Kaya Addresses Teacher & Principal Turnover in DCPS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

1. Yeah, but just how many receive that rating each year. 92% of 10 is not alot when your talking about teacher retention. (I'm sure the number is higher than 10. Just making a point.)
2. Does the $25,000 bonus that comes with the rating require them to return for another year in order to receive it?
3. Aren't the majority of those people in the more selective schools? Or those with more motivated students with fewer discipline problems? It's not hard to be rated "Highly Effective" at Banneker when a portion of your evaluation is based on student scores.
4. It doesn't say much that a "Highly Effective" rating and the perks that come with it couldn't keep almost 10% of the teachers in the District.

I am a teacher and was Highly Effective last year. Yes, you need to return for another year to receive it. I still haven't gotten my bonus yet from 2014-2015 SY (My bonus isn't 25,000 it's 2,000).

Even with that they can't get a 100% return rate for H E teachers.

Why $2k over the $25k they keep advertising? What does one have to do to get the maximum?

PP here. I'm pretty sure you can't get $25k currently because to get a bonus that high you need to be from one of the 40 lowest performing schools, teach a high need subject (SPED, ELL, etc.), AND have your IMPACT based on test scores. Since we switched from the DC CAS to the PARCC, test scores for the first two years don't count for your IMPACT and thus bonuses are lower. I work in a low poverty school and am a gen ed teacher so I don't qualify for a bonus above $2k.

Can you also speak about the stipulations that come with accepting the bonus money? Most people don't know that you are waiving your rights for representation and other protections.

PP here. Taken right from IMPACT's guidebook:

Are there any conditions attached to
accepting this bonus?
Yes. After accepting the bonus, you will no longer have access
to the “extra year,” early retirement, or buyout options if
you are excessed at any time in the future and cannot find
a placement at another school.


I am lucky enough to be at a school where my leadership team respects and supports me and I feel confident I won't be excessed. Many teachers are not in that boat.

Thank you.

Would you mind sharing which school you're at? A ton of teachers are looking for schools with supportive admin. How's the turnover rate there? If you post your school, warn your principal s/he'll be getting tons of transfer requests.

Janney. Teachers leave because husbands get jobs elsewhere, they want to be a SAHM, etc. Although I will say a huge misconception is that we don't work hard because of our population. I work 12-14 hour week days and most weekends for a full day.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

1. Yeah, but just how many receive that rating each year. 92% of 10 is not alot when your talking about teacher retention. (I'm sure the number is higher than 10. Just making a point.)
2. Does the $25,000 bonus that comes with the rating require them to return for another year in order to receive it?
3. Aren't the majority of those people in the more selective schools? Or those with more motivated students with fewer discipline problems? It's not hard to be rated "Highly Effective" at Banneker when a portion of your evaluation is based on student scores.
4. It doesn't say much that a "Highly Effective" rating and the perks that come with it couldn't keep almost 10% of the teachers in the District.

I am a teacher and was Highly Effective last year. Yes, you need to return for another year to receive it. I still haven't gotten my bonus yet from 2014-2015 SY (My bonus isn't 25,000 it's 2,000).

Even with that they can't get a 100% return rate for H E teachers.

Why $2k over the $25k they keep advertising? What does one have to do to get the maximum?

PP here. I'm pretty sure you can't get $25k currently because to get a bonus that high you need to be from one of the 40 lowest performing schools, teach a high need subject (SPED, ELL, etc.), AND have your IMPACT based on test scores. Since we switched from the DC CAS to the PARCC, test scores for the first two years don't count for your IMPACT and thus bonuses are lower. I work in a low poverty school and am a gen ed teacher so I don't qualify for a bonus above $2k.

Can you also speak about the stipulations that come with accepting the bonus money? Most people don't know that you are waiving your rights for representation and other protections.

PP here. Taken right from IMPACT's guidebook:

Are there any conditions attached to
accepting this bonus?
Yes. After accepting the bonus, you will no longer have access
to the “extra year,” early retirement, or buyout options if
you are excessed at any time in the future and cannot find
a placement at another school.


I am lucky enough to be at a school where my leadership team respects and supports me and I feel confident I won't be excessed. Many teachers are not in that boat.

Thank you.

Would you mind sharing which school you're at? A ton of teachers are looking for schools with supportive admin. How's the turnover rate there? If you post your school, warn your principal s/he'll be getting tons of transfer requests.

Janney. Teachers leave because husbands get jobs elsewhere, they want to be a SAHM, etc. Although I will say a huge misconception is that we don't work hard because of our population. I work 12-14 hour week days and most weekends for a full day.

That's awesome! I'm thrilled for you and your colleagues. Who cares about the misconception? You're doing your job.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Kaya's either full of bologna or so lacking in self-awareness it's shameful.

