GDS high school

[Anonymous]

Anonymous wrote:And who do you think is ultimately responsible for all the things people complain about at GDS if not the HOS?

This is akin to saying that the CEO of United/American/Delta is ultimately responsible, because the airline delayed a flight or misplaced your luggage.

[Anonymous]

Anonymous wrote:

Anonymous wrote:And who do you think is ultimately responsible for all the things people complain about at GDS if not the HOS?

This is akin to saying that the CEO of United/American/Delta is ultimately responsible, because the airline delayed a flight or misplaced your luggage.

Previous poster is right - he is ultimately responsible. He's responsible for better hires and keeping them accountable. Neither of which seem to be happening for high school administration.

[Anonymous]

Anonymous wrote:

Anonymous wrote:And who do you think is ultimately responsible for all the things people complain about at GDS if not the HOS?

This is akin to saying that the CEO of United/American/Delta is ultimately responsible, because the airline delayed a flight or misplaced your luggage.

How many employees does a major airline have? How many customers per year? How many employees does GDS have? How many customers per year?

Why pay $60k+/yr tuition and pay your HOS as much as GDS does if the average parent can’t expect the HOS to be responsive? Isn’t that point of a small *independent* school?

[Anonymous]

For his direct reports? Yes. Everyone else? You clearly have never worked for a large organization of any type.

[Anonymous]

Anonymous wrote:For his direct reports? Yes. Everyone else? You clearly have never worked for a large organization of any type.

Actually, I currently run a small division of a company with over 150,000 employees.

The HOS of GDS should be more responsive to their 1100 customers. At the very least those customers shouldn’t be afraid to have a meeting with him and speak their mind.

“ At GDS, we call each other by our first names, signaling that we have access to each other—regardless of our age, title, or station.”

Just more talk?

[Anonymous]

Anonymous wrote:Actually, I currently run a small division of a company with over 150,000 employees.

Do you consider yourself responsible for all actions of every employee in the division?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I get it, you hate the Friday assemblies. But what’s your specific gripe with the CEEL curriculum’s community outreach?

It just takes so much time away from academics and it's too intense for some of the kids. My kid always chooses the "easiest" one because they don't always want to have to debate injustices. Just let the kids learn English, math, stem, and prepare for college.

I don't understand how you can say that and that your kids want to be intellectually challenged.

As I tell my MS child, if you decide that you're going to be bored instead of engaged, you will be bored.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Actually, I currently run a small division of a company with over 150,000 employees.

Do you consider yourself responsible for all actions of every employee in the division?

To a degree, yes.

Do you think the rhetoric quoted above from the GDS website means anything to the HOS or is it merely talk?

[Anonymous]

Anonymous wrote:

Anonymous wrote:And who do you think is ultimately responsible for all the things people complain about at GDS if not the HOS?

This is akin to saying that the CEO of United/American/Delta is ultimately responsible, because the airline delayed a flight or misplaced your luggage.

This is a ludicrous analogy. I don’t even know where to start.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I get it, you hate the Friday assemblies. But what’s your specific gripe with the CEEL curriculum’s community outreach?

It just takes so much time away from academics and it's too intense for some of the kids. My kid always chooses the "easiest" one because they don't always want to have to debate injustices. Just let the kids learn English, math, stem, and prepare for college.

What do you mean “they don’t want to debate injustices”? You don’t think school is a place for grappling with some of the hard questions our society faces? And what do you want them to read/discuss in English class? Only literature that is devoid of material that can lead to discussions about injustice?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I get it, you hate the Friday assemblies. But what’s your specific gripe with the CEEL curriculum’s community outreach?

It just takes so much time away from academics and it's too intense for some of the kids. My kid always chooses the "easiest" one because they don't always want to have to debate injustices. Just let the kids learn English, math, stem, and prepare for college.

I don't understand how you can say that and that your kids want to be intellectually challenged.

As I tell my MS child, if you decide that you're going to be bored instead of engaged, you will be bored.

You're just poking at the PP and you know it. Anyone who is familiar with the CEEL program knows that it isn't about academics and it certainly isn't about academic rigor. That's the issue. Parents would prefer that their kids receive academic instruction from teachers and not participate in so many field trips, assemblies, teach-in days that they complain about. By "easiest" one, I'm sure that the PP was meaning the least annoying one.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Actually, I currently run a small division of a company with over 150,000 employees.

Do you consider yourself responsible for all actions of every employee in the division?

To a degree, yes.

Do you think the rhetoric quoted above from the GDS website means anything to the HOS or is it merely talk?

To what degree exactly are you responsible for all actions of every employee in the division?

Also, the quote that you cited from the GDS website hardly supports the point you're trying to make.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I get it, you hate the Friday assemblies. But what’s your specific gripe with the CEEL curriculum’s community outreach?

It just takes so much time away from academics and it's too intense for some of the kids. My kid always chooses the "easiest" one because they don't always want to have to debate injustices. Just let the kids learn English, math, stem, and prepare for college.

What do you mean “they don’t want to debate injustices”? You don’t think school is a place for grappling with some of the hard questions our society faces? And what do you want them to read/discuss in English class? Only literature that is devoid of material that can lead to discussions about injustice?

I thought the PP meant debating injustices with a teacher over how they were running their class (amount of work, grading, assessing students) - not that the student was avoiding course content that topics to debate.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I get it, you hate the Friday assemblies. But what’s your specific gripe with the CEEL curriculum’s community outreach?

It just takes so much time away from academics and it's too intense for some of the kids. My kid always chooses the "easiest" one because they don't always want to have to debate injustices. Just let the kids learn English, math, stem, and prepare for college.

I don't understand how you can say that and that your kids want to be intellectually challenged.

As I tell my MS child, if you decide that you're going to be bored instead of engaged, you will be bored.

You're just poking at the PP and you know it. Anyone who is familiar with the CEEL program knows that it isn't about academics and it certainly isn't about academic rigor. That's the issue. Parents would prefer that their kids receive academic instruction from teachers and not participate in so many field trips, assemblies, teach-in days that they complain about. By "easiest" one, I'm sure that the PP was meaning the least annoying one.

My 8th grader did a CEEL field trip today that involved researching a current public policy, thinking of questions to ask experts on multiple sides of that issue, having a conversation with those experts, and reflecting on what they learned. Maybe not strict academic instruction, but exactly the kind of intellectual activity we chose gds for.

[Anonymous]

Anonymous wrote:You're just poking at the PP and you know it. Anyone who is familiar with the CEEL program knows that it isn't about academics and it certainly isn't about academic rigor. That's the issue. Parents would prefer that their kids receive academic instruction from teachers and not participate in so many field trips, assemblies, teach-in days that they complain about. By "easiest" one, I'm sure that the PP was meaning the least annoying one.

False dichotomy. You make it sound like GDS can't walk and chew gum at the same time.

Sports and strong academics can coexist, why not CEEL and strong academics? Arguably, CEEL is more adjacent to the school's core values than athletics.