s/o - background on LEAP

[Anonymous]

Anonymous wrote:

Anonymous wrote:Do any other school districts require something like weekly LEAP duties? The amount of time DCPS is requiring is really kind of staggering. Of course all teachers need training, continuing education, and coaching, but certainly not every single week.

Many elementary schools have early release one day a week to help with this. Students end their day around 1pm, aftercare starts early and teachers have meetings. Maybe that's that DCPS is trying to replicate in some way

What schools? Privates and charters? Then why not have early release? Because the parents will push back citing lack of day care.

[Anonymous]

+1

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do any other school districts require something like weekly LEAP duties? The amount of time DCPS is requiring is really kind of staggering. Of course all teachers need training, continuing education, and coaching, but certainly not every single week.

Many elementary schools have early release one day a week to help with this. Students end their day around 1pm, aftercare starts early and teachers have meetings. Maybe that's that DCPS is trying to replicate in some way

With high and middle school students who are eons behind grade level. Give me a break, this is bullXXXX!

Yeah! If the STUDENTS are the ones who can't pass a test, they're the ones who need pull outs, training, coaching etc! It's common sense. But DCPS needs to continue the "teachers are the problem" charade that the public see right through.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:During her trip to Cuba, Bowser also implied that under-performing teachers are the reason for low performing students. Teachers have been blamed for years now, yet still little improvement in test scores, graduation rates, and other indicia of performance. At some point, one has to wonder whether DCPS administrators (and perhaps other urban public school managers) have a psychological affliction that prevents them from assessing the problem objectively.

Exactly! DC has been firing and churning teachers for nearly 10 years, but the kids STILL can't pass the standardized tests that neighboring systems (that don't have massive turn overs) can pass with flying colors.

And yes, I'm starting to wonder if and when urban school leaders will get real about what's going on. I'm also starting to wonder if there's some psychological defect. I can almost understand school leaders not wanting to eat crow after insisting it was the teachers, tenure, etc. But I can't understand why no one in the vicinity of those people has the intelligent and integrity to say 'Ok guys. We've gotta get real here."

In the meantime, kids continue to fail. While school systems focus on remediating already highly educated adults.

Curious, was this document common knowledge to teachers and those on LSAT or is everyone just reading the details here? I looked on DCPS webpage, twitter, etc but can't find it.

DCPS Teacher, this was provided to me by my principal, but I'm not sure if this was the case for all schools. Kamras held a 45 minute webinar to discuss specific details surrounding LEAP, but I wasn't able to attend.

[Anonymous]

To be simply hired in DCPS as a teacher you have to have credentials and a degree. Why are they trying to replicate a teacher training course for ALL teachers during school hours at our children's expense? And who is providing the curriculum for the teachers? If it's anything like the "curriculum" they have for students, I can't imagine anything productive coming from it. Maybe school "trainers" will create their own content? And how does that get evaluated?

[Anonymous]

Anonymous wrote:To be simply hired in DCPS as a teacher you have to have credentials and a degree. Why are they trying to replicate a teacher training course for ALL teachers during school hours at our children's expense? And who is providing the curriculum for the teachers? If it's anything like the "curriculum" they have for students, I can't imagine anything productive coming from it. Maybe school "trainers" will create their own content? And how does that get evaluated?

For DCPS, we have a new axiom: If you can't Teach, then Coach. What are these coaches' credentials for providing intervention two steps removed from Praxis?

[Anonymous]

Anonymous wrote:To be simply hired in DCPS as a teacher you have to have credentials and a degree. Why are they trying to replicate a teacher training course for ALL teachers during school hours at our children's expense? And who is providing the curriculum for the teachers? If it's anything like the "curriculum" they have for students, I can't imagine anything productive coming from it. Maybe school "trainers" will create their own content? And how does that get evaluated?

Bravo! I agree. The teachers are already credentialed and most were successful in other school systems. Why turn DCPS into an grad school internship? At the students expense to boot!

[Anonymous]

Anonymous wrote:

Anonymous wrote:To be simply hired in DCPS as a teacher you have to have credentials and a degree. Why are they trying to replicate a teacher training course for ALL teachers during school hours at our children's expense? And who is providing the curriculum for the teachers? If it's anything like the "curriculum" they have for students, I can't imagine anything productive coming from it. Maybe school "trainers" will create their own content? And how does that get evaluated?

Bravo! I agree. The teachers are already credentialed and most were successful in other school systems. Why turn DCPS into an grad school internship? At the students expense to boot!

Maybe because they are planning on hiring more TFA and/or DCTF teachers after this fiasco!

