Anonymous wrote:
"New Post: Tucked away in section B-3 of today's Post Gazette, the Education Department releases the SCHOOL REPORT.
The Allegheny Intermediate Unit and Pittsburgh Public Schools who have histrically commented on such data ___ couldn't be reached for comment.
http://www.post-gazette.com/news/education/2017/10/27/With-little-fanfare-state-education-department-releases-school-report-cards/stories/201710270185 "
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83 comments:
I can't find my decoder ring. What do you see?
Most of the school scores are terrible. Horrible. Funny, but Mark Roosevelt said that all that would change under his revolutionary leadership. Relax discipline. Empower students. I wonder what happened. Could it be that Roosevelt, his staff, and his successors were all fakers? The data would seem to suggest that.
An old and cynical saying: The beatings will continue until morale improves.
The PPS version: Teacher beatings (both verbal and actual) will continue until scores improve.
According to PDE the Pittsburgh Schools who scored in the lowest 10% to 20% and there are quite a few are this year even lower. Why do PPS scores continue to drop with all of the resources that are available to teachers? Who is in charge of teaching and learning in PPS? How does PPS rationalize 70 to 80 to 90% NON-PROFICIENCY on the minimum competency skills that schools are required to teach?
PPS could not be reached for comment.
Could it be Dr. Hamlet is confused as to the meaning of " proficiency "? Wasn't it he who was graded by the school board as 'Proficient';the next level being 'Distinguished'?
11:07, you asked a good question. Why do PPS scores continue to drop? Let me give you two reasons.
1. Most PPS classrooms are chaotic, at least some of the time. And for some classrooms, it's all of the time.
Imagine you are teaching a 9th grade Algebra 1 class, and two students decide to chase each other around the room. What do you, the teacher, do then? Here's what you do. You take 10 minutes of class time and get those two kids settled down. That instructional time is lost forever. Then maybe another student acts up. More instructional time is lost, forever.
What you can't do is get any chronically misbehaving students removed from your class. That just isn't done.
2. Many PPS students have very poor attendance.
Classes like Algebra, Biology, etc. require daily attendance. The student has to be there every day in order to do well. But many students miss one or more days a week, every week. Imagine you were had a job where you missed one or more days a week, every week. How long would you keep that job?
There are other reasons for poor test scores, like lack of parental involvement. But I only mention the above two because they are the ones schools have at least some control over. A strict discipline policy would help, a lot. And a strict attendance policy would help, a lot.
I agree completely with 4:37--and I'd like to add-- this happens long before the student gets to Algebra-- this is going on every day in elementary schools- where there is even less of a chance for the student to be removed from the room. And when it comes to assault, if the student is under 10 there is no legal recourse. So the student is back in the next day, or the same day.
Also every keeps saying it does no good to remove them from the class room. Possibly not for the disruptive student-- but it does a lot of good for the student sitting there day after day witnessing this. The student who feels nothing is done; the student who is frightened by this behavior.- they definitely benefit and will say so, when "blank" is out for 3 days. They will express joy! They deserve an education, and their scores are suffering because they cant just ignore the disruption.
Teaching and learning happen every day at the Childrens Museum. Hands-on. Interactive.
5:54 and when the novelty wears off, the learning becomes too demanding, the child is redirected etc, the disruptive behaviors will occur at the children's museum too.
Yes 5:54PM. Kids will choose that every day in every way over misbehaving and truancy.
May every classroom be a 'museum'.
"Teaching and learning happen every day at the Childrens Museum. Hands-on. Interactive."
Yes, 5:54, that's very true. But it's not the kind of learning that the state tests for. Museums give their visitors exposure to general information. That's good! But visitors learn nothing in depth, and acquire no real skills.
The state will not ask a high school student to name a big dinosaur. But the state will ask a high school student to solve equations like (3x - 4)/3 = 7x +2.
That's serious business. Hands-on discovery approaches might work, given enough time. But classroom time is very limited. And the state expects schools to cover a lot of specialized material in that limited time. Bottom line: you cannot run a classroom like a museum.
