s/o - background on LEAP

[Anonymous]

Agree.

[Anonymous]

Teachers, tell us more about this "test" you're supposed to take to participate in the coaching?

[Anonymous]

My understanding is that the "test" is multi-part.

1. Observing a teacher in action and giving meaningful feedback on the lesson based on the teacher's actions.

2. Analyzing student work and giving the teacher feedback on re-teaching or extending the lesson.

3. 1 hour phone interview posing questions about the observation and content.

[Anonymous]

Anonymous wrote:So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

That's DC. The right index finger doesn't know what the right thumb is doing. It makes it damn hard to even pick up the trash.

[Anonymous]

Anonymous wrote: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.

In addition to pushing IMPACT old down our throat for the past 5 years, and Rhee going round the country trying to get others to get on board, now DCPS is jumping ship and not providing this information publicly so teachers, parents, and other interested individuals can see for themselves what IMPACT new is all about. Why so secretive? My school did not provide the document and I don't know any other teacher that was provided it by their administration or the union either. Thanks to DCUM, I'm keep in the loop.

[Anonymous]

Anonymous wrote:

Anonymous wrote: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.

In addition to pushing IMPACT old down our throat for the past 5 years, and Rhee going round the country trying to get others to get on board, now DCPS is jumping ship and not providing this information publicly so teachers, parents, and other interested individuals can see for themselves what IMPACT new is all about. Why so secretive? My school did not provide the document and I don't know any other teacher that was provided it by their administration or the union either. Thanks to DCUM, I'm keep in the loop.

+1

[Anonymous]

https://www.scribd.com/doc/300802057/2016-20LEAP-2...0Middle-20Schools-pdf#download

I read this document carefully last night; it took me an hour. I am truly shocked and feel sorry for the teachers and principals who are now required to implement this plan. I can not imagine that what Kamras says is true: that this idea was the brainchild of teachers.

Teachers will now have weekly 90-minute LEAP meetings, on top of weekly content meetings, grade level and logistics meetings. They will be observed weekly by TLs, not including IMPACT.

And tell me, how does a Teacher Leader who teaches 3rd grade Math, facilitate, help, and evaluate a Kindergarten or 1st grade Math lesson/teacher? That is a different curriculum, no?

What will happen to the Teacher Leader's students for 50% of the day? They advise:

-buddy reading with older kids
-clubs lead by other teachers
-additional specials (me)
-give to other teachers
-meet after school

Is this good for students? How will their parents feel?

They write like every class has 2 teachers. Really?

What planet does this man live on?

Don't get me wrong, I think colleague coaching and collaboration is a really great idea. But this plan is making me anxious.

[Anonymous]

Also:

In my building all 3rd grade students are taught math at the same time.

How then can the 3rd grade Math TL free him/herself to observe other 3rd grade Math teachers? Shouldn't they be teaching their content at that same time?

This is going to be a scheduling nightmare.

[Anonymous]

Anonymous wrote:Also:

In my building all 3rd grade students are taught math at the same time.

How then can the 3rd grade Math TL free him/herself to observe other 3rd grade Math teachers? Shouldn't they be teaching their content at that same time?

This is going to be a scheduling nightmare.

Nightmare for scheduling. Nightmare for authentic learning time. Heaven for low-impact school time (buddy reading? Sitting around in another teacher's room?). I can't even.

[Anonymous]

+1 I am developing a deep hatred for DCPS.

Anonymous wrote:
https://www.scribd.com/doc/300802057/2016-20LEAP-2...0Middle-20Schools-pdf#download

I read this document carefully last night; it took me an hour. I am truly shocked and feel sorry for the teachers and principals who are now required to implement this plan. I can not imagine that what Kamras says is true: that this idea was the brainchild of teachers.

Teachers will now have weekly 90-minute LEAP meetings, on top of weekly content meetings, grade level and logistics meetings. They will be observed weekly by TLs, not including IMPACT.

And tell me, how does a Teacher Leader who teaches 3rd grade Math, facilitate, help, and evaluate a Kindergarten or 1st grade Math lesson/teacher? That is a different curriculum, no?

What will happen to the Teacher Leader's students for 50% of the day? They advise:

-buddy reading with older kids
-clubs lead by other teachers
-additional specials (me)
-give to other teachers
-meet after school

Is this good for students? How will their parents feel?

They write like every class has 2 teachers. Really?