[Anonymous]

Anonymous wrote:During her trip to Cuba, Bowser also implied that under-performing teachers are the reason for low performing students. Teachers have been blamed for years now, yet still little improvement in test scores, graduation rates, and other indicia of performance. At some point, one has to wonder whether DCPS administrators (and perhaps other urban public school managers) have a psychological affliction that prevents them from assessing the problem objectively.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:During her trip to Cuba, Bowser also implied that under-performing teachers are the reason for low performing students. Teachers have been blamed for years now, yet still little improvement in test scores, graduation rates, and other indicia of performance. At some point, one has to wonder whether DCPS administrators (and perhaps other urban public school managers) have a psychological affliction that prevents them from assessing the problem objectively.

Exactly! DC has been firing and churning teachers for nearly 10 years, but the kids STILL can't pass the standardized tests that neighboring systems (that don't have massive turn overs) can pass with flying colors.

And yes, I'm starting to wonder if and when urban school leaders will get real about what's going on. I'm also starting to wonder if there's some psychological defect. I can almost understand school leaders not wanting to eat crow after insisting it was the teachers, tenure, etc. But I can't understand why no one in the vicinity of those people has the intelligent and integrity to say 'Ok guys. We've gotta get real here."

In the meantime, kids continue to fail. While school systems focus on remediating already highly educated adults.

http://www.washingtoncitypaper.com/blogs/citydesk/2016/03/01/analysis-third-grade-reading-proficiency-stagnant-citywide-declining-for-low-income-kids

D.C. Action for Children finds that third-grade reading proficiency did not improve citywide during that period.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:During her trip to Cuba, Bowser also implied that under-performing teachers are the reason for low performing students. Teachers have been blamed for years now, yet still little improvement in test scores, graduation rates, and other indicia of performance. At some point, one has to wonder whether DCPS administrators (and perhaps other urban public school managers) have a psychological affliction that prevents them from assessing the problem objectively.

Exactly! DC has been firing and churning teachers for nearly 10 years, but the kids STILL can't pass the standardized tests that neighboring systems (that don't have massive turn overs) can pass with flying colors.

And yes, I'm starting to wonder if and when urban school leaders will get real about what's going on. I'm also starting to wonder if there's some psychological defect. I can almost understand school leaders not wanting to eat crow after insisting it was the teachers, tenure, etc. But I can't understand why no one in the vicinity of those people has the intelligent and integrity to say 'Ok guys. We've gotta get real here."

In the meantime, kids continue to fail. While school systems focus on remediating already highly educated adults.

http://www.washingtoncitypaper.com/blogs/citydesk/2016/03/01/analysis-third-grade-reading-proficiency-stagnant-citywide-declining-for-low-income-kids

D.C. Action for Children finds that third-grade reading proficiency did not improve citywide during that period.

How many threads are you going to post this link on?

[Anonymous]

I can't open the file anymore since it disappears after 2 days. Does anyone know where to find this document?

LEAP Team Design Guide for Elementary and Middle Schools (February 2016)
https://volafile.io/r/uzQgC7

[Anonymous]

https://www.scribd.com/doc/300802057/2016-20LEAP-20Team-20Design-20Guide-20-20Elementary-20and-20Middle-20Schools-pdf#download

[Anonymous]

Why hasn't DCPS made the web presentation from last week available to teachers as promised? (Version posted above was distributed to principals.)

[Anonymous]

Anonymous wrote:To be simply hired in DCPS as a teacher you have to have credentials and a degree. Why are they trying to replicate a teacher training course for ALL teachers during school hours at our children's expense? And who is providing the curriculum for the teachers? If it's anything like the "curriculum" they have for students, I can't imagine anything productive coming from it. Maybe school "trainers" will create their own content? And how does that get evaluated?

DCPS teacher here. I am skeptical of LEAP as outlined in the documents and have been in DCPS long enough (13 years) to see many new "exciting" initiatives that turn out to be a disaster. That being said, I think reflecting on one's practice, trying new methods, and collaborating with other educators is an important part of my profession. I am constantly trying new strategies and systems to improve my teaching and the methods I learned in my woefully-inadequate graduate experience 13 years ago did not influence my practice nearly as much as my discussions with colleagues. I only teach math and Common Core has forced us to rethink teaching mathematics in a good way. I'm always trying to develop my ability to encourage deeper thinking and true understanding of the concepts through writing and discussion, and having a colleague to test out something new with me and troubleshoot along the way is valuable. I think teachers should be life-long learners and anyone who does things the exact same way throughout her career is doing it wrong. Do I need 90 minutes a week so someone can check some boxes and students might miss instructional time? Certainly not. Will DCPS implement this in a way that is valuable and respectful of everyone's time? Probably not. My point is that teachers should constantly be striving to grow as professionals in an environment that is supportive, encouraging and effective. Has this been my experience in DCPS? Nope.

[Anonymous]

Pp, I am also a teacher. I don't think anyone on this board would disagree that learning and growing as professionals is necessary for you and for the children you teach. I agree: it is the method of implementation that is suspect.