Kaya Addresses Teacher & Principal Turnover in DCPS

[Anonymous]

Anonymous wrote: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.

In which cases????

I recently toured a DC high school. The teacher's rules were on the wall. It stated that students who had cell phones would have them confiscated by the teacher until the end of the period/day (can't remember which). Students who refused to give up the phones would be suspended.

Clearly suspensions are a principal's job. It's also clear that is a schoolwide policy. That's the kind of disciplinary support that needs to come from admin. I'm sure those teachers don't have to worry about students saying "No, bitch. Fuck you. I ain't giving up my phone." I've seen and had this situation happen. And admin says that's a Tier 1 issue. Call home. Okay, I called home and spoke to mom twice. I indicated as much on the referral. Still Tier 1. The behavior tech or admin won't even take the phone (that should've been checked in at the door.) And yes this is a high school.

[Anonymous]

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

PP from above.

The school I toured that had the rules posted was in a low SES high school in SE. Doesn't matter where the school is located, as long as that type of structure and disciplinary support exists.

Okay, so tell me. Exactly what did you DO in those situations.

[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.

Thoughtful and reasoned response. 100+

[Anonymous]

Anonymous wrote:

Anonymous wrote: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.

In which cases????

I recently toured a DC high school. The teacher's rules were on the wall. It stated that students who had cell phones would have them confiscated by the teacher until the end of the period/day (can't remember which). Students who refused to give up the phones would be suspended.

Clearly suspensions are a principal's job. It's also clear that is a schoolwide policy. That's the kind of disciplinary support that needs to come from admin. I'm sure those teachers don't have to worry about students saying "No, bitch. Fuck you. I ain't giving up my phone." I've seen and had this situation happen. And admin says that's a Tier 1 issue. Call home. Okay, I called home and spoke to mom twice. I indicated as much on the referral. Still Tier 1. The behavior tech or admin won't even take the phone (that should've been checked in at the door.) And yes this is a high school.

After calls to downtown from parents, out DCPS high school could NO longer confiscate phones as students entered the building - it has been CRAZY ever since. Issues about storage, security, etc... etc...

[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.

That's because Kaya and friends want students to "be happy" at their school, not for a diploma to mean something. I tell you hat let's have all DCPS students tested by an outside entity and scores sent to an independent body for grading. Oh yeah, that's what was supposed to happen 2 years ago...

Seriously, you would be surprised at the level of most DCPS students. As others have said, let's STOP the bullshit let's teach them at the level they are at, and sorry that means in reality hundreds and hundreds are below grade level. Those advanced students in upper NW, were advanced before they came to school but if the teacher's are so great according to DCPS send those teachers to EOTP for a year or two to impart their knowledge on others!!! Sigh, DCPS is a mess!!!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

In which cases????

I recently toured a DC high school. The teacher's rules were on the wall. It stated that students who had cell phones would have them confiscated by the teacher until the end of the period/day (can't remember which). Students who refused to give up the phones would be suspended.

Clearly suspensions are a principal's job. It's also clear that is a schoolwide policy. That's the kind of disciplinary support that needs to come from admin. I'm sure those teachers don't have to worry about students saying "No, bitch. Fuck you. I ain't giving up my phone." I've seen and had this situation happen. And admin says that's a Tier 1 issue. Call home. Okay, I called home and spoke to mom twice. I indicated as much on the referral. Still Tier 1. The behavior tech or admin won't even take the phone (that should've been checked in at the door.) And yes this is a high school.

After calls to downtown from parents, out DCPS high school could NO longer confiscate phones as students entered the building - it has been CRAZY ever since. Issues about storage, security, etc... etc...

Gotta love those parents who will call downtown the second they don't like something a school is doing but can't return your call when you want to speak with them about their child's antisocial behavior.

I'm surprised Central Office didn't send out an edict to all DC schools. Most are still confiscating phones.

Did someone lose a cell phone at your school? Is that what prompted the calls?

Cell phones are allowed in many school districts, but they're places that don't have the issues DC does. The phones are not a distraction and kids are pretty good about using them for school use. If they're caught doing otherwise, the phone can be confiscated.

