7 Math teachers are leaving Richard Montgomerry HS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The 50% rule is a stupid hill to die on for anyone who understands math. Yes, the gradebook should reflect the actual course grade, no one has time to decipher anything else, and using the grade book to make this point is beyond petty. But more importantly, there is plenty of room to distinguish between students in the 50-100% range, if a pre-calc teacher can't get their head around that we've got bigger problems. It amounts to a change of variables, nothing more. A test should already have 50% of the points going to remedial tasks, like setting up an equation, because 50% is an F. After that it's necessary to demonstrate new knowledge to earn the grade. What is so different here? If a student is getting lots of 50% for free, they're still on a failing trajectory. If this is really the explanation, I'm shocked that math teachers can't roll with this rule, and still maintain their standards. Unfortunately whoever replaces them will still be worse.

What do you base this statement on, besides the principle that any change anywhere ever is for the worse?

IB is not unique to RM. Hopefully they can hire someone with background.

Right. There is another thread about MCPS's new initiative for recruiting and promoting black and Latino male teachers.
Why don't MCPS fill the 7 openings through this BOLD initiative. The IB program in RM will have better equity in both student body and teacher workforce and better integration in the school.

STFU with your gibberish. All I was saying was just because something is bad, doesn't mean it can't be worse, especially given the original teachers are said to be good with the material. My DCs have already had high quality, minority math teachers. Hopefully yours will as well, so they can un learn the trash they're fed at home.

[Anonymous]

Former RMIB parent here and I agree that the departure of talented teachers, especially from one department, is worrisome.
Consideron the following:
1. RM parents and others— go to the administration, voice support for the teachers and express concern for the turnover in the math dept, that this level of “churn” is bad for school morale, which will affect the students.
2. Include the principal’s supervisor in the conversation

As for hiring teachers based on race and gender, I disagree (isn’t it illegal) and why wouldn’t you want an inspiring teacher who happens to be white and female? We need more quality teachers regardless of race/gender. Quality should come first.

Finally, there is a lot of attention paid to “demographics,” which can change over time. Will there be periodic rebalancing (or gerrymandering) by MCPS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you want excellence, you hire administrators who themselves were A students. When you recruit administrators who were C students then you see them lowering standards because high standards is seen as "unattainable" by such people. The RM principal is an example of such low caliber people taking an administrator role. For me he is the same caliber of nitwit as Joshua Starr was.

How do you know the grades of specific MCPS administrators?

New poster, but Starr had a doctorate from Harvard. You may not have liked him, but he’s a smart guy. I didn’t like everything he championed, but I vastly preferred the trajectory the school system was on under his leadership.

He was corrupt as he!!. And remember, that was a doctorate in education, not something like math.

Generally, and for understandable reasons, school administrators' advanced degrees do tend to be in school administration or some such, rather than in math.

Exactly. In other words, it's a BS degree with zero practical experience that allows them do implement asinine initiatives and earn boatloads of money, while not actually doing anything useful. Kind of like hospital administrators.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thank you GOD that we did not choose RMIB!

I had some frank discussions with current parents after Hoover left and they explained how the new principal and the new coordinators were clueless and frankly had an agenda to dilute the program.

RMIB had a diploma rate of 96% under Hoover. In two years it went down 10%. It will continue to go down more.

Very sorry to see Mrs Goetze leave. I hope her fantastic Physics teacher DH does not leave too. These are gems of this program and they will be plucked by some lucky W school or even perhaps Blair.

7 IB teachers leaving in Maths. OMG. The Principal is a low achieving putz who always hated the magnet program. You should never ever hire someone who is a low achiever to oversee a program for high achievers. Their jealously will make them sabotage the program and that he is doing.

I hope there are enough Bethesda lawyers who sue the asses of MCPS.

I

RM Principal's son applied to RMIB program this year, so I don't think he hates it *that* much, nor would he want it to be a failure.

Well, without the lowering of standards this kid probably did not have a chance, no? Like Shay's kid? LOLZ!!

I have no idea, and neither do you, but the idea that the Principal doesn't like the program doesn't seem to hold water since his kid applied to it.

You must be awfully naive or someone who is glad to see the standards falling because your kid could not hack it at RMIB,

? My kid is in IB. You must lack some sense to think that a parent would want the IB program dumbed down for their child given that the only way to get the IB diploma is to pass all the tests, and dumbing down the program isn't going to help a student pass all those tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you want excellence, you hire administrators who themselves were A students. When you recruit administrators who were C students then you see them lowering standards because high standards is seen as "unattainable" by such people. The RM principal is an example of such low caliber people taking an administrator role. For me he is the same caliber of nitwit as Joshua Starr was.