According to her, "If every year you (principals) are replacing a third of your staff, something is wrong...We look at that, we have conversations. .?.?. ” While I agree with this, she needs to be just as real about the fact that losing so many teachers (many of them new to the District) indicates there's something wrong with DCPS. But she doesn't have the wherewithal to face that conclusion. Instead, she poo-poos the reasons teachers leave. Apparently, too many "romanticize" what it means to work in an innercity. BS. Many have worked in innercities. What they didn't expect was the out of control student behavior that comes with no consequences, threats to their safety, that they wouldn't actually be able to teach because so many students are disruptive and disrespectful--with the blessings of the school leader and Henderson. (Because let's face it, if as a school leader you're not punishing the behavior, to the students it's as if you're condoning it. So it gets worse.) Not to mention unrealistic expectations of what teachers should be able to accomplish in those pipelines to prison they call 'schools'. Then there are administrators who's sole goal it is to keep their jobs and reputations. To hell with actual student achievement or an environment that is conducive to teaching.

She also claims that “Instead of being a district of last resort, we are now a place where teachers want to come."
1. So what? If those teachers come and then leave, who cares that you were the first choice? Now you're the first place they dumped before Sept. 1. (Dunbar, Hardy MS, Roosevelt and Ballou all had to replace English teachers already. More than one in a few of the schools. Two of the schools before the 2nd week of school. Two still have vacancies. That's a key area. These are the schools that I know of. I'm sure there are more.)

2. Many do go into DCPS as a last resort. Trust me. They couldn't find jobs in Va or MD but DC has openings. But even those people leave.

She makes the claim that 92% of the teachers rated "Highly Effective" stay.

1. Yeah, but just how many receive that rating each year. 92% of 10 is not alot when your talking about teacher retention. (I'm sure the number is higher than 10. Just making a point.)
2. Does the $25,000 bonus that comes with the rating require them to return for another year in order to receive it?
3. Aren't the majority of those people in the more selective schools? Or those with more motivated students with fewer discipline problems? It's not hard to be rated "Highly Effective" at Banneker when a portion of your evaluation is based on student scores.
4. It doesn't say much that a "Highly Effective" rating and the perks that come with it couldn't keep almost 10% of the teachers in the District.

She also touches on the fact that fewer AA teachers are choosing to go into or currently exist in the District. I'm all for hiring based on skill over color. But I think Blacks are sick and tired of dealing with the disrespect that some of those kids wouldn't give to Whites in equal measure. (SOME. There are kids who don't respect anybody.) I think many also go in wanting to help "their own" but begin to see it as a lost cause. So why bother? And let's not pretend the non-Black teachers don't flee after a few weeks, months or years either.

I agree with a lot of you key points but I respectfully disagree on a couple of the points you made toward the end. I will use bullet points to address your questions and misconceptions:

-I agree that the bleeding of staff and principals is a serous concern that is being brushed off by Ms. Henderson. You are right, it speaks more to her leadership than to the ability of the people who are working "beneath" her. Many of the bad apples are the principals who were hired by Michelle Rhee. Now I know that there are Rhee fans out there but honestly that broad had no idea what she was doing (admittedly) and DCPS was a big ole' experiment to her. I was just reading about the whole cheating scandal that was also swept under the rug. DCPS is clueless, corrupt, and ineffective with creating leaders who are competent and caring. Ms. Henderson plays favorites as do her Instructional Superintendents, and the Principals under them. It is a sad, sad, system that is unfair and poorly managed.

-I also think that Rhee's ideas were all short term solutions that are unsustainable and after more than 5 years we see how they are all falling apart. IMPACT managed to "clean out" who Rhee considered the bad apples. Henderson managed to recruit the best of the best teachers from around the country. Yet, these teachers -these new recruits who were highly effective teachers in throughout their careers are coming to DCPS to be told that they don't know how to teach! A district with dismal numbers of students who can't read or write. DCPS is a testing mill. The schools that do well are the schools that churn out enough students to read test questions, but can't and won't read for pleasure. Someone needs to ask to see the TRC scores of students to see what reading rates are really like. DC-CAS and PARCC are drilled. But are their teachers really allowed to simply teach? That would be apparent from more than test scores.

-Cornerstones is a joke! Want to know why? Ask any DCPS off the clock. Wonder why more DCPS teachers don't speak out? Retaliation. And the union very rarely does anything to help teachers. We have read Candi Peterson's blogs. She is content with her position and as long as Henderson and the rest of crew are churning out miserable teachers then it keeps her and Liz Davis employed.

-A misconception is that the student disrespect is why teachers leave. Really it is the disrespect from the administrators that drive teachers away in droves. Many of these principals are bullies who not only abuse their staff but won't release them when they try to leave. Someone should have asked how many teachers in the district are even rated highly effective none the less effective. The numbers are abysmal! We have seen the stories of schools that have been turned around. Where students are taught to respect the space and the teachers in it. It has to come from the top. If DCPS can't keep a principal then it isn't going to happen. People need to pay closer attention to the high turnover rates at schools. It says more about the effectiveness of the leadership than the teachers. Teachers expect dealing with the students to be difficult. They don't expect not having the support of the administrators.

