demoralized in MCPS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually they are just taking anyone because theres not much of a pool of candidates left due to the demoralization.

https://bethesdamagazine.com/bethesda-beat/schools/mcps-expected-to-loosen-requirements-for-substitute-teachers/

The system has gone away from high standards to just lowering the bar somemore to look good, admin gets bonuses, and can fire at will after they bully newbies to fraud and inflate grades (problemsolved). Except it's bs and the union plays along. It's a game to some people. My advice is if you are a stressed teacher going through this don't play along. You might be gone either way after the pressure to do unethical things.

Substitute teachers are not the same as certified classroom teachers. The standard for substitutes was lowered, but is still higher than most neighboring districts. The standards for certified teachers have actually increased with the result that fewer weak teachers are making it through the tenure process. Of course, this has caused some anger among novice teachers who didn’t make the cut.

a few points:

Define not making the cut. Three different people can observe with three different outcomes - even WITH the supposedly stringent PGS guidelines in place.

Why doesn't MCPS share its numbers? We live in a neighboring county (both work in mcps), and the BOE lists names of those who retire, transfer, are promoted or who sever ties with the county. While listing names may be inefficient, CERTAINLY the county can share yearly stats.

Perhaps I'm missing something????

Finally, I've seen young teachers leave each year - good ones who can't stand the BS. No one should comment on the system unless s/he is part of this sick mess. no one

I left the system by choice. I was not run out, I was looking for a less demoralizing work environment. I was tenured and had great performance reviews for a decade plus. When I started talking about leaving, no one asked me why I wanted to go or what it would take for me to stay. When I accepted another job elsewhere in the region, no one asked me why I was leaving or if I'd reconsider. I offered constructive feedback to my admin and central admin, but no one wanted it. I asked for an exit interview and was granted one, but the person didn't take any notes. It was just to humor me. In any case, I did it for the colleagues I left behind. I hoped for change for them. The sad thing is that it probably wouldn't have taken much for me to stay; even feeling heard or frankly appreciated might have helped. It's far more cost- and energy-effective to retain good employees than to hire new ones, but the system isn't designed to worry about individual teachers. I consider it a failure of leadership at every level. And before anyone tells me that perhaps I wasn't as good as I thought I was, I was an award-winning educator then and continue to perform at the highest level in my current school. I get results and know my worth. No sour grapes--I'm lucky in that I had options--but I do feel deep sadness for what things have become.

[Anonymous]

It's designed to weed out teachers based on personality traits and favoritism.

[Anonymous]

Anonymous wrote:It's designed to weed out teachers based on personality traits and favoritism.

+1000
A teacher can be considered great and receive raving reviews every years, only to be subjected to all kinds of put downs by a newly assigned principal who will make life so miserable that the teacher will be forced to transfer or leave.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually they are just taking anyone because theres not much of a pool of candidates left due to the demoralization.

https://bethesdamagazine.com/bethesda-beat/schools/mcps-expected-to-loosen-requirements-for-substitute-teachers/

The system has gone away from high standards to just lowering the bar somemore to look good, admin gets bonuses, and can fire at will after they bully newbies to fraud and inflate grades (problemsolved). Except it's bs and the union plays along. It's a game to some people. My advice is if you are a stressed teacher going through this don't play along. You might be gone either way after the pressure to do unethical things.

Substitute teachers are not the same as certified classroom teachers. The standard for substitutes was lowered, but is still higher than most neighboring districts. The standards for certified teachers have actually increased with the result that fewer weak teachers are making it through the tenure process. Of course, this has caused some anger among novice teachers who didn’t make the cut.

a few points:

Define not making the cut. Three different people can observe with three different outcomes - even WITH the supposedly stringent PGS guidelines in place.

Why doesn't MCPS share its numbers? We live in a neighboring county (both work in mcps), and the BOE lists names of those who retire, transfer, are promoted or who sever ties with the county. While listing names may be inefficient, CERTAINLY the county can share yearly stats.

Perhaps I'm missing something????