We are talking about minimum competency skills that schools are required to teach. Bottom line. They can be taught in a museum or a one room class room or the local pizzeria. Pick your venue... but teach them. As 11:07 posts: There is an abundance of resources available for teachers.
There schould be no excuses why teaching and learning are not happening in our schools. Period.
A must read for every classroom and child. A story of resilience and drive. The venue? A garage. http://www.post-gazette.com/sports/steelers/2017/10/31/JuJu-Smith-Schuster-is-more-than-bicycles/stories/201710310096
Basic minimum competency skills elevated JuJu to 'distinguished'.
I think it was in 2001 when at a public hearing a parent said, "Pittsburgh Public Schools offers a good education to those who wish to receive one." Sixteen years and we are still discussing behavior in the classroom as a deterrent to all kids learning. Don't condemn a parent who gripes about her kid being robbed of quality learning by kids who come to school with the primary purpose of disrupting the process. Don't accuse her of a lack of compassion. For some parents this blog is the only opportunity to express concern without fear of criticism. How many experts were brought in within the past decade to advise admin on classroom control and creating a learning environment conducive to all kids making progress? I tip my hat to the senior teachers who have stuck it out and still hope to help all students succeed.
5:33, I am not in the business of education and wonder what a resource looks like? Is it a text book or a team building strategy for the kids or is it a teacher's aide in the room specifically to keep order?
retired 40 years in PPS-- and I know that there is NO "resource" that helps when a critical incident interrupts a class. So, obviously we need to prevent, or remove in a timely way. This has to be an intervention of another adult--teacher needs to be... teaching. That teacher has worked hard to make often difficult concepts into knowledge for students.
Yes, the teacher has some ways of dealing with minor disruptions and getting back on task-- but the big blow-ups really distract-- as a adult, you would be distracted if a co-worker- struck another co-worker, etc.
The PDE web site is what a resource looks like. Filled with valuable information and guidance for students, parents, and teachers.
What advice does the pde website give for controlling disturbed or disruptive students so everyone can learn? Or for making up time lost due to disruptions? Or preventing disruptions?
The answer is inside of you. Find it. Follow it. Fear not the ripples.
You are your own best resource.
"Teaching" so that children/students are "learning" is the responsibility, the job of the teacher. If you can't do that, find another job. Teaching is not for you. Once you accept or reject that responsibility, your life will begin to move in a more successful path.
So 95% or more of the teachers in troubled districts should find another job? Then what?
Take the leap. It will be "TRANSFORMATIVE"
The best cure for disruption...is disruption. Yes. All 95%.
So you think it never occurred to these teachers to marshall their inner resources- they need someone like you to suggest it- and if that doesn't work they are defective and must be discarded (all 95%+ of them).
What struck me about the report is the rapid decline in enrollment. Just over 22,000 is a real problem for the whole city. Yet, Mr Hamlet nor Mayor Peduto have commented? I think they believe that if they don't acknowledge this mess, no one else will notice. Even the Pgh media barely seems to shine a light on public education.
PPS will continue to be a section B-3 story if 95% of teachers are fearful of losing their jobs if they do what 'needs' to be done. Basic minimum competency skills. Lord have mercy.
No one said 95% of teachers fear losing their jobs. You do see teachers leave for environments where enough order is maintained for them to do their jobs, whether it is s suburban, parochial, charter or orderly city traditional school.
When teachers need someone else to "maintain" the classroom environment so that there is order they are in fact useless as teachers. If thy have not buitt relationships and credibility with these young people, yes, they lose their jobs since they are incapable of the task at hand. I wonder why they see themselves of incapable of maintaining order. If they can acknowledge the the problen they might be able to find the answer.
There doesn't seem to be a lot of firing going on- probably because success is not as simple as using best efforts to build relationships.
Questioner you are missing the point of this posting: the schools are failing to educate our children on the minimum competency skills required.
Teachers are required to teach these basic proficiencies. If they fail to do so, year in and year out, then maybe they should look for another profession in which to succeed.