-As far as the appeal of DCPS in recruiting new teachers is concerned I feel as if the recruiting team does a great job. The quality of teachers brought into DCPS is impressive. The quality of teachers who have been in DCPS for decades is also impressive. What doesn't impress me are many of the principals and Instructional Superintendents who left the classroom after less than 5 years in many cases to get a degree in educational leadership when they haven't put in their time. How are these people able to tell strong, experienced teachers how to teach when they never mastered the craft? Yet, bio and bio shows that more principals have fewer years in the classroom than some of the teachers being recruited from other districts. The appeal is the high salaries but keep in mind that many teachers have student loans to pay for and are looking for a livable wage. Also consider the fact that DC's const of living is so high.

-As for the bonus money that comes with being rated highly effective (for those who can achieve it) it comes with all kinds of strings that most people (other than brand new TFA recruits) would instantly know are unacceptable. One teacher accepted a $10K bonus that took away her union rights for the rest of her career with DCPS. She can excessed and not have any union protections tomorrow. Of course considering who ineffective the WTU is not sure how much difference it will make. In their defense I am sure they are overwhelmed with the constant appeals from teachers about unfair IMPACT ratings, working conditions, pay being docked, and other atrocities that go on behind closed doors in some schools. And yes, there is a direct correlation between the number of highly effective teachers in "plum" schools than in schools that are struggling. That is by design. I would love data on the grades (Pre-K teachers are rated highly effective more than primary teachers), the schools, the race, and the gender of highly effective teachers. I would like to know which clusters and Wards have the most. I would like to know why so it can be replicated in the lowest performing schools. We also have to keep in mind that if a teacher is in a school environment that is supportive and tolerable that school isn't going to have a lot of opening for a fresh batch of teachers to come in and have a chance to grow and learn from highly effective leaders.

-As to your last point about the African American teachers, yes, there are AA teachers leaving in droves. Some by choice and some not by choice. I doubt that a teacher who wants to "help their own" as you said, would quickly throw in the towel because they are going into the profession knowing what to expect from students and willing to do the hard work necessary. Knowing the history of AAs no one would who deliberately goes into education would say a child is "lost cause." However, 9 times out of 10 these teachers are being stonewalled by administrators who is seems don't want them to do the work that they are committed to doing. Sometimes it seems as if the system is designed to fail a particular population of students. That whole philosophy of needing a working class or needing certain populations so that cops and law enforcement can keep their careers seems to play out in certain communities. This is not a conspiracy theory it is blatantly obvious when you have seen how students in top performing schools are educated compared to how students in struggling schools are educated.

In summary, DCPS is a huge social experiment. I think Kaya Henderson has served her time but she needs to move on and let someone else give it a go. Time and time again the more seasoned principals that have been "poached" from other districts have fled back to safety after a year or two. You will see it with this year's cohort as well. I think this has a lot to do with DCPS creating the Mary Jane Patterson Fellowship so they could train up their own in their way. Yet, let's question the effectiveness of these new leaderships that are coming out the MJP program. Are they getting results? Are their staffs happy? Are their students safe? Go back 5 years and see how many of those new appointed principals are still around. It is really pathetic and money can't buy happiness or a good school system in this case.

OP again. Part II

1. I agree about Cornerstones being a joke. Seems everything DCPS does in terms of curriculum is a joke. On the one hand, they acknowledge many, many of the students are reading and performing below grade level. ON the other, they want grade level rigor????? Why can't teachers meet students where they are? WHy are you expecting to see rigor in my Algebra class for students who can't multiply? Why can't I teach multiplication during the 1st advisory then move into the 'good stuff'? Why create a "curriculum" written under the impression our kids are on grade level? And who would call what they came up with a "curriculum" anyway? I don't know what to call that mashup.

2. I agree about the admin with very little classroom experience. Aren't they just the worst? Like really.

You're quite nice in calling DCPS a 'huge social experiment'. I call it a sham being committed on the poor people of DC. The schools set these kids up for failure by A. making them think they'll get by in life without having to put in the work (lowering expectations, giving grades they didn't earn and passing them despite their deficits) B. Teaching them their failures are other people's faults. (You're failing because you're not doing your work. Not because the teacher's bad.) C. Not teaching proper social skills. It's bad enough you talk disgustingly at home and in your neighborhood. But if your school didn't teach you that's one place it's not okay, you don't realize there are boundaries. They'll take the same lack of decorum into the workplace. And find themselves in serious trouble.

[Anonymous]

Anonymous wrote:

PP here. Taken right from IMPACT's guidebook:

Are there any conditions attached to
accepting this bonus?
Yes. After accepting the bonus, you will no longer have access
to the “extra year,” early retirement, or buyout options if
you are excessed at any time in the future and cannot find
a placement at another school

Wait, you lose all those rights for a measly 2K? Sounds like a great deal. For your school district.

Exactly! They don't advertise THAT part.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kaya's either full of bologna or so lacking in self-awareness it's shameful.