In DC, however, it's an issue of safety. A lot of jumpings, beatings and other violence have been arranged via cell during the school day. I've seen it in schools in which I've worked where the cells were supposed to be checked at the door for that very reason.

[Anonymous]

Anonymous wrote:

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.

That's because Kaya and friends want students to "be happy" at their school, not for a diploma to mean something. I tell you hat let's have all DCPS students tested by an outside entity and scores sent to an independent body for grading. Oh yeah, that's what was supposed to happen 2 years ago...

Seriously, you would be surprised at the level of most DCPS students. As others have said, let's STOP the bullshit let's teach them at the level they are at, and sorry that means in reality hundreds and hundreds are below grade level. Those advanced students in upper NW, were advanced before they came to school but if the teacher's are so great according to DCPS send those teachers to EOTP for a year or two to impart their knowledge on others!!! Sigh, DCPS is a mess!!!

It's a terrible mess and a shame. And thanks to this 'school reform movement' it's going to continue to be such. Because now it's about ego and proving a point. So numbers are maniupulated to make it seem as if gains have been made. All at the expense of the kids.

Do you think DCPS will ever get a leader who says "Stop the BS! Here's what's really going on?"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

In which cases????

I recently toured a DC high school. The teacher's rules were on the wall. It stated that students who had cell phones would have them confiscated by the teacher until the end of the period/day (can't remember which). Students who refused to give up the phones would be suspended.

Clearly suspensions are a principal's job. It's also clear that is a schoolwide policy. That's the kind of disciplinary support that needs to come from admin. I'm sure those teachers don't have to worry about students saying "No, bitch. Fuck you. I ain't giving up my phone." I've seen and had this situation happen. And admin says that's a Tier 1 issue. Call home. Okay, I called home and spoke to mom twice. I indicated as much on the referral. Still Tier 1. The behavior tech or admin won't even take the phone (that should've been checked in at the door.) And yes this is a high school.

After calls to downtown from parents, out DCPS high school could NO longer confiscate phones as students entered the building - it has been CRAZY ever since. Issues about storage, security, etc... etc...

Gotta love those parents who will call downtown the second they don't like something a school is doing but can't return your call when you want to speak with them about their child's antisocial behavior.

I'm surprised Central Office didn't send out an edict to all DC schools. Most are still confiscating phones.

Did someone lose a cell phone at your school? Is that what prompted the calls?

Cell phones are allowed in many school districts, but they're places that don't have the issues DC does. The phones are not a distraction and kids are pretty good about using them for school use. If they're caught doing otherwise, the phone can be confiscated.

In DC, however, it's an issue of safety. A lot of jumpings, beatings and other violence have been arranged via cell during the school day. I've seen it in schools in which I've worked where the cells were supposed to be checked at the door for that very reason.

There's a difference between taking phones and students being told they can't have phones in class. Besides most students just hid them in their underwear, shoes, etc. There are issues around storage and retrieval, who can search a student and what level of search you can do, this all takes time and staffing to ensure students can safely get into the building on time. Just getting students through the metal detector takes time. If you go to most high schools you'll see posters on most teachers' class walls about students not taking their phones out in class, precisely because most students actually do have their phones in their possession. Google a school and youtube and you'll see school fights students have posted at their DCPS school. I don't know but maybe this is not the case at Wilson, Deal, Walls, etc.

[Anonymous]

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.

Okay, I'll take a gander at this.

1.) DC has the highest paying starting salary in the region and among the highest salaries period in the nation. That goes quite a ways with helping to find teachers. Also the fact that DC is such an exciting place to live helps recruit folks who may not be as content in a more stale location.
2.) Not every teacher is cut out for an urban district (and in many areas "inner city" school system.) As she pointed out, if you were listening, a lot of folks THINK they can handle and have the best of intentions. Some of them are experienced teachers from elsewhere. But not everyone is cut out for the kind of issues that working in a city like DC can bring. Same thing with administrators. Some teachers realize this ahead of time and would never work in DC, others find out after they've "felt the heat in the kitchen."
3.) Around a quarter of teachers are rated "highly effective" under IMPACT. There are more at higher performing schools than at lower performing schools. If you teach at a low poverty school (less than 59% free and reduced lunch) your maximum bonus is $2,000 whereas it can go up to $25,000 if you're at a high poverty school that is among the 40 lowest performing in the district.)
4.) It is 8% that aren't retained. A few things, one, 8% isn't a lot, two, how many of them are retiring? What about moving because of their spouse's job? What about taking leave to raise a family? And lastly, money isn't always the motivator for people--and if you're only getting a $2,000 bonus that isn't a huge incentive to stay.