Rather than looking for another profession, they may just move to another school where they can focus on teaching. There just do not seem to be enough individuals who can overcome the most challenging classroom obstacles. Rather than churning through a revolving door of candidates, it may be more effective to address the obstacles directly.
Anyway, this line of discussion began with a mention of abundant resources offered by the PDE. Are there pde links available describing research into and methods for handling the most difficult classroom interferences with teaching and learning?
I am sorry 6:52 I have to ask where you have come into contact with children? Perhaps knowing your background might help in understanding how you are so optimistic where kids in classrooms are concerned. When my daughter was in high school I recall being worried for the safety of a few teachers. Kids react too quickly and there is almost never time to hit the reset button to have a conversation, to deescalate, to immediately regain order. Please tell me how you would recommend someone stop a student from pounding another kid in a classroom? If a kid stood up and started tossing books or stormed around yelling what does a teacher do?
Questioner. If one needs to find a link on a web site in order to manage their classroom then maybe managing a classroom is not for them. Leadership is instinctual. Knowing what needs to be done in a classroom is instinctual. Good teachers have good instincts and those instincts are the link to successful teaching and learning. As a previous post suggested:the answer is inside of you.
Students on day one can take a full measure of a teacher and know whether they can toss a book.
Leadership can be seen. Students can hear it in your voice. They can feel it in your presence. And they will follow.
There is a commercial currently running that features an African American man dressed in suit and tie and exiting the local supermarket. Without any words he steps onto the back of a shopping cart and rides into the sunset. The sound recording is " Here comes your man "
He exudes 'leadership'. I'd hire him in a minute.
Questioner was not the one who suggested that the PDE website would provide the necessary resources.
Questioner did however witness an incident involving a caring teacher well respected by students, with years of experience, with leadership in voice and presence. An angry student walked in and swept everything off the teacher's desk, onto the ground. Although not the case in this incident, sometimes teachers' classes are disrupted by students they have never even met.
Think about the various principals and administrators who have taken health leave over the years, often for stress or other emotional issues. It was accepted that these individuals were not in a frame of mind to perform their jobs. Now think of the myriad of students facing equal or greater levels of stress, distress and trauma. How often are they given a leave and provided with professional help, and how often are they just sent to school as always, unable to function in their jobs as students? Teachers are not mental health professionals, and in any event are already occupied teaching.
As for the man riding a supermarket cart, that is exactly the problem- the superperson you are seeking is fictional.
What are education majors being taught now in college? Are there new, innovated techniques, theory's, applications that are tried and true? If a teacher in the PPS had a wish list, what would you do? What would you change? I'm not an educator nor a lawyer, but I would enact mandatory participation by parents and then escalated punishments for non compliance. I know that in this country our laws don't allow that, but I would use all resources to take it to the limit. When PPS declared a push for better attendance, was there a plan and was it enforced? Public schools are too soft and could take a few lessons from privates.
In my Catholic high school teachers didn't often form relationships with students (there were one or two INAPPROPRIATE relationships) and at least 90% of the teachers were not inspirational, entertaining or memorable in any way. Still everyone pretty much learned and did what they were supposed to. Don't remember any classroom disturbances.
So questioner finish the story that you witnessed. What happened when the angry student walked in and swept everthing off the caring, well respected teacher's desk, onto the ground?
The student took off and the teacher went after him- the teachers voice, presence and leadership weren't enough to prevent this event.
Let me tell you a similar story. Once the angry student swept everything off the desk there was total silence. One could hear a pin drop. It remained so for some minutes. Long enough for the angry student to be receptive to a teaching moment.
The teacher asked the student if there were any classmates that he could ask to help him pick up those items that were now on the floor. There were none.
The teacher then asked if there were any students that would help her do the same. They all jumped out of their seats ,lifted everything to the desk and returned to their seats.
Nothing more was needed and a conversation between the teacher and student came later.
Why didn't the student's read of the teacher on day one prevent the event from ever happening? Anyway, when the student runs away (shouting, as I recall) the situation is different.
Questioner you again missed the 'teaching moment'.