According to her, "If every year you (principals) are replacing a third of your staff, something is wrong...We look at that, we have conversations. .?.?. ” While I agree with this, she needs to be just as real about the fact that losing so many teachers (many of them new to the District) indicates there's something wrong with DCPS. But she doesn't have the wherewithal to face that conclusion. Instead, she poo-poos the reasons teachers leave. Apparently, too many "romanticize" what it means to work in an innercity. BS. Many have worked in innercities. What they didn't expect was the out of control student behavior that comes with no consequences, threats to their safety, that they wouldn't actually be able to teach because so many students are disruptive and disrespectful--with the blessings of the school leader and Henderson. (Because let's face it, if as a school leader you're not punishing the behavior, to the students it's as if you're condoning it. So it gets worse.) Not to mention unrealistic expectations of what teachers should be able to accomplish in those pipelines to prison they call 'schools'. Then there are administrators who's sole goal it is to keep their jobs and reputations. To hell with actual student achievement or an environment that is conducive to teaching.

She also claims that “Instead of being a district of last resort, we are now a place where teachers want to come."
1. So what? If those teachers come and then leave, who cares that you were the first choice? Now you're the first place they dumped before Sept. 1. (Dunbar, Hardy MS, Roosevelt and Ballou all had to replace English teachers already. More than one in a few of the schools. Two of the schools before the 2nd week of school. Two still have vacancies. That's a key area. These are the schools that I know of. I'm sure there are more.)

2. Many do go into DCPS as a last resort. Trust me. They couldn't find jobs in Va or MD but DC has openings. But even those people leave.

She makes the claim that 92% of the teachers rated "Highly Effective" stay.

1. Yeah, but just how many receive that rating each year. 92% of 10 is not alot when your talking about teacher retention. (I'm sure the number is higher than 10. Just making a point.)
2. Does the $25,000 bonus that comes with the rating require them to return for another year in order to receive it?
3. Aren't the majority of those people in the more selective schools? Or those with more motivated students with fewer discipline problems? It's not hard to be rated "Highly Effective" at Banneker when a portion of your evaluation is based on student scores.
4. It doesn't say much that a "Highly Effective" rating and the perks that come with it couldn't keep almost 10% of the teachers in the District.

She also touches on the fact that fewer AA teachers are choosing to go into or currently exist in the District. I'm all for hiring based on skill over color. But I think Blacks are sick and tired of dealing with the disrespect that some of those kids wouldn't give to Whites in equal measure. (SOME. There are kids who don't respect anybody.) I think many also go in wanting to help "their own" but begin to see it as a lost cause. So why bother? And let's not pretend the non-Black teachers don't flee after a few weeks, months or years either.

I agree with a lot of you key points but I respectfully disagree on a couple of the points you made toward the end. I will use bullet points to address your questions and misconceptions:

-I agree that the bleeding of staff and principals is a serous concern that is being brushed off by Ms. Henderson. You are right, it speaks more to her leadership than to the ability of the people who are working "beneath" her. Many of the bad apples are the principals who were hired by Michelle Rhee. Now I know that there are Rhee fans out there but honestly that broad had no idea what she was doing (admittedly) and DCPS was a big ole' experiment to her. I was just reading about the whole cheating scandal that was also swept under the rug. DCPS is clueless, corrupt, and ineffective with creating leaders who are competent and caring. Ms. Henderson plays favorites as do her Instructional Superintendents, and the Principals under them. It is a sad, sad, system that is unfair and poorly managed.

-I also think that Rhee's ideas were all short term solutions that are unsustainable and after more than 5 years we see how they are all falling apart. IMPACT managed to "clean out" who Rhee considered the bad apples. Henderson managed to recruit the best of the best teachers from around the country. Yet, these teachers -these new recruits who were highly effective teachers in throughout their careers are coming to DCPS to be told that they don't know how to teach! A district with dismal numbers of students who can't read or write. DCPS is a testing mill. The schools that do well are the schools that churn out enough students to read test questions, but can't and won't read for pleasure. Someone needs to ask to see the TRC scores of students to see what reading rates are really like. DC-CAS and PARCC are drilled. But are their teachers really allowed to simply teach? That would be apparent from more than test scores.

-Cornerstones is a joke! Want to know why? Ask any DCPS off the clock. Wonder why more DCPS teachers don't speak out? Retaliation. And the union very rarely does anything to help teachers. We have read Candi Peterson's blogs. She is content with her position and as long as Henderson and the rest of crew are churning out miserable teachers then it keeps her and Liz Davis employed.

-A misconception is that the student disrespect is why teachers leave. Really it is the disrespect from the administrators that drive teachers away in droves. Many of these principals are bullies who not only abuse their staff but won't release them when they try to leave. Someone should have asked how many teachers in the district are even rated highly effective none the less effective. The numbers are abysmal! We have seen the stories of schools that have been turned around. Where students are taught to respect the space and the teachers in it. It has to come from the top. If DCPS can't keep a principal then it isn't going to happen. People need to pay closer attention to the high turnover rates at schools. It says more about the effectiveness of the leadership than the teachers. Teachers expect dealing with the students to be difficult. They don't expect not having the support of the administrators.

