Mission Possible hires
Following is an update on the status of the filling of Mission Possible positions in Guilford County Schools. I intended to write a brief story about this last week, but became ill, and don't want to hold off on it any longer.
Guilford County Schools had hired 318 teachers to fill math and reading positions at 20 schools as of Sept. 22, according to district data.
Sixty-nine percent of those positions were filled by teachers who had taught at the school the year before. Of the rest,
33, or 10.3 percent of the total, came from outside the school district
37, or 11.6 percent, were Guilford County Schools retirees or transfers from within the district
25, or 8 percent, were college graduates
4 were not employed in a school district the year before
It will be interesting to see during the next hiring cycle how many teachers come to Guilford County because they heard of this incentive. So far in my reporting, the teachers I have talked to had already decided to interview here before findindg out about the bonuses.
The school system has three years to demonstrate the effectiveness of its program at recruiting and retaining math and reading teachers, specifically those staffing low-performing schools. Mission Possible has been funded by the district, UNC college system and Action Greensboro.
Note: The schools affected include Smith, Dudley, Andrews, Central, Academy at Smith, Middle College at Bennett, A&T Middle College, Jackson, Hairston, Ferndale, Welborn, Fairview, Hampton, Oak Hill, Gillespie Park, Kirkman Park, Wiley, Washington, Parkview and Foust. Eastern and Southern High, which were later added to the list, were not included in this data.
Comments (17)
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Southwest middle lost two very good math teachers to Central. One of the new teachers is very inexperienced and is having a very difficult time fitting in.
Here is where the boards Map C scheme fails. Fragil kids were transferred up to SW. If you are a Math teacher at SW why not go to Central and get the money. You are going to have to teach fragile kids anyway.
Now we are left at SW with an inexperienced teacher that cant control the kids. All of those kids, fragile or not are falling behind.
What can we do? Who wins in this scenario?
Posted on October 12, 2006 12:26 PM
Here is something else to think about-- what about the teachers that were displaced, one's that didn't have positive growth in the past two years-- how are they doing in their new setting. I know that they have to take additional training, but how will we measure their competency in their new positions?
Posted on October 12, 2006 1:04 PM
What I am about to tell you is the truth - so help me.
A friend of mine called today to tell me about how her 5th grade daughter's teacher is teaching geometry this year.
Children were paired up with one another. In my friend's case - her daughter is math whiz and was paired with a struggling math student. Every child made flash cards today in class. Beginning tomorrow, each child will "quiz" his/her partner using the flash cards.
Here's the kicker - you have to do a good job teaching your partner because guess what - you switch scores on the math test!!!
Yes - you get your partner's score and he/she gets yours!
According to the teacher, if you're a good teacher, the other will learn and do well!
How's that for filling Mission Possible positions!
Posted on October 12, 2006 5:16 PM
The problem is that the school board needs to decide what they want to do.
Its either bus or mission possible. There is no point to remove good teachers from a school and then transfer fragile children into it!
Its so obvious. You cannot do both!
This just highlights a Board of Education that does not have "one" clear vision and mission.
Posted on October 12, 2006 6:07 PM
Quest,
a complaint needs to be made against that teacher.
This needs to be stamped out imeadiately!
Posted on October 12, 2006 7:04 PM
Quest,
This is how you close the achievement gap.
Posted on October 12, 2006 8:45 PM
quest,
I remember a former teacher of the year, Todd Cayton, made students pick a lesson to teach to the class. His point, he said, was that you retain/learn more from what you teach than just listening, memorizing, taking notes, etc.
Do you know any more about the teacher's plans? Is this a one time deal? Do the swapped grades count for a fraction of what they'd normally count?
Posted on October 13, 2006 10:37 AM
Quest:
I agree with the teaching methodology but have more than serious reservations about the grading. What a cruel punishment/incentive system for kids. Rarely do I not stick up for teachers, but this one has gone a bit far. I had a graduate class in middle east historical geography where the teacher did not teach a single lesson. Each student was responsible for 10 lessons that semester. It was intense and a great learning experience. It did not give us a single opinionated view, but an inquisitive exploration.
