one demon down for a nap and another one rears its ugly minion head.)

With all things, there is tug and pull. I am trying to balance between the expenditures that make my hours in the classroom more fulfilling, and my hours outside better, too. One more book or one more pack of pencils is neither going to break my bank, but nor are they going to be the magic wand. I’m not sure where I’m going career-wise from here, and I’m not sure that it matters at this point. Focus on what’s in front of me, and clean out some more clutter. Maybe the path will become clearer.

PS The candy did make its way to the classroom. He said it was okay.

Resource:

Medium

https://medium.com

Write About

http://www.writeabout.com

Puget Sound Writing Project

https://depts.washington.edu/pswpuw/

Up From The Gutter

http://lookupwriting.edublogs.org 

*I did not take my ball and went home. I had a mild meltdown. I had a son who was a junior/senior and preparing for high school. I have a husband with health issues. We lost a student to suicide at my school. We went through several administration changes. I was facing my own life milestones and health junk. On and on and on. No one would blame me for my time spent under a rock. But I’m out now, and the air feels wonderful.

 

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Masterpiece.

October 2, 2014 · 2 Comments · Being a better teacher

Frida Kahlo: Self Portrait with Thorn Necklace

Frida Kahlo: Self Portrait with Thorn Necklace

A friend told me when I turned 50 some magical effect would take over me, and that essentially, I would be able to let most things go, not give a hoot over the little things (little things include petty, perfectionist people) and other positively beneficial emotions. Now that I am a few months into my 11th anniversary of 39 years, I suppose she was right. Maybe 50 is a magic number: in this decade we have thirty years of cumulative (starting from our 20s) life experiences: bosses, jobs, mates, perhaps children, and a reel of social media platitudes constantly reminding us to relax, relax, and relax.  And I confess: last year, when I was turning 50, I was elbow-deep in teacher evaluation hell and crying uncontrollably. A lot. (Of course there were plenty of organic, changes, milestones, and other layered factors that contributed.)

But there is something about finding that “good enough” confidence. And if you find it before you turn 50, or well after, it doesn’t matter. There is never a bad time to find this lily pad of peace. Toward the beginning of September I had this bubble of calm moment, this Zen chewy center, where I realized how much my whole life of art has created who I am, and how amazing that is. That no other teacher I know has my unique and qualified essential background in the visual arts, or approaches Language Arts the same exact way I do. I run my classroom more like a studio than a cubicle office. For years, I recognized my fatal flaw is not handling those who lack imagination well. (Understatement? Oh yes.) The dart-throwers, balloon-poppers and candy-stealers. Those who would rather take my mojo and throw it in the garbage than figure out how to create their own.

I am somewhat envious of Two Writing Teachers. They have found this collaborative and  important place to do good work. I am at an odd place right now, where I’m on the sidelines – no longer the rock star teacher, and not really asked to contribute or lead. I am definitely at that “now what?” question/stage in my teaching career.

So exactly how did my BFA help me be a better Language Arts teacher?

1. I took plenty of risks, including hours of figure drawing.

2. I put my art on the “wall” for review on a weekly basis.

3. I spent hours experimenting with various mediums to get exactly what I wanted. (Truth be known I didn’t know ahead of time it was what I wanted: my world was full of happy accidents.)

4. I got my hands (and clothes) dirty. I was primarily a print-maker, so rubbing grit on a lithographic stone is a texture that is burned in my memory.

5. I talked.

6. I listened.

7. I spent hours looking.

8. I failed.*

9. I was rejected.

10. I succeeded.*

11. I painted little.

12. I painted HUGE canvases that took up whole walls.

13. I lost art along the way.

14. I knew to pour black paint on a white canvas and get over fear.

15. I sought to understand art throughout history, and the story those artists were telling.

16. I had great mentors.

17. I painted over. Started over. Trashed. And Resurrected.

But the answer to the “now what?” question may be just this simple: enjoy this time. Enjoy this time that I know what I’m doing, I know when I need to change or tweak something, and I know when to put something aside or try something new. I am, and always will be, a work in progress. And if no one else understands my themes or style, then so be it. I will keep focused on this on-going struggle for communication and connection, and know that a portfolio of life is not always what stays in, but what is taken out.

*the biggie: it was how I determined my failures and successes, and this reflective, recursive, and responsive process has helped me immeasurably. My personal metric was often a combination of what I was trying to communicate synergized with what others perceived. Powerful stuff.

 

 

 

 

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How Campbell Brown Made Me Cry.

August 1, 2014 · No Comments · Being a better teacher, Big Questions, burning questions, New News

These are the composition books that went into recycling.

These are the composition books that went into recycling. They didn’t change any students’ lives. Am I a bad teacher because these students didn’t see the value in their work and knowledge?