How do you know the grades of specific MCPS administrators?

New poster, but Starr had a doctorate from Harvard. You may not have liked him, but he’s a smart guy. I didn’t like everything he championed, but I vastly preferred the trajectory the school system was on under his leadership.

He was corrupt as he!!. And remember, that was a doctorate in education, not something like math.

Generally, and for understandable reasons, school administrators' advanced degrees do tend to be in school administration or some such, rather than in math.

Exactly. In other words, it's a BS degree with zero practical experience that allows them do implement asinine initiatives and earn boatloads of money, while not actually doing anything useful. Kind of like hospital administrators.

You try being a school administrator.

[Anonymous]

It sounds like at least one retired and one moved out of state. Does anyone know where the others are going? (Nearby schools? Heaven knows some schools could use good math teachers!)

[Anonymous]

Anonymous wrote:It sounds like at least one retired and one moved out of state. Does anyone know where the others are going? (Nearby schools? Heaven knows some schools could use good math teachers!)

One got a promotion to head the math department at WJ. Maybe the other 4 are the ones who are upset with school policies.

[Anonymous]

People often retire (or move out of state) when they are feed up with their boss.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is an RM student here who has talked to some of the IB teachers that are leaving. There are 7 total teachers who are leaving and not all of them teach IB but the whole entire IB precalculus department is leaving. This means that 95% of the rising sophomore class will have a teacher who is unfamiliar with teaching IB precalculus according to the HL and SL pathways. One of the teachers confirmed that they along with other IB affiliated teachers were leaving because Ms. Goetz was being pushed down from being the department head. We have heard that Ms. Goetz, a great math teacher with tons of experience in the IB curriculum (like all the precalculus teachers that are leaving) will soon be leaving. Students feel confused and frustrated that we’re not getting any straight answers about WHY they’re leaving and what the future of IB math is going to look like, as well as the fact that we feel unsupported in the school. It feels like the administration doesn’t like IB, and it doesn’t feel too great to go to a school where you feel like the outsiders even though you walk in and out of the same doors that kids zoned for RM do. With the new IB administration, there is much confusion about DP pathways and there is not much support when high achievers try to aim high and take rigorous course loads. I guess this is just an insider’s perspective.

That is not new right? My kid graduated RMIB 4 years ago and spent two years under the current Principal. Even then I remember my kid telling me that kids don't think the current Principal likes the program. I remember criticisms I heard were - no school (RM) spirit, not integrated with main body, hangs by themselves...etc. I sense at the time was that the new guy really didn't understand and didn't appreciate the particular needs of these kids. Hoover did but she got pushed out for protecting the program. My guess is that these teachers' tried to hang on but just couldn't do it any longer. I really feel that the program is dying. Sad story actually...

I am curious to know if the program has suffered since the new Principal took over. I remember when my child was admitted a few years ago 93% of the RMIB program earned an IB diploma. Their website says that in 2017 88% received a diploma. Curious about what happened in 2018

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you want excellence, you hire administrators who themselves were A students. When you recruit administrators who were C students then you see them lowering standards because high standards is seen as "unattainable" by such people. The RM principal is an example of such low caliber people taking an administrator role. For me he is the same caliber of nitwit as Joshua Starr was.

How do you know the grades of specific MCPS administrators?

New poster, but Starr had a doctorate from Harvard. You may not have liked him, but he’s a smart guy. I didn’t like everything he championed, but I vastly preferred the trajectory the school system was on under his leadership.

He was corrupt as he!!. And remember, that was a doctorate in education, not something like math.

Generally, and for understandable reasons, school administrators' advanced degrees do tend to be in school administration or some such, rather than in math.

a zero-sum game seems misguided at best

[Anonymous]

Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
If you want excellence, you hire administrators who themselves were A students. When you recruit administrators who were C students then you see them lowering standards because high standards is seen as "unattainable" by such people. The RM principal is an example of such low caliber people taking an administrator role. For me he is the same caliber of nitwit as Joshua Starr was.


How do you know the grades of specific MCPS administrators?


New poster, but Starr had a doctorate from Harvard. You may not have liked him, but he’s a smart guy. I didn’t like everything he championed, but I vastly preferred the trajectory the school system was on under his leadership.


He was corrupt as he!!. And remember, that was a doctorate in education, not something like math.


Generally, and for understandable reasons, school administrators' advanced degrees do tend to be in school administration or some such, rather than in math.

