Anonymous wrote:And THAT is the argument. They don't. It should be a mandate for targeted schools like that 40/40 schools that continue to produce single digit test scores in reading and math after years of turnaround efforts. If a school has already turned around or not in danger it really doesn't make sense to take way the precious resource of time to teach them what they already know.

Anonymous wrote:

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.

Agreed. And if DC teachers are in need of so much training, send them to school in the summer. We really should be teaching and planning to teach instead of this teacher prep program.

The bottom line is principals will declare those they want highly effective, those they want to keep around Developing and those they want to get rid of ineffective no matter how much LEAP training and meetings Takes place.

PS: and let's not kid ourselves about those turnaround efforts. They look something like this: don't suspend kids. Then our suspension rate goes down. (In the meantime the student body becomes more disrespectful and dangerous). B) Pass the kids along and/or change grades. Then our on-time graduation rates look good. (In the meantime kids don't know how to read or write & still produce single digit scores on tests they don't take seriously). C) Manipulate how we take attendance. Then those rates look good too. I could go on.

Anonymous wrote:And THAT is the argument. They don't. It should be a mandate for targeted schools like that 40/40 schools that continue to produce single digit test scores in reading and math after years of turnaround efforts. If a school has already turned around or not in danger it really doesn't make sense to take way the precious resource of time to teach them what they already know.

Anonymous wrote:

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.

Agreed. And if DC teachers are in need of so much training, send them to school in the summer. We really should be teaching and planning to teach instead of this teacher prep program.

The bottom line is principals will declare those they want highly effective, those they want to keep around Developing and those they want to get rid of ineffective no matter how much LEAP training and meetings Takes place.

The problem with doing this in 40/40 schools however, is that we know it's more than teacher preparedness that impacts their scores. Poverty, absenteeism, out-of-control behavior & a culture that doesn't value education, educators or hell-anything-is the issue. The meetings need to be with those kids. Many of the teachers are stellar and would get results aanywhere else.

[quote=Anonymous]Schools have broken it up into either two 45 minute sessions or one 90 minute session that creates an extra specials block first thing in the morning. In both cases teachers are losing that 40 minutes they had on days that there was no staff meeting, grade meeting, or CLC. In addition to the LEAP blocks they are also being observed weekly by the LEAP Leader and having to do a post conference with said LL during planning time. In a way it is better to knock it out in one shot with a full 90 minute session because you just plan for that day being shot as far as planning is concerned. The schools that have it spread over several days are probably most impacted. [/quote]

One full day being shot--morning before kids arrive AND planning--on the same day is HUGE! That's 20% of your planning gone for the week. I don't know anyone who wants to work a full day with no break.

Add to that 1 day being blown each week the CLC, grade level, department and post-observation meetings. My school also has meetings for co-teachers which is nearly every core subject & special Ed teacher.

So where's the time to plan, call and meet with parents, grade etc???

And THAT is the argument. They don't. It should be a mandate for targeted schools like that 40/40 schools that continue to produce single digit test scores in reading and math after years of turnaround efforts. If a school has already turned around or not in danger it really doesn't make sense to take way the precious resource of time to teach them what they already know.

Anonymous wrote:

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.

Agreed. And if DC teachers are in need of so much training, send them to school in the summer. We really should be teaching and planning to teach instead of this teacher prep program.

The bottom line is principals will declare those they want highly effective, those they want to keep around Developing and those they want to get rid of ineffective no matter how much LEAP training and meetings Takes place.

Schools have broken it up into either two 45 minute sessions or one 90 minute session that creates an extra specials block first thing in the morning. In both cases teachers are losing that 40 minutes they had on days that there was no staff meeting, grade meeting, or CLC. In addition to the LEAP blocks they are also being observed weekly by the LEAP Leader and having to do a post conference with said LL during planning time. In a way it is better to knock it out in one shot with a full 90 minute session because you just plan for that day being shot as far as planning is concerned. The schools that have it spread over several days are probably most impacted.

Anonymous wrote:It just started last week. I don't think anyone has an inkling at this point. Honestly, I think everyone is just waiting for it to die off like all of the other grand schemes by DCPS.

Anonymous wrote:Based on the other thread, I thought it would be a good idea to see how LEAP is working in DC schools--now that it is no longer a theory but actual practice.

A poster in the original thread about Kamras holding a meeting stated that during Back to School Night teachers were complaining about LEAP.