Lastly, you make it sound like it's a DC thing. Maybe you're just a naive "grass is always greener on the other side" sort of individual. However, maybe you should read up on school situations in Philadelphia, Baltimore, Newark, Detroit, Los Angeles, etc, to see if DC is an anomaly when it comes to having issues with student behavior/disrespect.

[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.

Okay, I'll take a gander at this.

1.) DC has the highest paying starting salary in the region and among the highest salaries period in the nation. That goes quite a ways with helping to find teachers. Also the fact that DC is such an exciting place to live helps recruit folks who may not be as content in a more stale location.
2.) Not every teacher is cut out for an urban district (and in many areas "inner city" school system.) As she pointed out, if you were listening, a lot of folks THINK they can handle and have the best of intentions. Some of them are experienced teachers from elsewhere. But not everyone is cut out for the kind of issues that working in a city like DC can bring. Same thing with administrators. Some teachers realize this ahead of time and would never work in DC, others find out after they've "felt the heat in the kitchen."
3.) Around a quarter of teachers are rated "highly effective" under IMPACT. There are more at higher performing schools than at lower performing schools. If you teach at a low poverty school (less than 59% free and reduced lunch) your maximum bonus is $2,000 whereas it can go up to $25,000 if you're at a high poverty school that is among the 40 lowest performing in the district.)
4.) It is 8% that aren't retained. A few things, one, 8% isn't a lot, two, how many of them are retiring? What about moving because of their spouse's job? What about taking leave to raise a family? And lastly, money isn't always the motivator for people--and if you're only getting a $2,000 bonus that isn't a huge incentive to stay.

Lastly, you make it sound like it's a DC thing. Maybe you're just a naive "grass is always greener on the other side" sort of individual. However, maybe you should read up on school situations in Philadelphia, Baltimore, Newark, Detroit, Los Angeles, etc, to see if DC is an anomaly when it comes to having issues with student behavior/disrespect.

Thanks for those numbers, Kaya! Now how are we going to deal with the other issues?

[Anonymous]

I'm new. I used to confiscate phones, then I dropped one somewhere around week 3. I mistakenly put another one in my pocket with my keys and the kid said I scratched up her screen. I can't rule it out. We don't have keys for any of the cabinets or desks, so I couldn't lock them up anywhere. The kids have stolen several teachers' phones/iPads/laptops, so I know not to leave them sitting out. Security can't confiscate them due to a liability issue, which I think is BS. The kids sit in class all day with headphones in their ears. The "respectful" ones put their hoods on or collars up to conceal them. The majority sit there in the open during my lessons with them out. The true deviants will play music or videos without headphones in the middle of class and dare you to try to stop them. One of our teachers was punched after confronting a student about it. That student received a few days of suspension and came right back.

[Anonymous]

Anonymous wrote:I'm new. I used to confiscate phones, then I dropped one somewhere around week 3. I mistakenly put another one in my pocket with my keys and the kid said I scratched up her screen. I can't rule it out. We don't have keys for any of the cabinets or desks, so I couldn't lock them up anywhere. The kids have stolen several teachers' phones/iPads/laptops, so I know not to leave them sitting out. Security can't confiscate them due to a liability issue, which I think is BS. The kids sit in class all day with headphones in their ears. The "respectful" ones put their hoods on or collars up to conceal them. The majority sit there in the open during my lessons with them out. The true deviants will play music or videos without headphones in the middle of class and dare you to try to stop them. One of our teachers was punched after confronting a student about it. That student received a few days of suspension and came right back.

As an aside, you do know that is a union contract violation? You are suppose to have somewhere to lock up items. Quite a few school are in violation in this area.

[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.

Okay, I'll take a gander at this.

