Nor any who teach 100 students, nowhere close

There are no teachers in grades K-5 who only teach one subject

I think it's a great letter and I don't even have a child at the school. Our principal would not have given anyone, teachers or parents, this much information. It says the change was already shared with staff. Were questions from staff not addressed then? I agree some of the comments are without a lot of backup, but it could be that he's getting this message from up above since our school runs the same way. I have the following questions that might pertain to any school.

"This approach to instruction leaves very little time for differentiation" - why?

"and leaves little time for implementation of best instructional practices" - [b]what are the best practices teachers don't have time for and why does the current setup leave little time to implement them?

"It is difficult for elementary students to have so many teachers throughout their day" - have their been complaints?

Also how many grades are teachers now only teaching only one subject at Haycock? [i]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just got the below email from Mr. Donnelly. I think this is a great email... hopefully the teachers are more on board now. If he explained things this coherently during the 3/16 meeting, I'm not sure why the teachers are so upset. And he should have sent this out immediately after the meeting instead of letting rumblings slipping out for almost a week.

This letter may be great for some of the parents but not necessarily for the teachers. Most of the rumors re: the teacher response were related less to the message itself than the fact that it was handed down without consultation or admitting questions. Sending an email to the parents after NOT taking questions from teachers--who know a lot more about this than most of us!--doesn't really do it for me.

Then quit and move to APS, like all the teachers are doing?

I really don't understand this thread. The principal of a school can really do whatever he wants. He doesn't have to have a vote. It's not a democracy.

Sure he can, but it makes him a terrible principal. I don't appreciate a leader who does not consult the staff or ask questions. It is lame way to lead.

Okay. But as a parent, you're offended that he sent you a great email because his communication with teachers is imperfect? IOW, there is nothing that he could do to not be a terrible principal, in your eyes.

Some of the Haycock parents are flat-out jerks. They take the position that they know better than the administrators and teachers about virtually every topic that relates to the school, and they only purport to speak up on behalf of others when they think it will benefit their own kids.

The principal is still fairly young, and Haycock is a tougher assignment than most elementary schools. Perhaps he could have consulted more with the teachers before announcing this change, and his e-mail to parents isn't going to win a Pulitzer Price. But overall he appears to be acting in good faith, and I have no doubt that, at the end of the day, Haycock can and will continue to attract strong teachers and families who care about the education of their children.

Nothing in this policy change would make me want to move to Arlington. The problems that APS is facing, particularly in the upper levels (i.e., overcrowding and a larger achievement gap between different student cohorts), seem to be far more significant than the biggest problem raised by this change, which relates only to the adequacy of internal communications within the school.

Anonymous wrote:Re: the letter. Agree it is good that he sent it out and that it address several concerns I had. One is that math is not changing, which is all I really care about for differentiation.

I am curious about the math differentiation, too. Hasn't the principal been changing that? I have an older kid who already went through Haycock and, at that point, differentiation in math was done by classes: there might be one high math class, one mid-level, one low, for example. My current child is in a class where everyone is mixed. I was told that that is the way Haycock does it now and that differentiation happens within each class, by each teacher. Does this work?? it would seem like it is much harder to truly differentiate this way!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just got the below email from Mr. Donnelly. I think this is a great email... hopefully the teachers are more on board now. If he explained things this coherently during the 3/16 meeting, I'm not sure why the teachers are so upset. And he should have sent this out immediately after the meeting instead of letting rumblings slipping out for almost a week.

This letter may be great for some of the parents but not necessarily for the teachers. Most of the rumors re: the teacher response were related less to the message itself than the fact that it was handed down without consultation or admitting questions. Sending an email to the parents after NOT taking questions from teachers--who know a lot more about this than most of us!--doesn't really do it for me.

Then quit and move to APS, like all the teachers are doing?

I really don't understand this thread. The principal of a school can really do whatever he wants. He doesn't have to have a vote. It's not a democracy.

Sure he can, but it makes him a terrible principal. I don't appreciate a leader who does not consult the staff or ask questions. It is lame way to lead.

Okay. But as a parent, you're offended that he sent you a great email because his communication with teachers is imperfect? IOW, there is nothing that he could do to not be a terrible principal, in your eyes.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just got the below email from Mr. Donnelly. I think this is a great email... hopefully the teachers are more on board now. If he explained things this coherently during the 3/16 meeting, I'm not sure why the teachers are so upset. And he should have sent this out immediately after the meeting instead of letting rumblings slipping out for almost a week.