Signing off here.
No, the teachable moment is appreciated but as noted that's not always possible, or sufficient. There will be deeply troubled students who, once items (those that aren't broken) are replaced on the desk, knock them off again.
Prevention #1
Keep your eyes on your students. Never have your back to them. If needed write on chaulk board before class begins.
Anon at 12:09:
That's a lovely story. However, let's look at it through the lens of the other kids in the class. Sure, they respect their teacher and come to his/her aid. But before that, they've had to watch the spectacle of a kid acting in an out of control manner -- in an ordinary PPS classroom that is likely to set off a couple of other kids at a minimum to the extent that they will not be learning much for the next half hour or so while their adrenaline levels subside.
The instructional time has been interrupted. From the time the angry student enters, knocks off the stuff, the "minutes" of "pin drop" silence, the two requests, the cleaning up time, and the call to get back to teaching and learning the actual content -- say 10 minutes, total time. In a 40 minute period, 25% of it has now gone to a behavior issue.
There are kids in that class who feel sorry for the teacher and what s/he has to go through, but they also resent these interruptions of their education. They wish that they could go through a whole school period or day (or even week!) without these sorts of interruptions. They know that they are being shortchanged educationally. But, because they have impulse control, they get LESS attention.
No one is short changed educationally in a " teachable moment ".
9:48-- this is the essence of the problem-- the behaving kids just dont have enough time on task to learn what is necessary. Even those who say "good teachers can maintain their classes" every teacher will tell you that some time is taken away from lessons. Not in all classes-- our AP and gifted classes are studying, learning, apply to colleges, using the promise, etc.
But the mainstream kid deserves to have a full class period to learn something. The "shoulds' are easy, but that sitting day after day waiting for the "other shoe to fall" of disruption is just sad. I've had kids say, " my heart starts to beat fast when he does that"- and that was in the cafeteria. So, I let that child sit near where I stood, and promised to protect him and we made it through lunch. Of course the constant disruption broke out again as we traveled the hall, and my buddy clung to me-- but if that is your child's daily life-- no wonder enrollment is down.
I believe our schools do have better learning than homeschooling, parochial, private etc. I've gotten students from those schools- not so great in academics. But if I ever feared daily for my child, I'd pull them out-- that isn't right for anyone.
and all moments are teaching... even in the silence.
I surfed the DOE web site and maybe I missed it but what is the ranking of PPS and the whole state in general? Anyone have an easy link? Thanks.
"all moments are teaching... even in silence" It is VERY clear you are NOT a teacher but have strong opinions on how we can do our jobs. I welcome you to come to my school as a guest teacher for the day. Actually I encourage it. Most of our subs quit before the end of the day and at least 2-3 teachers during the school year. We need someone like you to show us what to do and how to incorporate teachable moments. If your serious I will send you my contact info because I am dead serious. At some point, of course when it's so out of hand that society is wondering what happened, you, along with the rest will realize kisses and butterflies do not solve or fix problems. Sometimes, we actually have to tell a child 'NO' and sometimes we have to hold students accountable for their poor behavior because that is a TEACHABLE moment as well. learn from your mistakes, fix your mistakes, apologize for your mistakes, think about your mistakes so that you don't repeat them.
Your lesson for the child....... the child knocks items off of a teacher's desk and the teacher and other students were the ones to pick up the items!!!! Everyone else is responsible for your actions!! THIS IS WHY OUR SCHOOLS ARE FAILING
It is subtle but in the silence the lesson learned was that he had no power. He had no followers. It is a critical thinking skill that teachers are required to teach. Cause and effect.
Just made the first pass of the Report to the Community and holy cow, the chronically absent!!
7:00 AM- I noticed that too. Some schools are in the 60% range! Absenteeism, what is the policy? Are there clear, incremental steps to correct that behavior, including the parents duty to obey the law that they MUST send their kids to school?
Again. Out of 500 school districts in Pennsylvania, PPS ranks?