Finally, I've seen young teachers leave each year - good ones who can't stand the BS. No one should comment on the system unless s/he is part of this sick mess. no one

I left the system by choice. I was not run out, I was looking for a less demoralizing work environment. I was tenured and had great performance reviews for a decade plus. When I started talking about leaving, no one asked me why I wanted to go or what it would take for me to stay. When I accepted another job elsewhere in the region, no one asked me why I was leaving or if I'd reconsider. I offered constructive feedback to my admin and central admin, but no one wanted it. I asked for an exit interview and was granted one, but the person didn't take any notes. It was just to humor me. In any case, I did it for the colleagues I left behind. I hoped for change for them. The sad thing is that it probably wouldn't have taken much for me to stay; even feeling heard or frankly appreciated might have helped. It's far more cost- and energy-effective to retain good employees than to hire new ones, but the system isn't designed to worry about individual teachers. I consider it a failure of leadership at every level. And before anyone tells me that perhaps I wasn't as good as I thought I was, I was an award-winning educator then and continue to perform at the highest level in my current school. I get results and know my worth. No sour grapes--I'm lucky in that I had options--but I do feel deep sadness for what things have become.

I agree 100% with every point you made, as you echo my exact sentiments.

glad you found your niche

[Anonymous]

Anonymous wrote:It's designed to weed out teachers based on personality traits and favoritism.

I work with a teacher - about 15 years in - who is being TORTURED by admin. She is excellent in every way - organized, creative, fair but strict. There is one class - a group of kids who should have been separated - who mistreat her, each other and any staff members supporting kids with IEPs.

I won't get into details (and even if I did, I'd become too nervous and angry to describe her situation accurately), but I have told her that ANY of us could have inherited that class. ANY of us would be in her same situation.

But it's so much easier to blame the teacher.

If admin are instructional leaders, why don't THEY offer to take over the class to "show" how it's done? The staff developer has done nothing either. And SDTs are non-evaluative.

So . . . hypocrisy rules.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It's designed to weed out teachers based on personality traits and favoritism.

I work with a teacher - about 15 years in - who is being TORTURED by admin. She is excellent in every way - organized, creative, fair but strict. There is one class - a group of kids who should have been separated - who mistreat her, each other and any staff members supporting kids with IEPs.

I won't get into details (and even if I did, I'd become too nervous and angry to describe her situation accurately), but I have told her that ANY of us could have inherited that class. ANY of us would be in her same situation.

But it's so much easier to blame the teacher.

If admin are instructional leaders, why don't THEY offer to take over the class to "show" how it's done? The staff developer has done nothing either. And SDTs are non-evaluative.

So . . . hypocrisy rules.

That’s a good question. At my school, neither the principal nor the SDT has ever taught academic content. They both were specials teachers. That’s great for them, but how does someone who has never taught math or literacy become the expert on evaluating a teacher teaching math or literacy? Our reading specialist is also “too busy” to meet with students but tells us what we “should” have time for. She’d understand the parameters we work under in regards to time if she had ever taken the time to put herself in our shoes. But they’re all “too busy” to actually be in classrooms and work with actual students. So, sure, their suggestions make sense on paper. Just like central office’s suggestions do—those people are also way too far removed from classrooms and children.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's designed to weed out teachers based on personality traits and favoritism.

I work with a teacher - about 15 years in - who is being TORTURED by admin. She is excellent in every way - organized, creative, fair but strict. There is one class - a group of kids who should have been separated - who mistreat her, each other and any staff members supporting kids with IEPs.

I won't get into details (and even if I did, I'd become too nervous and angry to describe her situation accurately), but I have told her that ANY of us could have inherited that class. ANY of us would be in her same situation.

But it's so much easier to blame the teacher.

If admin are instructional leaders, why don't THEY offer to take over the class to "show" how it's done? The staff developer has done nothing either. And SDTs are non-evaluative.

So . . . hypocrisy rules.

That’s a good question. At my school, neither the principal nor the SDT has ever taught academic content. They both were specials teachers. That’s great for them, but how does someone who has never taught math or literacy become the expert on evaluating a teacher teaching math or literacy? Our reading specialist is also “too busy” to meet with students but tells us what we “should” have time for. She’d understand the parameters we work under in regards to time if she had ever taken the time to put herself in our shoes. But they’re all “too busy” to actually be in classrooms and work with actual students. So, sure, their suggestions make sense on paper. Just like central office’s suggestions do—those people are also way too far removed from classrooms and children.

Which school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:It's designed to weed out teachers based on personality traits and favoritism.

+1000
A teacher can be considered great and receive raving reviews every years, only to be subjected to all kinds of put downs by a newly assigned principal who will make life so miserable that the teacher will be forced to transfer or leave.

Totally agree. And if they do not comply to every whim and ridiculous demands imposed by the principal, it will be considered insubordination. The worse is when a group of teachers gang up against their coworker as the principal looks the other way. Documenting, calling union reps or mediation does not help.In these instances teachers are unable to transfer because the principal does not want to give a good recommendation regardless of good formal evaluations. So if they can afford to leave they do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's designed to weed out teachers based on personality traits and favoritism.