There is a Blizzard Entertainment computer card game I have played a lot this summer. Why? I don’t know. Why do you play Candy Crush sometimes? We are chickens pecking for grain, all I suppose. The game is called Hearthstone(TM), and it’s a lot of fun. Kind of. It reminds me of something Harry Potter might play, a magical card game. And, it’s just challenging enough to engage me in small doses, and simple enough to have a few “wins.” Players can choose to build decks from the standard World of Warcraft classes: hunter, mage, warrior, etc.But there is one deck that I hate to come up against, and that’s the Priest deck. I have been most successful with mages and paladins. But priests: priests are what gamers dub “OP” – over powered. They have several cards that destroy low cards, obilterate high cards, card spells that double the health of a card, steal cards from your deck in several ways, and take control of a minion. Every time I put down my  Ragnaros card (Duh! Ragnaros is an evil fire lord!) that deals 8 damage at the end of every turn, I hold my breath that it doesn’t get taken by the priest player. And inevitably it does. As much I have lost to priests so often that many times I’ll just hit the ‘concede’ button and go down a rank versus go through the protracted dance of failure. I know it will only end in tears.

This begs the question: why don’t I play a priest deck? I have, on occasion, but it’s not all that interesting. It’s predictable bullying, and not a fair fight. Give me a spicy round with a warlock using murlocs and imps any time with my frost bolts and polymorphing spells, and win or lose, game time was much more fun.

I’ve lost you, I know–there is a point here.

So, summer time. My summer break. Yup. Yup. Yup. I haven’t felt like reading, haven’t felt like doing much of anything, really. I didn’t want a list, didn’t want to accomplish anything, do anything, or think about anything. I’m not sure what’s wrong with me, but my usual busman’s holiday of creating hours of lessons and teaching materials went on ice for the month of July. I did some things, sure, things I wanted to do, like start a new blog, and purchases my annual stacks of composition books. I paid for those composition books out of my own pocket, instead of taking my sons out for some burgers or buying new cute shoes. Small issue. No big deal. We’re happy. It makes me glad to hand those composition books to students, and then years later have one wonderful student she still has hers. Worth every penny.

Toward the end of last school year, my principal wasn’t sure where she was going to place me. Since so many highly qualified teachers left our building (and many the profession altogether) I was one of the few who had double highly-qualified capacity to teach both social studies and language arts (ye old humanities, folks) but the stipulation would be I would go back to 7th grade. I sobbed at the end of last year, sitting in the young, new counselor’s office, expressing how I felt I was being ‘punished for being good.’ All I wanted, for my upcoming 9th year, was just two years in a row of not just consistency, but crafting and honing lessons. JUST ONCE, to see what’s it’s like to take reflections, copious notes, plans, ideas, and make it really start to click and work. I’m a ‘good’ teacher, and good teachers always want to be better. There is no raise, no bump in pay, so monetary rewards are non-exisistent. My principal told me when I stopped in her office that she (jokingly) didn’t want to hear me whine for another year, so I was staying in my 8th grade position.

Haha. Not quite feeling respected, but respect doesn’t come from anyone else in our fair profession.

So many teachers left our building, many because of health issues. One young man left after one year because he, well, just wanted to teach at an “easier” school. Can’t blame him. These teachers are not retiring, they are not middle-aged, they are not going off into the wild blue yonder–primarily they are young women who are being thrashed, harassed, and undermined at every turn. I myself just had two years of ‘mysterious’ ailments, both resulted in minor surgeries. (We’ll leave it at that.) There is buzz that there’s going to be a teacher shortage, that many who would have gone into the profession simply won’t, or leave after five to seven years. If not for the genuine admiration I have for my students and colleagues, and the collegial interactions I’ve offered, and gained, I’m not sure how much personal professional stamina I could maintain.

Teachers leaving or not entering the profession in the first place may have many other factors, too – changes in demographics, women are trending to be better educated than men (even though paid less) but the traditional female teacher is a thing of the past. What I fear is that teachers are going to be a thing of the past, period. Programs such as Teach for America are not all horrible, but they are a corporate avenue to get teachers in classes fast.  This has potential for high turn-over rate, which if Campbell gets her way, will be what happens when veteran teachers lose and have no voice. A high turn-over rate for teachers is harmful for students (and I thought she was doing this ‘for the children’). It’s harmful for adults, too. I and my colleagues have often joked that we felt like children of divorce we’ve had so many principals: six in eight years. As they climb up the educational career ladder, we dig their heels out of our skulls.