The teachable moment here is that if you were a teacher with genuine and authentic insight into who your students are, what they bring to your classroom, and students recognize and are transformed by that, YOU WOULDN'T HAVE HAD THE BELONGINGS ON YOUR DESK THROWN ON THE FLOOR!! End.Of.Story.
YES! Teachers who have "genuine and authentic insight" will be remembered and respected by students at that time and in that classroom and 40 years into the future! Kids know when people care and have their best interests truly at heart. They never abuse that teacher in that classroom. NEVER ABUSE! EVER!
Thank you 6:26 for making that point!
8:02! How insightful you are. That's just like being a parent, right? If theyparents are "genuine and [have] authentic insight," then their children will always do just as they're told and NEVER, EVER be angry at their parents and the limits that are set. Never slam a door or huff off yelling or anything like that.
Certainly no child between the ages of 5 and 18 would ever act irrationally (just like adults never do, except for those awful teachers you are on about).
Even children who have mental health issues, unstable home situations, or have faced trauma and loss would never act out or disrupt, especially to a teacher they feel close to, heavens no, they'd never pick a "safe person" on whom to test the limits.
All children, at all times, have impulse control, no attention issues, are well-rested and eager to please the adults around them, love learning even when it's difficult and involves fixing mistakes and redoing work, and always create a positive learning experience for their peers.
Got it. I sure do wish you could be a teacher in every classroom and a parent in every home just to show everyone how there would NEVER EVER be any problem.
9:31's exaggerations slam this/her point home for many, but not everyone is so abused by students. Do you ever wonder what makes the difference? There is a real difference.While you have probably captured the sympathies of many others who are similarly trapped in situations that are clearly untenable for themselves and their students. Some, I'd say most, teachers find teaching the most rewarding of all professions! Some NEVER EVER have the experiences that you describe. To what would you assign the difference?
What makes the difference for teachers who find Teaching the most rewarding of all professions and "never ever" have the experiences that are described by 9:31----many of whom have the same students or students with similar behaviors?
Having been a teacher in both comprehensive and magnet schools, the bottom line difference is your students need to know you believe in them...in their ability to achieve. That may sound so simple or so cliché, but it's true. And let's be realistic, even your best child will have a moment of rebuttal or defiance. It's what helps children find their voice and test boundaries - assuming there are boundaries. Our students are the same. What's different is how we handle those moments. I have had students flare up/act out/disrupt in my classroom for many reasons about various circumstances. I addressed each circumstance by first, not taking it personally. Once you are convinced this is all against you, you're doomed. Then, I let the student know that the only person who is causing him or her to get in trouble or get sent out of the room or to the office (if they even accept them)is "themselves" because I would say "I want you to be a part of this class. I need you to share your thoughts and contribute to this learning. I don't believe you woke up this morning intending to cause a disruption in my classroom. Let's start over." or something along those lines.Anyway, I really have a true understanding of my students, have a clear handle on and confidence in the content that I teach, and when my classroom door closes for some 40 odd minutes I ONLY expect their highest efforts and their utmost respect between teacher and student AND between student and student - and they know that, accept that and trust in that! In my view, that's the difference.
THANK YOU FOR SHARING 19:471
It is great to hear from teachers on this blog who a clear, confident and insightful perspective on students. It is a mutual exchange of expectations , support, and possibilities of success for each that are felt by students every minute of the time spent in classrooms with such teachers.
I'm sure that there are many other teachers who could share behaviors that create classroom experiences where students and teachers share success because of mutual respect is the reality.
My main complaint with Pollyanna anonymous is the use of absolutes. "No good teacher will ever have a behavior problem" is just not true and to hold it up as an example of what good teaching is does a disservice to all teachers.
10:47 on the other hand points out that there are ways to minimize disruptions, though not always successfully. To believe in Pollyanna anonymous, you would have to assume that 95+% of teachers are bad, based on current conditions in schools.
I think it also has to be mentioned that some teachers have well-regulated classrooms in which little learning goes on. That is, they come up with activities that keep kids occupied but don't necessarily teach them much of anything. Same goes for computer programs for test-prep, reading comprehension, etc. The kids may be sitting there choosing answers and not being disruptive...but not actually learning.