1.) DC has the highest paying starting salary in the region and among the highest salaries period in the nation. That goes quite a ways with helping to find teachers. Also the fact that DC is such an exciting place to live helps recruit folks who may not be as content in a more stale location.
2.) Not every teacher is cut out for an urban district (and in many areas "inner city" school system.) As she pointed out, if you were listening, a lot of folks THINK they can handle and have the best of intentions. Some of them are experienced teachers from elsewhere. But not everyone is cut out for the kind of issues that working in a city like DC can bring. Same thing with administrators. Some teachers realize this ahead of time and would never work in DC, others find out after they've "felt the heat in the kitchen."
3.) Around a quarter of teachers are rated "highly effective" under IMPACT. There are more at higher performing schools than at lower performing schools. If you teach at a low poverty school (less than 59% free and reduced lunch) your maximum bonus is $2,000 whereas it can go up to $25,000 if you're at a high poverty school that is among the 40 lowest performing in the district.)
4.) It is 8% that aren't retained. A few things, one, 8% isn't a lot, two, how many of them are retiring? What about moving because of their spouse's job? What about taking leave to raise a family? And lastly, money isn't always the motivator for people--and if you're only getting a $2,000 bonus that isn't a huge incentive to stay.

Lastly, you make it sound like it's a DC thing. Maybe you're just a naive "grass is always greener on the other side" sort of individual. However, maybe you should read up on school situations in Philadelphia, Baltimore, Newark, Detroit, Los Angeles, etc, to see if DC is an anomaly when it comes to having issues with student behavior/disrespect.

1.) DC has the highest paying starting salary in the region and among the highest salaries period in the nation. That goes quite a ways with helping to find teachers. Also the fact that DC is such an exciting place to live helps recruit folks who may not be as content in a more stale location.

This is true. But the salary is comparable with the cost of living. It's also true that these are the things that attract teachers--not DCPS as Kaya claimed. Many leave, salary be damned because it's not worth the BS you have to put up with. So while the salary may be one of the highest in the region, many teachers leave in droves all year long for lower salaries but better working conditions.

2.) Not every teacher is cut out for an urban district (and in many areas "inner city" school system.) As she pointed out, if you were listening, a lot of folks THINK they can handle and have the best of intentions. Some of them are experienced teachers from elsewhere. But not everyone is cut out for the kind of issues that working in a city like DC can bring. Same thing with administrators. Some teachers realize this ahead of time and would never work in DC, others find out after they've "felt the heat in the kitchen."

Many like me have worked in urban districts before. Many come from Baltimore , PG County and NYC schools. However, the working conditions are worse in DC. Intolerable actually. Kaya needs to stop with the nonsense and get real about how dysfunctional the system is. I did not see this type of turnover in the other urban districts in which I worked. And I definitely don't recall teachers leaving before Week 2 and continuing to leave in droves throughout the year. Kaya needs to get real about how horrible the working conditions are in her district.

4.) It is 8% that aren't retained. A few things, one, 8% isn't a lot, two, how many of them are retiring? What about moving because of their spouse's job? What about taking leave to raise a family? And lastly, money isn't always the motivator for people--and if you're only getting a $2,000 bonus that isn't a huge incentive to stay.

Again, instead of being REAL, you'd rather play numbers games, try to sugarcoat and put a spin on things. The bottom line is that the turnover is astronomical and NOT GOOD FOR KIDS or the system! Just face that fact and do something about it! People see through the bullshit and it only makes DCPS look bad when they continue to try to bullshit people who are asking about very REAL problems. If the turnover wasn't an issue, she wouldn't have been asked about it.

[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.

Okay, I'll take a gander at this.