We were not responsible for others grades, but as a whole we learned far more than a single prof. could have taught.
This teacher truly needs to be reigned in. What school is this at?
Garth
Posted on October 13, 2006 11:45 AM
On the grade swap, what's to keep a kid from failing on purpose, knowing that the grade will not be theirs?
Posted on October 13, 2006 11:50 AM
Quest,
My concern is for the child that is sitting idle. It's great that we can teach our students to be helpful, etc... and the thrill for the one child to know that they've shared their gift of knowledge is priceless. If this is a one time deal, that counts for a small fraction of a regular grade, then I'm fine with it. But if this is a new innovative idea that the teacher employs over and over, I would worry for the child that is the "teacher". I always worry about the top achievers in this system. They sit idle far too much. I wonder what this little math "teacher" could be learning if she was given challenging work. I'm a firm believer that kids need a challenge. And I have no doubt that the teacher purposely paired kids so that one could teach the other.
What's the teacher doing while the students do her/his job?
Posted on October 13, 2006 4:17 PM
Okay I will admit that sometimes I am slow, but I went back and re-read Morgan's post...
69% of the mission possible positions were filled by teachers that were already there! So we pay these teachers a bonus to stay where they are.. at the school that is already in trouble.. but they get more money and now additional changes... how is that going to help those students gain more knowledge. I don't get it!!!!!!
Someone explain how this is suppose to help?
Posted on October 13, 2006 4:34 PM
who cares what fraction the swapped grade counts for!?!!
just like redistricting plans that SWAP kids
grades should NOT be SWAPPED
they should be EARNED!
our kids aren't baseball cards to be SWAPPED
neither are their grades
Posted on October 13, 2006 4:53 PM
To those who have committed to teach in "Mission Possible" schools:
GOOD LUCK. You're gonna' need it! Prepare to be a teacher, social worker, psychologist, police officer, truant officer, bodyguard, etc. Sorry, but it's not worth the $$$$$$.
Posted on October 13, 2006 5:26 PM
Thanks for everyone's concern. I've shared all of your comments with my friend.
It's funny - she asked her child what if her partner intentionally did poorly on the quiz? The daughter's response was pure surprise - how and why would anyone ever perform less than their best on a quiz?
The teacher, evidently, does paperwork while the flash card learning takes place.
The chid doesn't know if this is a one time deal or will continue.
I'll try to keep informed and report back - especially after the quiz next week!
Thanks to all!
Posted on October 13, 2006 6:09 PM
Spot on Debra!
Dont forget the internal transfers from SW to Andrews and Central.
The bussed up children might of had good teachers if they had stayed at their neighborhood schools. Now they are bussed and given crap teachers.
Ain't life grand!
Posted on October 13, 2006 8:15 PM
Truth,
One of my children was taught by one of the "very good math teachers" you speak of at Southwest Middle School!
Unfortunately, my youngest will not be said child has also lost quite a few friends this year in the redistricting. No worries though our kids will adjust and grow-up to tell their children to get over it.
Who can live in the North High Point without at the very least feeling mentally abused with wonder of what is next???
School Spirit is not all but gone...between redistricting, continuious threats of redistricting, the lottery. Who knows somewhere down the road the News & Record might have to start writing sport stories on how Page/Grimsley/Dudley/Smith WERE great rivals with tradition at some point we will no longer have any of that. But does it really matter???
Anyone have thoughts on the "new" principal at Southwest Middle School?
President Bush is coming to visit GCS! I’m sure the visit is to thank the Guilford County Schools Superintendent and Board for all the positive and grateful comments they have made on behalf of NCLB!
Posted on October 14, 2006 1:37 AM
Jennifer,
Why don't you get the name of the teacher and interview him/her? Then, you could write a colmun and tell everyone about it. Everyone should know about it. It's true that teaching a subject is a good learning experience. Maybe this teacher has a great new technique that should be shared with all. Then, we wouldn't have to speculate about it here. It sounds like a great oportunity for investigative reporting on the school beat, and you could ask him/her about the rationale for swapping grades.
Posted on October 14, 2006 9:37 AM