+1000
A teacher can be considered great and receive raving reviews every years, only to be subjected to all kinds of put downs by a newly assigned principal who will make life so miserable that the teacher will be forced to transfer or leave.

Totally agree. And if they do not comply to every whim and ridiculous demands imposed by the principal, it will be considered insubordination. The worse is when a group of teachers gang up against their coworker as the principal looks the other way. Documenting, calling union reps or mediation does not help.In these instances teachers are unable to transfer because the principal does not want to give a good recommendation regardless of good formal evaluations. So if they can afford to leave they do.

Something else is going on here if you’re having this level of hostility from your coworkers. I’ve taught in 5 schools in MCPS. Student taught in two others. DH has taught in 2 schools here. I have good friends at almost 20 others. We are all top-rated veteran teachers. Simply not seeing or hearing about this type of... you know what, I have no idea what to call it. Even people I know who like their principals a lot are not that invested that they’d gang up on coworker who’s was actually doing his or her job.

[Anonymous]

Pp, MCPS has 208 schools. You are lucky to have had good experiences. I personally know a teacher whose coworkers ganged up against her and told the principal her level of foreign language proficiency was not adequate to teach immersion. Since she also taught the foreign language at the embassy, she was able to get a letter from the cultural attaché Advocating about her merits. Then parents started receiving cold calls urging them to complain about the teacher. It backfired when the parents complained about the calls being unprofessional. Surely you can’t blame the teacher in this case.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's designed to weed out teachers based on personality traits and favoritism.

+1000
A teacher can be considered great and receive raving reviews every years, only to be subjected to all kinds of put downs by a newly assigned principal who will make life so miserable that the teacher will be forced to transfer or leave.

Totally agree. And if they do not comply to every whim and ridiculous demands imposed by the principal, it will be considered insubordination. The worse is when a group of teachers gang up against their coworker as the principal looks the other way. Documenting, calling union reps or mediation does not help.In these instances teachers are unable to transfer because the principal does not want to give a good recommendation regardless of good formal evaluations. So if they can afford to leave they do.

Something else is going on here if you’re having this level of hostility from your coworkers. I’ve taught in 5 schools in MCPS. Student taught in two others. DH has taught in 2 schools here. I have good friends at almost 20 others. We are all top-rated veteran teachers. Simply not seeing or hearing about this type of... you know what, I have no idea what to call it. Even people I know who like their principals a lot are not that invested that they’d gang up on coworker who’s was actually doing his or her job.

I'm responding for two reasons. One, a PP said they felt uncomfortable saying too much, and I want that person to feel supported, not afraid. And two, I have seen bad stuff go down, so while I don't discount your experience and that of your DH, others have had different ones. I've seen two principals, both male, look the other way as a group of cliquish teachers, women in both situations, take down an excellent teacher colleague of theirs.

[Anonymous]

I am sure this type of thing is not only going on in Oregon and teachers will be ousted because student behavioral outbursts is epidemic. It is really a tough situation when teachers may be fired by principals blame them for negative behavior and zero consequences for students. Give it a watch.

https://youtu.be/Om7yVbuap9k

[Anonymous]

That MCPS treats teachers as widgets that can move from one classroom to another, or moving classrooms every period and keeping their materials on a cart all day, or moving schools every year doesn't help. A teacher is not a desk or a computer that transfers as easily. There are new systems and politics at every school, and is not good for anyone.

[Anonymous]

Anonymous wrote:That MCPS treats teachers as widgets that can move from one classroom to another, or moving classrooms every period and keeping their materials on a cart all day, or moving schools every year doesn't help. A teacher is not a desk or a computer that transfers as easily. There are new systems and politics at every school, and is not good for anyone.

Outside of HS, most teachers don’t float.

Talk to your EFR if you think floating is not done equitably at your school or it has a disproportionate impact on you. I was exempted from floating because I teach two preps and can’t cart everything around. Maybe there is a solution for you.

[Anonymous]

Anonymous wrote:Pp, MCPS has 208 schools. You are lucky to have had good experiences. I personally know a teacher whose coworkers ganged up against her and told the principal her level of foreign language proficiency was not adequate to teach immersion. Since she also taught the foreign language at the embassy, she was able to get a letter from the cultural attaché Advocating about her merits. Then parents started receiving cold calls urging them to complain about the teacher. It backfired when the parents complained about the calls being unprofessional. Surely you can’t blame the teacher in this case.

What caused this animosity toward the teacher? At the root, why single HER out?