What planet does this man live on?

Don't get me wrong, I think colleague coaching and collaboration is a really great idea. But this plan is making me anxious.

[Anonymous]

Sounds like a plan for private schools.

[Anonymous]

Ok, I just looked over the plan.
The shared classroom model is already being used at my school and it's a non issue. 2 TLI teachers share a classroom of 22 kids. Teacher A teachers in the morning and pretends to coach in the afternoon and teacher b pretends to coach in the morning and then teaches in the afternoon. Kids are supervised and taught, all is well.

And the time required to LEAP won't be an issue. The document suggests 90 minutes- but then suggests that you can LEAP in 2 45 minute blocks. This just means that teachers won't get real planking time anymore and will instead be LEAPing around in meeting. That is a no brainer for DCPS.
My guess, and I could be wrong is that DCPS needs to do something to end the bonus payouts and still put all the burden of urban education on teachers. This plan fits in well- because once schools start LEAPing (off of cliffs) central office is out of the picture.
it's all fine and terrible @ same time. Getting mad at DCPS for some dumb move is like predicting the weather in early spring. Just sit tight... It will all change soon enough

[Anonymous]

Anonymous wrote:Ok, I just looked over the plan.
The shared classroom model is already being used at my school and it's a non issue. 2 TLI teachers share a classroom of 22 kids. Teacher A teachers in the morning and pretends to coach in the afternoon and teacher b pretends to coach in the morning and then teaches in the afternoon. Kids are supervised and taught, all is well.

And the time required to LEAP won't be an issue. The document suggests 90 minutes- but then suggests that you can LEAP in 2 45 minute blocks. This just means that teachers won't get real planking time anymore and will instead be LEAPing around in meeting. That is a no brainer for DCPS.
My guess, and I could be wrong is that DCPS needs to do something to end the bonus payouts and still put all the burden of urban education on teachers. This plan fits in well- because once schools start LEAPing (off of cliffs) central office is out of the picture.
it's all fine and terrible @ same time. Getting mad at DCPS for some dumb move is like predicting the weather in early spring. Just sit tight... It will all change soon enough

Agreed. But I actually did have good MEs, as a non-content teacher they at least knew best practices in the field of ESL, I can't even begin to tell you what crazy expectations my administrations had for Newcomer ESL students. Yes, my students did progress and I am an effective teacher. It is impossible for principals to be knowledgeable of all subjects and be aware of best practices in all content areas, that's my gripe along with the communal planning. The other teacher in the building does not teach the same grades or levels as me. Oh, and when are we going to get a curriculum? I just read some documents were DCPS is now starting to admit that they have only begun to write one after all this time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Ok, I just looked over the plan.
The shared classroom model is already being used at my school and it's a non issue. 2 TLI teachers share a classroom of 22 kids. Teacher A teachers in the morning and pretends to coach in the afternoon and teacher b pretends to coach in the morning and then teaches in the afternoon. Kids are supervised and taught, all is well.

And the time required to LEAP won't be an issue. The document suggests 90 minutes- but then suggests that you can LEAP in 2 45 minute blocks. This just means that teachers won't get real planking time anymore and will instead be LEAPing around in meeting. That is a no brainer for DCPS.
My guess, and I could be wrong is that DCPS needs to do something to end the bonus payouts and still put all the burden of urban education on teachers. This plan fits in well- because once schools start LEAPing (off of cliffs) central office is out of the picture.
it's all fine and terrible @ same time. Getting mad at DCPS for some dumb move is like predicting the weather in early spring. Just sit tight... It will all change soon enough

Agreed. But I actually did have good MEs, as a non-content teacher they at least knew best practices in the field of ESL, I can't even begin to tell you what crazy expectations my administrations had for Newcomer ESL students. Yes, my students did progress and I am an effective teacher. It is impossible for principals to be knowledgeable of all subjects and be aware of best practices in all content areas, that's my gripe along with the communal planning. The other teacher in the building does not teach the same grades or levels as me. Oh, and when are we going to get a curriculum? I just read some documents were DCPS is now starting to admit that they have only begun to write one after all this time.

The fact that all the "smart people" in Central Office didn't know what in the world a curriculum was is scary. They put a ton of time and effort into creating what they really thought was a curriculum---only to be told by real educators with actual classroom experience that all of the assignments and documentation they came up with was not it. Scary!