-As far as the appeal of DCPS in recruiting new teachers is concerned I feel as if the recruiting team does a great job. The quality of teachers brought into DCPS is impressive. The quality of teachers who have been in DCPS for decades is also impressive. What doesn't impress me are many of the principals and Instructional Superintendents who left the classroom after less than 5 years in many cases to get a degree in educational leadership when they haven't put in their time. How are these people able to tell strong, experienced teachers how to teach when they never mastered the craft? Yet, bio and bio shows that more principals have fewer years in the classroom than some of the teachers being recruited from other districts. The appeal is the high salaries but keep in mind that many teachers have student loans to pay for and are looking for a livable wage. Also consider the fact that DC's const of living is so high.

-As for the bonus money that comes with being rated highly effective (for those who can achieve it) it comes with all kinds of strings that most people (other than brand new TFA recruits) would instantly know are unacceptable. One teacher accepted a $10K bonus that took away her union rights for the rest of her career with DCPS. She can excessed and not have any union protections tomorrow. Of course considering who ineffective the WTU is not sure how much difference it will make. In their defense I am sure they are overwhelmed with the constant appeals from teachers about unfair IMPACT ratings, working conditions, pay being docked, and other atrocities that go on behind closed doors in some schools. And yes, there is a direct correlation between the number of highly effective teachers in "plum" schools than in schools that are struggling. That is by design. I would love data on the grades (Pre-K teachers are rated highly effective more than primary teachers), the schools, the race, and the gender of highly effective teachers. I would like to know which clusters and Wards have the most. I would like to know why so it can be replicated in the lowest performing schools. We also have to keep in mind that if a teacher is in a school environment that is supportive and tolerable that school isn't going to have a lot of opening for a fresh batch of teachers to come in and have a chance to grow and learn from highly effective leaders.

-As to your last point about the African American teachers, yes, there are AA teachers leaving in droves. Some by choice and some not by choice. I doubt that a teacher who wants to "help their own" as you said, would quickly throw in the towel because they are going into the profession knowing what to expect from students and willing to do the hard work necessary. Knowing the history of AAs no one would who deliberately goes into education would say a child is "lost cause." However, 9 times out of 10 these teachers are being stonewalled by administrators who is seems don't want them to do the work that they are committed to doing. Sometimes it seems as if the system is designed to fail a particular population of students. That whole philosophy of needing a working class or needing certain populations so that cops and law enforcement can keep their careers seems to play out in certain communities. This is not a conspiracy theory it is blatantly obvious when you have seen how students in top performing schools are educated compared to how students in struggling schools are educated.

In summary, DCPS is a huge social experiment. I think Kaya Henderson has served her time but she needs to move on and let someone else give it a go. Time and time again the more seasoned principals that have been "poached" from other districts have fled back to safety after a year or two. You will see it with this year's cohort as well. I think this has a lot to do with DCPS creating the Mary Jane Patterson Fellowship so they could train up their own in their way. Yet, let's question the effectiveness of these new leaderships that are coming out the MJP program. Are they getting results? Are their staffs happy? Are their students safe? Go back 5 years and see how many of those new appointed principals are still around. It is really pathetic and money can't buy happiness or a good school system in this case.

OP here and I agree with 99.5% of everything you've said--even those points on which you disagreed with me. The only point I take exception to is AA's not leaving because they find most DCPS students lost causes. Trust me, I've heard a number of AA teachers shake their heads in disgust, refer to the schools as "holding cells until prison" and lower (or get rid of completely) their expectations based on the students they had in front of them. (Not the ones they imagined.) Most of the teachers have middle class values and shake their heads in disgust after being exposed to the mentality some of the kids have and being disrespected too many times. It's not worth it. Race be damned. There have also been white teachers who came in to make a difference and "really help those kids" (as one said). They also couldn't believe the lack of respect for authority or education. It seems they all leave for the same reason. Which brings me to your point...You said...

-A misconception is that the student disrespect is why teachers leave. Really it is the disrespect from the administrators that drive teachers away in droves.

I agree 100%. But to me it's they're related. Teachers could better deal with the student behavior if they were being supported by admin instead of blamed. And why do these 'leaders' blame instead of support their teachers? Because they're incompetent and all the other things you said. They're more concerned with stats, numbers and looking good. They need Johnny to remain in the classroom so they don't have too many behavioral issues documented. Forget the fact that Johnny's being disruptive, isn't going to do the work and is simply keeping others from learning. Yes, Kaya does play favorites. And principals want to stay on her list of Favorite Things.

We have seen the stories of schools that have been turned around. Where students are taught to respect the space and the teachers in it. It has to come from the top. If DCPS can't keep a principal then it isn't going to happen. People need to pay closer attention to the high turnover rates at schools. It says more about the effectiveness of the leadership than the teachers. Teachers expect dealing with the students to be difficult. They don't expect not having the support of the administrators.