I've heard that....NO SURPRISE AS EVERYONE PREDICTED THIS--the main issue with LEAP is that it takes up tons of teacher planning time with meetings. I know this to be the case from experience and from hearing from other teachers. Last week an entire group of teachers went the whole week without planning due to meetings. In many cases, teachers are having meetings first thing in the morning before the students arrive (when they could be preparing for the day) AND during planning (when they could be...well...PLANNING) to accommodate LEAP meetings as well as the usual grade level, department, etc meetings.

DC teachers, how are things going in your schools?

Yeah. That "dying off" thing too. I can see that happening.

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.

Agreed. And if DC teachers are in need of so much training, send them to school in the summer. We really should be teaching and planning to teach instead of this teacher prep program.

The bottom line is principals will declare those they want highly effective, those they want to keep around Developing and those they want to get rid of ineffective no matter how much LEAP training and meetings Takes place.

At my school so far it has been a bit of a time suck. It's hard to meet for planning and do LASW meetings as well as getting general stuff around the classroom.

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.

My school has rolled LEAP out & it definitely swallows planning time whole--before school, during lunch & planning. There really is no time for actual planning, grading or phone calls. After working for hours with little to no break, I simply don't have the energy to do it at the end of the day. I run for the exit. In the past, I would've called at least half of my families by now with good and bad reports. So far I've called NONE.

Anonymous wrote:LEAP is expecting 90 minutes of coaching a week. So that could be two planning periods. Or during three "morning collaborative" times which are 8:00-8:30 for which teachers have always reported to school and has always been used for PD and meetings.

8:00-8:30 has always been used for PD and meetings? Does DCPS see no value in allowing teachers to use that time to prepare for the day--even if just mentally? Or make those last minute copies? Who wants to run from meetings to a class full of kids?

Then there's that planning time...I repeat PLANNING time...that's being swallowed by meetings.

Where's the union?

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.

It just started last week. I don't think anyone has an inkling at this point. Honestly, I think everyone is just waiting for it to die off like all of the other grand schemes by DCPS.

Anonymous wrote:Based on the other thread, I thought it would be a good idea to see how LEAP is working in DC schools--now that it is no longer a theory but actual practice.

A poster in the original thread about Kamras holding a meeting stated that during Back to School Night teachers were complaining about LEAP.

I've heard that....NO SURPRISE AS EVERYONE PREDICTED THIS--the main issue with LEAP is that it takes up tons of teacher planning time with meetings. I know this to be the case from experience and from hearing from other teachers. Last week an entire group of teachers went the whole week without planning due to meetings. In many cases, teachers are having meetings first thing in the morning before the students arrive (when they could be preparing for the day) AND during planning (when they could be...well...PLANNING) to accommodate LEAP meetings as well as the usual grade level, department, etc meetings.

DC teachers, how are things going in your schools?

LEAP is expecting 90 minutes of coaching a week. So that could be two planning periods. Or during three "morning collaborative" times which are 8:00-8:30 for which teachers have always reported to school and has always been used for PD and meetings.

Anonymous wrote:Based on the other thread, I thought it would be a good idea to see how LEAP is working in DC schools--now that it is no longer a theory but actual practice.

A poster in the original thread about Kamras holding a meeting stated that during Back to School Night teachers were complaining about LEAP.

I've heard that....NO SURPRISE AS EVERYONE PREDICTED THIS--the main issue with LEAP is that it takes up tons of teacher planning time with meetings. I know this to be the case from experience and from hearing from other teachers. Last week an entire group of teachers went the whole week without planning due to meetings. In many cases, teachers are having meetings first thing in the morning before the students arrive (when they could be preparing for the day) AND during planning (when they could be...well...PLANNING) to accommodate LEAP meetings as well as the usual grade level, department, etc meetings.

DC teachers, how are things going in your schools?

We are still waiting for the explanation as to what is "LEAP" and how it will work in our school, no one seems to know!!! The introduction video showing principals struggling to describe what is LEAP and laughing about their lack of knowledge did not inspire confidence.

Based on the other thread, I thought it would be a good idea to see how LEAP is working in DC schools--now that it is no longer a theory but actual practice.

A poster in the original thread about Kamras holding a meeting stated that during Back to School Night teachers were complaining about LEAP.

I've heard that....NO SURPRISE AS EVERYONE PREDICTED THIS--the main issue with LEAP is that it takes up tons of teacher planning time with meetings. I know this to be the case from experience and from hearing from other teachers. Last week an entire group of teachers went the whole week without planning due to meetings. In many cases, teachers are having meetings first thing in the morning before the students arrive (when they could be preparing for the day) AND during planning (when they could be...well...PLANNING) to accommodate LEAP meetings as well as the usual grade level, department, etc meetings.

DC teachers, how are things going in your schools?