From Ingersoll’s paper, “Is there really a teacher shortage?”:

The data also show that the revolving door varies greatly among different kinds of schools, as illustrated in Figure 6.8 For example, high-poverty public schools have far higher turnover rates than do more affluent public schools. Urban public schools have slightly more turnover than do suburban and rural public schools. Private schools have higher turnover rates than public schools, but there are also large differences among private schools. On one end of the continuum lie larger private schools with among the lowest average turnover rate—about 13.5%. On the other end of the continuum lie smaller private schools with among the highest average levels—about 22%. -(Ingersoll)

Note that the highest turn-over rates are in private schools, so I dug a little deeper. Brown wants to abolish unions so that tenure is gone. All right. It is difficult to dismiss a ‘bad’ teacher, and thank goodness. It takes years of education, training, and continually investing in one’s career. My student loans are the tip of the ice berg. The pencils, paper, supplies, fees to take my boards, fees for multiple tests, thousands of dollars I’ve invested in myself as a professional, not to mention thousands of dollars of novels in my classroom library. I am not exaggerating. If I didn’t have a strong union behind me to back me up in case I get a vengeful administrator or sniping parent, I would have left a long time ago, have no doubt. The low salary vs. security is the trade off for many of us. In other words, I don’t mind being paid low for my level of education and investment as long as I know when I set up my classroom this fall my expertise and skills will be valued, and not having to stress about being capriciously fired. I’m too busy trying to emotionally disarm a student who jokes he has a gun in his locker. That’s stressful enough.

teacher

I felt this despondency the other day– my husband makes exactly three times what I make, and thank heavens. We are striving to maintain middle-class amenities. We don’t have new cars. We are trying to pay for our eldest son’s college so he won’t be burdened with student loans. I have the student loans in our family, upwards of $40,000. I keep having to defer them because of other financial crisis that pop up. I have three times the education my husband does, and make three times less. I knew this going in, I did. But knowing something and living something are two very different things. And it was fine for many years. There is the ‘profession’ of teaching, and there is the ‘job’ of teaching. I still love the profession, it’s the job that’s wearing me down. I’m doing my middle-class job and being told I stink. 

We teach so many lost children, and it’s my mission this year to make full-on concerted efforts to reach to parents more than ever. I will do whatever I can to support them, ‘have their backs’ as it were. Because no one else seems too, least of all Campbell Brown. Where is my team of lawyers to back me up? How can this group continue to tout itself as ‘for the children’ yet they are spending so much money that will more than likely further to marginalize children?

So when Campbell Brown gets on the Colbert Report and begins her opaque and condescending agenda about teachers’ unions, I cried. I startled my younger son, because we were all just hanging out and having fun, watching Colbert, laughing, and then she comes on. It made me sick with anger. It was what she didn’t say that upset me. In all of her dart-throwing, where were her answers? Tearfully dismantling unions, and then what? What next? Okay, kids! No more school to be hurt by all those bad teachers!! Her misguided agenda is dangerous. My flash point saw red, and that’s all there is to it. She drained my mojo.

Are there bad teachers? Of course. There are bad parents. Bad doctors. Bad principals. Bad people everywhere. People who run the gamut of simple incompetency to outright criminal acts. I had those bad teachers: the geometry teacher who drank gin and read the newspaper. The pot-smoking social studies teacher. My husband had one who sold hand-made jewelry.

Many of my conservatives friends say I’m too emotional. They start throwing rhetorical words at me like that shields everyone from the conversation. Here is who I am: I am an emotional person, and I am fair, too. I am do not draw my opinions along party lines, far from it. I draw my opinions from my own life experience, observations, research, and a uncanny sense of spotting someone’s shenanigans. Please do not think this has anything to do with plastic politics or labels. I know a dangerous person when I see her. And you should, too.

To be fair, maybe there are issues in New York state I don’t see. Maybe their unions are thuggish and slow to respond. However, the national trend of Common Core and (over-testing) national testing standards, and revamped teacher evaluations allow for scrutiny of teachers more than ever before. Meaning, Brown’s fighting ghosts. There are pay scales, equal benefits, and requirements, no matter whether we are at a ‘tough’ school or an ‘easy’ one. (Like children, I am not sure I believe in tough versus easy: all teaching is challenging.) We are held to the same standards. The new teaching evaluation system is crippling thorough.  I can’t share the materials, but I’m sure I can share a link –it is the Internet after all. The rubric for teachers’ evaluation is over 35+ metrics long with five categories. Is that what you have for your evaluations at your job? Or is it more simplified? Do you get a cost of living increase? I haven’t.

Ms. Brown: unions are not your enemy. But you are mine. However, I’m not going to worry about you. You can side-step where the money’s coming from, I get it. That’s what all over-powered people do – lie about funding, agendas, and stand behind prattle “it’s for the kids.” I’m going to put my energy to positive use – all I can do. And turns out, it’s pretty powerful. When it comes to effective teaching, like parenting, consistency, security, and maintaining continuity of culture. They will never meet another person like Mrs. Love.

 

 

 

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