An educational doctorate isn't even a Phd. But yes C caliber professionals have deep insecurity and do not do well with high performing staff including teachers. They see them as a threat or a reminder of their own inadequacy. They will always hire people who are either sycophants or people so incompetent that they appear smarter.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
If you want excellence, you hire administrators who themselves were A students. When you recruit administrators who were C students then you see them lowering standards because high standards is seen as "unattainable" by such people. The RM principal is an example of such low caliber people taking an administrator role. For me he is the same caliber of nitwit as Joshua Starr was.


How do you know the grades of specific MCPS administrators?


New poster, but Starr had a doctorate from Harvard. You may not have liked him, but he’s a smart guy. I didn’t like everything he championed, but I vastly preferred the trajectory the school system was on under his leadership.


He was corrupt as he!!. And remember, that was a doctorate in education, not something like math.


Generally, and for understandable reasons, school administrators' advanced degrees do tend to be in school administration or some such, rather than in math.

An educational doctorate isn't even a Phd. But yes C caliber professionals have deep insecurity and do not do well with high performing staff including teachers. They see them as a threat or a reminder of their own inadequacy. They will always hire people who are either sycophants or people so incompetent that they appear smarter.

DP. wow, I am disgusted at the level of disrespect that some people have for school administrators and teachers. There is no shortage of people disrespecting teachers, as well. I do wonder if these kinds of posters ever consider being a school administrator or teacher if they think they can do it better.

I am neither an administrator or teacher.. just a parent.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is an RM student here who has talked to some of the IB teachers that are leaving. There are 7 total teachers who are leaving and not all of them teach IB but the whole entire IB precalculus department is leaving. This means that 95% of the rising sophomore class will have a teacher who is unfamiliar with teaching IB precalculus according to the HL and SL pathways. One of the teachers confirmed that they along with other IB affiliated teachers were leaving because Ms. Goetz was being pushed down from being the department head. We have heard that Ms. Goetz, a great math teacher with tons of experience in the IB curriculum (like all the precalculus teachers that are leaving) will soon be leaving. Students feel confused and frustrated that we’re not getting any straight answers about WHY they’re leaving and what the future of IB math is going to look like, as well as the fact that we feel unsupported in the school. It feels like the administration doesn’t like IB, and it doesn’t feel too great to go to a school where you feel like the outsiders even though you walk in and out of the same doors that kids zoned for RM do. With the new IB administration, there is much confusion about DP pathways and there is not much support when high achievers try to aim high and take rigorous course loads. I guess this is just an insider’s perspective.

That is not new right? My kid graduated RMIB 4 years ago and spent two years under the current Principal. Even then I remember my kid telling me that kids don't think the current Principal likes the program. I remember criticisms I heard were - no school (RM) spirit, not integrated with main body, hangs by themselves...etc. I sense at the time was that the new guy really didn't understand and didn't appreciate the particular needs of these kids. Hoover did but she got pushed out for protecting the program. My guess is that these teachers' tried to hang on but just couldn't do it any longer. I really feel that the program is dying. Sad story actually...

I am curious to know if the program has suffered since the new Principal took over. I remember when my child was admitted a few years ago 93% of the RMIB program earned an IB diploma. Their website says that in 2017 88% received a diploma. Curious about what happened in 2018

I'm a parent of a current IB student. Despite bashing RMIB being a favorite pastime of several DCUM posters, from my viewpoint, the program seems fine. Why kids don't earn diplomas was discussed at a PAC meeting. Sometimes kids don't complete some very specific things required by IB, such as finishing their extended essay, or sitting one of their exams. Once they have gotten into college, some don't see the need to actually get their IB diploma. Steps are being taken to address some of that. Students that don't meet certain milestones in their Junior year will have to meet with parents and magnet administrators and may be "counseled out" of the program.

Also - a PP said current magnet coordinators were confused about math pathways. Actually sounds like PP is confused - IB just rolled out changes to the math courses and testing, so RM had to respond by adjusting their various courses and pathways for the magnet (9th & 10th) program and the diploma program. This also was presented to parents at a PAC meeting.

https://www.ibo.org/programmes/diploma-programme/curriculum/mathematics/

Four courses are currently available in mathematics and these courses will have their last assessment in November 2020:

mathematical studies standard level
mathematics standard level
mathematics higher level
further mathematics higher level

From August 2019 the following courses, with first assessment in May 2021, will be available:

Mathematics: analysis and approaches SL
Mathematics: analysis and approaches HL
Mathematics: applications and interpretation SL
Mathematics: applications and interpretation HL

[Anonymous]

What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.

[Anonymous]

Anonymous wrote:What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.

+1
Fretting about a drop from 93% to 88% in diploma completion is silly. That's 8 additional kids out of 160 who chose not to finish something. Besides, they can earn college credit based on their IB test scores. The diploma itself doesn't matter.