Agreed! But it's so much easier for principals to sit on their asses and blame teachers for having no classroom management. Of course they don't have it. Know why? Because there are no consequences for their behaviors. And behavioral consequences are supposed to come from administrators. Teachers are supposed to TEACH. Administrators are supposed to deal with discipline issues and create environments where teachers can do their jobs.

I've already seen scenarios of high turnover affecting the students. They can't develop the relationships they need to with the adults in the building for fear they'll be gone after a few weeks or the next year. And who will know them well enough to write college recommendations? Sadly the turnover in DC doesn't just happen at the end of the year. It happens ALL. YEAR. LONG. Beginning before Sept. 1. I've seen new teachers resign before the first week of school ended. It doesn't take long to see the BS. Others apply elsewhere and hang on for dear life until something else comes through. It's sad for the students who often have an uncredentialed sub for 2 or 3 for the rest of the year. I had a new graduate return to a DC school I was working in. He stopped in to visit his old teachers from the year before. Not one was there. He remarked that he didn't recognize a single teacher as all of the old ones were gone. And of course when I asked, he wasn't doing a thing with his diploma. Said he realized it was a useless piece of paper. He wasn't prepared for college and sadly didn't have a job at that time either.

Crazy! And parents don't realize that some of the schools they are on here touting as "up and coming" are the worst offenders. How many teachers are still there from when your child started? Share that information when you are encouraging people to enroll during open house.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kaya's either full of bologna or so lacking in self-awareness it's shameful.

According to her, "If every year you (principals) are replacing a third of your staff, something is wrong...We look at that, we have conversations. .?.?. ” While I agree with this, she needs to be just as real about the fact that losing so many teachers (many of them new to the District) indicates there's something wrong with DCPS. But she doesn't have the wherewithal to face that conclusion. Instead, she poo-poos the reasons teachers leave. Apparently, too many "romanticize" what it means to work in an innercity. BS. Many have worked in innercities. What they didn't expect was the out of control student behavior that comes with no consequences, threats to their safety, that they wouldn't actually be able to teach because so many students are disruptive and disrespectful--with the blessings of the school leader and Henderson. (Because let's face it, if as a school leader you're not punishing the behavior, to the students it's as if you're condoning it. So it gets worse.) Not to mention unrealistic expectations of what teachers should be able to accomplish in those pipelines to prison they call 'schools'. Then there are administrators who's sole goal it is to keep their jobs and reputations. To hell with actual student achievement or an environment that is conducive to teaching.

She also claims that “Instead of being a district of last resort, we are now a place where teachers want to come."
1. So what? If those teachers come and then leave, who cares that you were the first choice? Now you're the first place they dumped before Sept. 1. (Dunbar, Hardy MS, Roosevelt and Ballou all had to replace English teachers already. More than one in a few of the schools. Two of the schools before the 2nd week of school. Two still have vacancies. That's a key area. These are the schools that I know of. I'm sure there are more.)

2. Many do go into DCPS as a last resort. Trust me. They couldn't find jobs in Va or MD but DC has openings. But even those people leave.

She makes the claim that 92% of the teachers rated "Highly Effective" stay.

1. Yeah, but just how many receive that rating each year. 92% of 10 is not alot when your talking about teacher retention. (I'm sure the number is higher than 10. Just making a point.)
2. Does the $25,000 bonus that comes with the rating require them to return for another year in order to receive it?
3. Aren't the majority of those people in the more selective schools? Or those with more motivated students with fewer discipline problems? It's not hard to be rated "Highly Effective" at Banneker when a portion of your evaluation is based on student scores.
4. It doesn't say much that a "Highly Effective" rating and the perks that come with it couldn't keep almost 10% of the teachers in the District.

She also touches on the fact that fewer AA teachers are choosing to go into or currently exist in the District. I'm all for hiring based on skill over color. But I think Blacks are sick and tired of dealing with the disrespect that some of those kids wouldn't give to Whites in equal measure. (SOME. There are kids who don't respect anybody.) I think many also go in wanting to help "their own" but begin to see it as a lost cause. So why bother? And let's not pretend the non-Black teachers don't flee after a few weeks, months or years either.

I agree with a lot of you key points but I respectfully disagree on a couple of the points you made toward the end. I will use bullet points to address your questions and misconceptions:

-I agree that the bleeding of staff and principals is a serous concern that is being brushed off by Ms. Henderson. You are right, it speaks more to her leadership than to the ability of the people who are working "beneath" her. Many of the bad apples are the principals who were hired by Michelle Rhee. Now I know that there are Rhee fans out there but honestly that broad had no idea what she was doing (admittedly) and DCPS was a big ole' experiment to her. I was just reading about the whole cheating scandal that was also swept under the rug. DCPS is clueless, corrupt, and ineffective with creating leaders who are competent and caring. Ms. Henderson plays favorites as do her Instructional Superintendents, and the Principals under them. It is a sad, sad, system that is unfair and poorly managed.