This letter may be great for some of the parents but not necessarily for the teachers. Most of the rumors re: the teacher response were related less to the message itself than the fact that it was handed down without consultation or admitting questions. Sending an email to the parents after NOT taking questions from teachers--who know a lot more about this than most of us!--doesn't really do it for me.

Then quit and move to APS, like all the teachers are doing?

I really don't understand this thread. The principal of a school can really do whatever he wants. He doesn't have to have a vote. It's not a democracy.

Sure he can, but it makes him a terrible principal. I don't appreciate a leader who does not consult the staff or ask questions. It is lame way to lead.

Anonymous wrote:

Anonymous wrote:Just got the below email from Mr. Donnelly. I think this is a great email... hopefully the teachers are more on board now. If he explained things this coherently during the 3/16 meeting, I'm not sure why the teachers are so upset. And he should have sent this out immediately after the meeting instead of letting rumblings slipping out for almost a week.

This letter may be great for some of the parents but not necessarily for the teachers. Most of the rumors re: the teacher response were related less to the message itself than the fact that it was handed down without consultation or admitting questions. Sending an email to the parents after NOT taking questions from teachers--who know a lot more about this than most of us!--doesn't really do it for me.

Then quit and move to APS, like all the teachers are doing?

I really don't understand this thread. The principal of a school can really do whatever he wants. He doesn't have to have a vote. It's not a democracy.

Anonymous wrote:Just got the below email from Mr. Donnelly. I think this is a great email... hopefully the teachers are more on board now. If he explained things this coherently during the 3/16 meeting, I'm not sure why the teachers are so upset. And he should have sent this out immediately after the meeting instead of letting rumblings slipping out for almost a week.

This letter may be great for some of the parents but not necessarily for the teachers. Most of the rumors re: the teacher response were related less to the message itself than the fact that it was handed down without consultation or admitting questions. Sending an email to the parents after NOT taking questions from teachers--who know a lot more about this than most of us!--doesn't really do it for me.

What does "flexible grouping model in math" mean? Is this something we have always had at Haycock or is this a new thing?

Re: the letter. Agree it is good that he sent it out and that it address several concerns I had. One is that math is not changing, which is all I really care about for differentiation.

Two, the letter is too long and has grammar and clarity errors. I'm amazed he doesn't have a good writer proof his stuff before he sends it.

And three, it doesn't address the staff morale issue which was implied in the original email. In the email and from what Haycock parents have been hearing from some of the teachers, Principal Donnelly doesn't want to hear the teachers' concerns, doesn't want to be challenged, and is losing experienced teaching talent to other schools. He prefers brand new teachers who will not challenge him on anything.

I have multiple kids in upper grades, and every single teacher my kids have had that we've liked (we're talking 6-8 teachers) have since left Haycock.

Concerned mostly about teacher morale and losing more teacher talent now. Will be attending the 4/3 PTA meeting.

Just got the below email from Mr. Donnelly. I think this is a great email... hopefully the teachers are more on board now. If he explained things this coherently during the 3/16 meeting, I'm not sure why the teachers are so upset. And he should have sent this out immediately after the meeting instead of letting rumblings slipping out for almost a week.

Dear Haycock Families,

This past Friday, March 16, at our Haycock staff breakfast, we shared an academic vision for the 2018-2019 school year. The purpose of this vision is to continue to enhance the academic and developmental opportunities for all of our students at Haycock ES. Within our vision of academic excellence for all, we are proposing the use of an instructional framework that will provide more time and opportunities for teachers to get to know their students at a deeper level academically, socially, and emotionally. We believe instructional practices such as the Literacy Workshop, Math Workshop, the integration of science and social studies, as well as doing away with departmentalization in certain grade levels will allow time for more academic differentiation as we continue to meet individual student needs. These teaching for learning practices at a deep level cannot be accomplished with the departmentalization model currently in use at Haycock ES. As you know, some of our teachers teach one subject throughout the day to more than 100 students. This approach to instruction leaves very little time for differentiation and leaves little time for implementation of best instructional practices. It is difficult for elementary students to have so many teachers throughout their day.