It's a more complex world than Pollyanna would have you believe. If a new teacher were reading here and thinking that just thinking the best of your students was all that was needed to be a good teacher is going to be disillusioned quickly! That is a starting point for good teaching, but it's not anywhere near the whole thing!
So 5:04, teachers coming up with activities that only keep students "occupied" instead of teaching them anything is either a jab at the ability of some teachers to actually create relevant, rigorous lesson plans OR a plug for managed curricula where the planning is taken out of the teacher's hands.
On your final point, " thinking the best of your students" isn't just only a starting point, it is a constant companion of good teaching. A brilliant teacher does not provide effective instruction without knowing the best strategies needed that result in learning taking place...with the foundational assumption that any and all students are capable of learning.
Heads up new teachers! If you didn't learn this in your educational courses then learn it on this blog: Thinking the best of your students is a cardinal rule of teaching.
#Notpollyannary
Well first off, I'm pretty sure that you're not the Pollyanna of "just some loving care and a devotion to PDE standards is all anybody needs" fame. (10:47 doesn't sound like Pollyanna Anonymous either.)
Yes, I have seen SOME teachers with good classroom control who don't teach much. It's a jab at the idea that a well-controlled classroom is the only thing you need for good education to happen. Excellent teachers have good classroom control, BUT a well-controlled classroom is not the only thing needed for education. There are aides monitoring detention who can control a classroom and have good relationships with the kids, but that doesn't mean that an in-school detention room that's under control is also filled with learning.
Generally only the worst teachers are improved by a script. Scripted lessons usually end up to be disjointed at best and nonsensical at worst.
So, to clarify your misreading, the good relationship with students and their belief in your goodwill toward them, is NECESSARY, but not SUFFICIENT for good teaching.
What's NECESSARY for good teaching is...really good teaching that exemplifies expertise in and commitment to the art and science of doing just that. All the rest should (and I emphasize "should") follow. Mind you, good teaching cannot flourish in a vacuum. Supportive admins, vibrant school culture, consistency and accountability, etc.,etc, are actually what's NECESSARY.(The word SUFFICIENT is so limiting; doesn't imply growth.)
#Nottryingtobepollyanna
For those who request the PPS statewide academic RANK, we do know from the accumulated data for the last 10 years that PPS RANKS AMONG THE 30 LOWEST-ACHIEVING PA DISTRICTS IN PA. This puts them within a rank of 470 out of 500.
We also know from the available data that this year's scores for Pittsburgh's lowest- achieving schools in Homewood/Hill are as low or lower that in previous years. DECLINE in PPS achievement since Mark Roosevelt's regime has been alarming!
This may not be specific enough for some, but Pittsburgh has declined since the rejection of Department of Ed's resources to assist them in the alignment of PA Core Standards to relevant content/curricula/instruction, in understanding and 'rollout' of basic minimum competency skills that are needed for students to be "proficient." Professional Development for teachers is desperately needed in Pittsburgh Public Schools (PPS).
If memory is correct, about a month ago the PG reported achievement gains for the first year with the new superintendent. Declines during Roosevelt years continued during Lane years.
11:13, Thank you for addressing my question on PPS rankings. Has it gone up or down since Roosevelt, since that seems to be the benchmark for all things PPS?
THe benchmark is performance after Roosevelt/ Lane since those administrations had pretty much the same approach.
Accountability for meeting PA Standards as designated by PSSA in 2003 was the criteria used in the early years of State Assessments. PA began the move into Academic Standards in the later 90's, so PA was a bit ahead of the national move into Common Core. Three years ago the PSSA was modified (approved by Common Core) and schools were given three years for implementation before being held accountable for the results.
It is now three years past the newer "modified" PA Core---so improvement was expected this year. That did NOT happen in Pittsburgh BECAUSE of ROOSEVELT'S REFUSAL to allow PA's abundant RESOURCES to be accepted and implemented in Pittsburgh.