-I also think that Rhee's ideas were all short term solutions that are unsustainable and after more than 5 years we see how they are all falling apart. IMPACT managed to "clean out" who Rhee considered the bad apples. Henderson managed to recruit the best of the best teachers from around the country. Yet, these teachers -these new recruits who were highly effective teachers in throughout their careers are coming to DCPS to be told that they don't know how to teach! A district with dismal numbers of students who can't read or write. DCPS is a testing mill. The schools that do well are the schools that churn out enough students to read test questions, but can't and won't read for pleasure. Someone needs to ask to see the TRC scores of students to see what reading rates are really like. DC-CAS and PARCC are drilled. But are their teachers really allowed to simply teach? That would be apparent from more than test scores.

-Cornerstones is a joke! Want to know why? Ask any DCPS off the clock. Wonder why more DCPS teachers don't speak out? Retaliation. And the union very rarely does anything to help teachers. We have read Candi Peterson's blogs. She is content with her position and as long as Henderson and the rest of crew are churning out miserable teachers then it keeps her and Liz Davis employed.

-A misconception is that the student disrespect is why teachers leave. Really it is the disrespect from the administrators that drive teachers away in droves. Many of these principals are bullies who not only abuse their staff but won't release them when they try to leave. Someone should have asked how many teachers in the district are even rated highly effective none the less effective. The numbers are abysmal! We have seen the stories of schools that have been turned around. Where students are taught to respect the space and the teachers in it. It has to come from the top. If DCPS can't keep a principal then it isn't going to happen. People need to pay closer attention to the high turnover rates at schools. It says more about the effectiveness of the leadership than the teachers. Teachers expect dealing with the students to be difficult. They don't expect not having the support of the administrators.

-As far as the appeal of DCPS in recruiting new teachers is concerned I feel as if the recruiting team does a great job. The quality of teachers brought into DCPS is impressive. The quality of teachers who have been in DCPS for decades is also impressive. What doesn't impress me are many of the principals and Instructional Superintendents who left the classroom after less than 5 years in many cases to get a degree in educational leadership when they haven't put in their time. How are these people able to tell strong, experienced teachers how to teach when they never mastered the craft? Yet, bio and bio shows that more principals have fewer years in the classroom than some of the teachers being recruited from other districts. The appeal is the high salaries but keep in mind that many teachers have student loans to pay for and are looking for a livable wage. Also consider the fact that DC's const of living is so high.

-As for the bonus money that comes with being rated highly effective (for those who can achieve it) it comes with all kinds of strings that most people (other than brand new TFA recruits) would instantly know are unacceptable. One teacher accepted a $10K bonus that took away her union rights for the rest of her career with DCPS. She can excessed and not have any union protections tomorrow. Of course considering who ineffective the WTU is not sure how much difference it will make. In their defense I am sure they are overwhelmed with the constant appeals from teachers about unfair IMPACT ratings, working conditions, pay being docked, and other atrocities that go on behind closed doors in some schools. And yes, there is a direct correlation between the number of highly effective teachers in "plum" schools than in schools that are struggling. That is by design. I would love data on the grades (Pre-K teachers are rated highly effective more than primary teachers), the schools, the race, and the gender of highly effective teachers. I would like to know which clusters and Wards have the most. I would like to know why so it can be replicated in the lowest performing schools. We also have to keep in mind that if a teacher is in a school environment that is supportive and tolerable that school isn't going to have a lot of opening for a fresh batch of teachers to come in and have a chance to grow and learn from highly effective leaders.

-As to your last point about the African American teachers, yes, there are AA teachers leaving in droves. Some by choice and some not by choice. I doubt that a teacher who wants to "help their own" as you said, would quickly throw in the towel because they are going into the profession knowing what to expect from students and willing to do the hard work necessary. Knowing the history of AAs no one would who deliberately goes into education would say a child is "lost cause." However, 9 times out of 10 these teachers are being stonewalled by administrators who is seems don't want them to do the work that they are committed to doing. Sometimes it seems as if the system is designed to fail a particular population of students. That whole philosophy of needing a working class or needing certain populations so that cops and law enforcement can keep their careers seems to play out in certain communities. This is not a conspiracy theory it is blatantly obvious when you have seen how students in top performing schools are educated compared to how students in struggling schools are educated.

In summary, DCPS is a huge social experiment. I think Kaya Henderson has served her time but she needs to move on and let someone else give it a go. Time and time again the more seasoned principals that have been "poached" from other districts have fled back to safety after a year or two. You will see it with this year's cohort as well. I think this has a lot to do with DCPS creating the Mary Jane Patterson Fellowship so they could train up their own in their way. Yet, let's question the effectiveness of these new leaderships that are coming out the MJP program. Are they getting results? Are their staffs happy? Are their students safe? Go back 5 years and see how many of those new appointed principals are still around. It is really pathetic and money can't buy happiness or a good school system in this case.