I completely understand that with change comes uncertainty for many people. Some of the questions that I am hearing from parents as well as teachers are:

“What is departmentalization?”
“What does this mean for my child?”
“What does this mean to me as a teacher?”

Let’s start with Question #1. Departmentalization means that one teacher teaches one subject for their grade-level. For example, one teacher teaches math all day to one grade level while another teacher provides the science instruction to all students in one grade level. Currently there is departmentalization in grade 4 AAP, grade 5 Base School, grade 5 AAP, grade 6 Base School, and grade 6 AAP. Beginning with the 2018-19 school year, grade 4 AAP, grade 5 Base School, and grade 5 AAP will implement this new framework. Grade 6 Base School and grade 6 AAP will continue to departmentalize as this model is developmentally appropriate for students transitioning to middle school.

No departmentalization means that your child will have one teacher for all subjects, with the exception of math. It is important to note that while we will no longer be departmentalized in language arts, science, and social studies, we will not be changing our flexible grouping model in math, grades 3-6. We will continue to implement the flexible math groupings for all students in grades 3-6, as per our current practice.

For Question #2, there are many reasons why this change will be beneficial for students. Based on educational research, we know that children must be given time to develop deep relationships with their teachers and form connections with fellow students. A child needs a solid relationship with one teacher who will get to know the child well. Departmentalization limits this opportunity. It is our belief that the change in departmentalization practices will provide a structure which intentionally supports a focus on building deeper relationships with our students which, in turn, will result in deeper academic and social/emotional growth for our students, as well. This model will allow your child’s teacher to really get to know your child’s strengths and areas for growth. This will also allow a teacher to get to know your child’s learning styles and understand how best to differentiate for him/her. Additionally, a child goes through many transitions per day in a departmentalized environment versus an environment where the child remains with one teacher. We estimate that we lose a minimum of 20-35 minutes each day as a result of students transitioning from one class to another due to departmentalization; as you can imagine, over the course of a week and the school year, that is valuable academic time lost.

For Question #3, what does this mean for me as a teacher? First I would like to say that I am extremely proud of the work that the Haycock staff does every day. They are an amazing group of dedicated professionals and I firmly believe that this change will help them tremendously in building relationships with their students. Teachers will now be given the opportunity to work with a smaller number of students every day thus giving greater opportunity to differentiate for each student. Additionally your child’s teacher will get to know what makes your child unique and special. By adjusting our practices around departmentalization, it will allow us to continue to capitalize on the great work here at Haycock and increase student success in even more ways.

Please know that I understand and respect all things that make Haycock unique and special. With these changes, I will make sure that all grade levels will continue to have field trips and create shared learning experiences for all students, including opportunities like: Camp Highroad, the Cities projects, Colonial Day, the Regions Fair, and National History Day. Classroom teachers will continue to develop integrated learning opportunities for all students, using weekly collaborative planning time with the Advanced Academics Resource Teacher, ESOL teacher, special education teachers, the Science Resource teacher, and other specialists. Our ultimate goal is to make sure all students achieve academic and social/emotional growth throughout the year.

As with every change, there are mixed emotions. I understand that this may not be about the change itself, but rather that it may be about the uncertainty of the change. Many staff members have expressed that they feel positively about the change in the departmentalization framework, allowing a focus on developing deeper academic relationships with students. I have reached out to all the teachers in grade 4 AAP and in grade 5 to schedule dialogues to brainstorm and determine what professional development they would like to receive to help support them during this change. In addition, I have let the staff know that I will meet with any of them who may wish to discuss this change as well as to discuss the ongoing vision of Excellence and Equity at Haycock ES.

On a final note, as you know due to the snow, last night’s PTA meeting was cancelled. If you still have questions regarding the change from departmentalization, I invite you to join me at the next Haycock PTA meeting, which will be April 3 at 7:30 PM in the cafeteria. Please know and trust that every decision we make for Haycock is student-focused, specifically targeting enhanced academics and social improvement for all of our students. Haycock is an amazing community of students, staff, and families who all work hard to ensure our Cougars are ready for success both inside the classroom and outside the classroom.

Sincerely,

Mr. Donnelly
Principal
Haycock Elementary School

Anonymous wrote:Do we have a new date yet for the meeting?

4/3 at 7:30 PM.

The average class size at Haycock is 24 kids. YMMV depending on the grade.