The promise of Gates/Broad money and the inside political power track WAIVED Roosevelt (thus, PPS) from having educational background/experience needed for a Superintendency. Roosevelt (and partner Lane) then took over and disengaged themselves for the PA Dept. of Education. The effect was to deny Pittsburgh's students access to sufficient knowledge of or success with the revised Standards which are required assessment tools for all PA schools.
Pittsburgh dropped precipitously in academic achievement over the past three years largely due to the lack of knowledge/understanding by our educators of the revised PA Standards.
The current situation does not mean that we can't now provide the Professional Development needed by all PPS teachers so that each and every one of them has a mastery level of the Standards that they are required to teach.
Teachers cannot teach what they do not know. Teahers: Know the standards-----teach them in relevant, engaging curricula and Pittsburgh's students will SOAR
It appears that teachers know what they need to know to teach the material to kids at some schools, but the results are different at other schools. Results are correlated with levels of poverty and trauma. The state should be offering resources specific to teachers working in demanding situations. The resources should be rigorously evaluated in advance and shown to work in these most demanding setting gs.
Poverty and trauma, contrary to the popular blame game of some/many, are NOT the cause of poor academic results. Teachers' skills and attitude can not only overcome student academic problems but can provide a focus that allow students to find "success" in another context.
The results year after year demonstrate that our teachers (more specifically PPS teachers) Do NOT "KNOW what they need to know to teach the material". Such "material" as it is refer to here would/should/could be the PA Core Standards that are missing in too many classrooms in PPS. Teachers NEED Professional Development--lots of it to make up for many years of wasted time.
Teachers will need to demonstrate mastery of "core standards" before they can teach them. Resources for such are plentiful and are rigorously used by teachers who are successful in classrooms where students need learning to replace the poverty and trauma outside of the school. Many fine teachers accomplish this every day in "demanding situations."
The teachers come from the same schools and the same training programs. They know what they need to know to teach students in suburbs, private schools, magnet schools. Agreed that there are additional skills needed to teach the same material in more challenging settings. Does the PA Dpt of Ed provide proven instruction and resources in this area? Other building and classroom support can also help. It is not blaming the victim to note that in some settings extra support may be necessary for students to succeed.
Teachers can only know or master that which they have an opportunity to learn. When a district such as PPS, does not allow time for PD or provide or use the resources provided by PDE, strategies, standards and various techniques that district, in this case PPS, puts teachers and students at risk. If you are a PA teacher, PDE will work to meet your individual needs if you have not rejected opportunities for improvement tailored to a district's needs. So YES, PA Dpt of Ed does provide proven instruction, resources, and classroom support for anyone interested. PDE even requires this for the most struggling districts. PPS has not only opted out, but somehow defied what was required for other such districts. Hopefully, you will support the new Superintendent and his team as they work to put PPS back on a successful track.
Success will not happen for PPS unless PPS has, at least, minimum involvement with the PA Core Standards and related resources. Its a new day, new administration, and hopefully new thinking and new spirit of collaboration----for the sake of students.
Teachers DO NOT come from the same schools or training programs. There are many, many different ones, especially in Pittsburgh.
Which districts in PA with a high percentage of impoverished students have successfully taken advantage of state dpt of education resources? What evidence is there to show that these resources lead to success in high poverty schools or districts?
So the problem is that Pps hires teachers from colleges and programs that do not prepare them well, but the suburbs, private schools and magnets hire from different colleges? Why wouldn’t Pps just hire from the best programs? Why would all the grads from the good programs decide not to teach in Pps, when teaching jobs are in short supply?
Poverty is not the cause of low achievement, Questioner. Put the call out to Districts. They should be able to claim their own success, don't you think? Surely, there are PR posters who can help you out with this or use your research skills to check it. It will take research that is authenticated.
A high percentage of PPS teachers were trained in Pennsylvania. Does the state or appropriate certifying organization need to refuse to accredit all of these colleges and programs for graduation unqualified teachers?
If anyone know of a high poverty district that has successfully used dpt of ed resources to bring students up to standards, please post!
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