OP again. Part II

1. I agree about Cornerstones being a joke. Seems everything DCPS does in terms of curriculum is a joke. On the one hand, they acknowledge many, many of the students are reading and performing below grade level. ON the other, they want grade level rigor????? Why can't teachers meet students where they are? WHy are you expecting to see rigor in my Algebra class for students who can't multiply? Why can't I teach multiplication during the 1st advisory then move into the 'good stuff'? Why create a "curriculum" written under the impression our kids are on grade level? And who would call what they came up with a "curriculum" anyway? I don't know what to call that mashup.

2. I agree about the admin with very little classroom experience. Aren't they just the worst? Like really.

You're quite nice in calling DCPS a 'huge social experiment'. I call it a sham being committed on the poor people of DC. The schools set these kids up for failure by A. making them think they'll get by in life without having to put in the work (lowering expectations, giving grades they didn't earn and passing them despite their deficits) B. Teaching them their failures are other people's faults. (You're failing because you're not doing your work. Not because the teacher's bad.) C. Not teaching proper social skills. It's bad enough you talk disgustingly at home and in your neighborhood. But if your school didn't teach you that's one place it's not okay, you don't realize there are boundaries. They'll take the same lack of decorum into the workplace. And find themselves in serious trouble.

+1

[Anonymous]

What is the "extra year"? Just curious.

[Anonymous]

PP: "Agreed! But it's so much easier for principals to sit on their asses and blame teachers for having no classroom management. Of course they don't have it. Know why? Because there are no consequences for their behaviors. And behavioral consequences are supposed to come from administrators. Teachers are supposed to TEACH. Administrators are supposed to deal with discipline issues and create environments where teachers can do their jobs."

As a teacher, I never thought that my job was to TEACH and my administrator's job was to deal with discipline issues. Once students determine that this is your philosophy, you will never gain the respect of your students.

[Anonymous]

Anonymous wrote:
PP: "Agreed! But it's so much easier for principals to sit on their asses and blame teachers for having no classroom management. Of course they don't have it. Know why? Because there are no consequences for their behaviors. And behavioral consequences are supposed to come from administrators. Teachers are supposed to TEACH. Administrators are supposed to deal with discipline issues and create environments where teachers can do their jobs."

As a teacher, I never thought that my job was to TEACH and my administrator's job was to deal with discipline issues. Once students determine that this is your philosophy, you will never gain the respect of your students.

Really? So what was your philosophy?

Who's supposed to deal with the disruptive student who, say, pulls out his cell phone, makes a call and refuses to hand it over when you ask? Oh yeah, you e spoken to Gramma about his behavior twice.

Or the students who throw laptops from the cart bcause they "don't wanna do this shit"?

Or the student who says No, fuck you bitch when you ask him to stop talking?

Good for you if you were in a DC school where kids had respect. Based on most of the posts I've read from DC teachers that is not the norm. Were you at Janney? Banneker? A school where it was known that type of behavior would result in serious administrative consequences?

[Anonymous]

I believe that day-to-day discipline problems should be addressed by the teacher. When you have to rely on your principal, you give up your power. I taught in a school that was plagued by the presence of at least three well-known gangs. In my classes, which averaged thirty students, I usually had one or two students from two-parent households. I taught elementary (Northwest before gentrification during the Crack epidemic) and a low SES high school (Northeast).

The principal must SUPPORT the teacher and should have high expectations for student behavior; however, he/she should not be viewed as the dispenser of discipline.

[Anonymous]

I know this is really dated, but back in the olden days - the 90's - kids who acted up in class were sent to the principal's office or the vice principal's office. Maybe that's outdated, but that's what happened in my high school. Disruptive kid left the class and the teacher continued teaching. Seemed to work.

[Anonymous]

Anonymous wrote:I believe that day-to-day discipline problems should be addressed by the teacher. When you have to rely on your principal, you give up your power. I taught in a school that was plagued by the presence of at least three well-known gangs. In my classes, which averaged thirty students, I usually had one or two students from two-parent households. I taught elementary (Northwest before gentrification during the Crack epidemic) and a low SES high school (Northeast).

The principal must SUPPORT the teacher and should have high expectations for student behavior; however, he/she should not be viewed as the dispenser of discipline.

You teach elementary.

Big difference. We don't do time out and turning over colored cards in middle and high school.

But let's say those scenarios (cell phone, laptops) happened in your room. How would you deal with those issues?

[Anonymous]

In both cases, my students were aware that I truly valued their experiences and their history. No- I did not teach history; however, the subject matter and the inclusive nature of my teaching empowered them to see relevancy in the content. I was also a member of a team of teachers who viewed themselves as a part of a community. In my observations of young teachers today, I notice that most of them rarely speak to one another in the halls and therefore can barely support one another in difficult situations.

[Anonymous]

Anonymous wrote:I know this is really dated, but back in the olden days - the 90's - kids who acted up in class were sent to the principal's office or the vice principal's office. Maybe that's outdated, but that's what happened in my high school. Disruptive kid left the class and the teacher continued teaching. Seemed to work.

The way it should be. That's when and where the adults actually had expectations of the students. And actually cared about students being able to learn.

[Anonymous]

Did you notice that I said that I taught in a low SES high school in Northeast?