1.) DC has the highest paying starting salary in the region and among the highest salaries period in the nation. That goes quite a ways with helping to find teachers. Also the fact that DC is such an exciting place to live helps recruit folks who may not be as content in a more stale location.
2.) Not every teacher is cut out for an urban district (and in many areas "inner city" school system.) As she pointed out, if you were listening, a lot of folks THINK they can handle and have the best of intentions. Some of them are experienced teachers from elsewhere. But not everyone is cut out for the kind of issues that working in a city like DC can bring. Same thing with administrators. Some teachers realize this ahead of time and would never work in DC, others find out after they've "felt the heat in the kitchen."
3.) Around a quarter of teachers are rated "highly effective" under IMPACT. There are more at higher performing schools than at lower performing schools. If you teach at a low poverty school (less than 59% free and reduced lunch) your maximum bonus is $2,000 whereas it can go up to $25,000 if you're at a high poverty school that is among the 40 lowest performing in the district.)
4.) It is 8% that aren't retained. A few things, one, 8% isn't a lot, two, how many of them are retiring? What about moving because of their spouse's job? What about taking leave to raise a family? And lastly, money isn't always the motivator for people--and if you're only getting a $2,000 bonus that isn't a huge incentive to stay.

Lastly, you make it sound like it's a DC thing. Maybe you're just a naive "grass is always greener on the other side" sort of individual. However, maybe you should read up on school situations in Philadelphia, Baltimore, Newark, Detroit, Los Angeles, etc, to see if DC is an anomaly when it comes to having issues with student behavior/disrespect.

1.) DC has the highest paying starting salary in the region and among the highest salaries period in the nation. That goes quite a ways with helping to find teachers. Also the fact that DC is such an exciting place to live helps recruit folks who may not be as content in a more stale location.

This is true. But the salary is comparable with the cost of living. It's also true that these are the things that attract teachers--not DCPS as Kaya claimed. Many leave, salary be damned because it's not worth the BS you have to put up with. So while the salary may be one of the highest in the region, many teachers leave in droves all year long for lower salaries but better working conditions.

2.) Not every teacher is cut out for an urban district (and in many areas "inner city" school system.) As she pointed out, if you were listening, a lot of folks THINK they can handle and have the best of intentions. Some of them are experienced teachers from elsewhere. But not everyone is cut out for the kind of issues that working in a city like DC can bring. Same thing with administrators. Some teachers realize this ahead of time and would never work in DC, others find out after they've "felt the heat in the kitchen."

Many like me have worked in urban districts before. Many come from Baltimore , PG County and NYC schools. However, the working conditions are worse in DC. Intolerable actually. Kaya needs to stop with the nonsense and get real about how dysfunctional the system is. I did not see this type of turnover in the other urban districts in which I worked. And I definitely don't recall teachers leaving before Week 2 and continuing to leave in droves throughout the year. Kaya needs to get real about how horrible the working conditions are in her district.

4.) It is 8% that aren't retained. A few things, one, 8% isn't a lot, two, how many of them are retiring? What about moving because of their spouse's job? What about taking leave to raise a family? And lastly, money isn't always the motivator for people--and if you're only getting a $2,000 bonus that isn't a huge incentive to stay.

Again, instead of being REAL, you'd rather play numbers games, try to sugarcoat and put a spin on things. The bottom line is that the turnover is astronomical and NOT GOOD FOR KIDS or the system! Just face that fact and do something about it! People see through the bullshit and it only makes DCPS look bad when they continue to try to bullshit people who are asking about very REAL problems. If the turnover wasn't an issue, she wouldn't have been asked about it.

I don't know you but I think I love you! Great responses. I am tired of the DCPS spin doctors. Stop trying to twist the numbers to make Kaya look good (I'm sorry but 6 percent points was mediocre progress at best!) and start making real changes to the dismal state of education in the other three quadrants of the Nation's Capital!

[Anonymous]

Anonymous wrote:I'm new. I used to confiscate phones, then I dropped one somewhere around week 3. I mistakenly put another one in my pocket with my keys and the kid said I scratched up her screen. I can't rule it out. We don't have keys for any of the cabinets or desks, so I couldn't lock them up anywhere. The kids have stolen several teachers' phones/iPads/laptops, so I know not to leave them sitting out. Security can't confiscate them due to a liability issue, which I think is BS. The kids sit in class all day with headphones in their ears. The "respectful" ones put their hoods on or collars up to conceal them. The majority sit there in the open during my lessons with them out. The true deviants will play music or videos without headphones in the middle of class and dare you to try to stop them. One of our teachers was punched after confronting a student about it. That student received a few days of suspension and came right back.

Why wasn't he arrested and charged with assault?