Teachers, How's LEAP Working So Far???

[Anonymous]

Anonymous wrote:LEAP sucks! And DCPS expects teachers to buy into it when they had no say so as to whether they wanted to opt in or out. GTFOH.

So since you're in this discussion criticizing LEAP and also in the Leckie thread saying all DCPS principals are horrible but you don't want to give any current examples, can you at least give more productive feedback or ideas about fixing this than just "It's all horrible! GTFOH!"? Cuz that does nothing to give people ideas of how to better support teachers from outside of the system.

[Anonymous]

Anonymous wrote:

Anonymous wrote:LEAP sucks! And DCPS expects teachers to buy into it when they had no say so as to whether they wanted to opt in or out. GTFOH.

So since you're in this discussion criticizing LEAP and also in the Leckie thread saying all DCPS principals are horrible but you don't want to give any current examples, can you at least give more productive feedback or ideas about fixing this than just "It's all horrible! GTFOH!"? Cuz that does nothing to give people ideas of how to better support teachers from outside of the system.

Yo, shut up Z. You don't know who's saying what where. And it's not as if you're truly interested in learning from constructive feedback. You simply like to argue. Oh how it must suck to be you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LEAP sucks! And DCPS expects teachers to buy into it when they had no say so as to whether they wanted to opt in or out. GTFOH.

So since you're in this discussion criticizing LEAP and also in the Leckie thread saying all DCPS principals are horrible but you don't want to give any current examples, can you at least give more productive feedback or ideas about fixing this than just "It's all horrible! GTFOH!"? Cuz that does nothing to give people ideas of how to better support teachers from outside of the system.

Yo, shut up Z. You don't know who's saying what where. And it's not as if you're truly interested in learning from constructive feedback. You simply like to argue. Oh how it must suck to be you.

So some things about posts are pretty obvious when they're consistent and unique compared to other posts. And how can you judge whether I am interested in constructive feedback when you haven't given any? Give some, I'll absolutely show my interest!

[Anonymous]

To date, LEAP is working out OK at my building. Classroom teachers have 6 planning periods at our school. The LEAP uses one of our morning blocks and one of the planning periods. We get a non-punitive observation once a week. There's another short session for a one-on-one debrief with the instructional coach. The seminar on close reading is a bunch of David Coleman nonsense, but we do use some of that time to do planning. Overall, at least in our building, we have gained planning time, since only one of the morning blocks is being used. We're not doing any PLCs, CLCs, ILCs, or committee meetings.

[Anonymous]

And in that sense it is a good thing because I worked in a school where we had TMMB, (the 30 minute planning time between 8:10 and 8:40) CLC, and ILC. Essentially, we never had a planning period. It was horrible! My current school last year we had PLCs but eventually we had that time to use for planning and prep. It was glorious! I find that having planning and prep time is much more beneficial to my practice than sitting in a room for and hour and half talking about crap that learned when I was in grad school.

Anonymous wrote:To date, LEAP is working out OK at my building. Classroom teachers have 6 planning periods at our school. The LEAP uses one of our morning blocks and one of the planning periods. We get a non-punitive observation once a week. There's another short session for a one-on-one debrief with the instructional coach. The seminar on close reading is a bunch of David Coleman nonsense, but we do use some of that time to do planning. Overall, at least in our building, we have gained planning time, since only one of the morning blocks is being used. We're not doing any PLCs, CLCs, ILCs, or committee meetings.

[Anonymous]

Anonymous wrote:I am so confused about LEAP and so is our school it seems. I do not understand how teachers can be effective when there are so many meetings, so much information and no time to actually plan, do attendance, grade papers, make phone calls, look at data all the stuff which makes an effective teacher.

This is so true. At the moment it is a huge time suck, I mean time commitment fo teachers.

[Anonymous]

Anonymous wrote:To date, LEAP is working out OK at my building. Classroom teachers have 6 planning periods at our school. The LEAP uses one of our morning blocks and one of the planning periods. We get a non-punitive observation once a week. There's another short session for a one-on-one debrief with the instructional coach. The seminar on close reading is a bunch of David Coleman nonsense, but we do use some of that time to do planning. Overall, at least in our building, we have gained planning time, since only one of the morning blocks is being used. We're not doing any PLCs, CLCs, ILCs, or committee meetings.

That would be so much better! I am in a school where the teachers have a 90 minute block out of the day for LEAP. It makes much more sense if we did 1 morning a week and 1 planning period.
We have a new principal- so I am going to run this by her and see if she would be open to it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:LEAP sucks! And DCPS expects teachers to buy into it when they had no say so as to whether they wanted to opt in or out. GTFOH.

So since you're in this discussion criticizing LEAP and also in the Leckie thread saying all DCPS principals are horrible but you don't want to give any current examples, can you at least give more productive feedback or ideas about fixing this than just "It's all horrible! GTFOH!"? Cuz that does nothing to give people ideas of how to better support teachers from outside of the system.

Give it up Jason, admit it's a mess

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LEAP sucks! And DCPS expects teachers to buy into it when they had no say so as to whether they wanted to opt in or out. GTFOH.

So since you're in this discussion criticizing LEAP and also in the Leckie thread saying all DCPS principals are horrible but you don't want to give any current examples, can you at least give more productive feedback or ideas about fixing this than just "It's all horrible! GTFOH!"? Cuz that does nothing to give people ideas of how to better support teachers from outside of the system.

Give it up Jason, admit it's a mess

Lol!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LEAP sucks! And DCPS expects teachers to buy into it when they had no say so as to whether they wanted to opt in or out. GTFOH.

So since you're in this discussion criticizing LEAP and also in the Leckie thread saying all DCPS principals are horrible but you don't want to give any current examples, can you at least give more productive feedback or ideas about fixing this than just "It's all horrible! GTFOH!"? Cuz that does nothing to give people ideas of how to better support teachers from outside of the system.

Give it up Jason, admit it's a mess