Anonymous wrote:

Anonymous wrote:I find the description of the stresses of teachers and the low pay somewhat lacking in perspective. Many jobs have bad managers and stresses that sound just like what you are describing. And most of us don't have unions or even close to the protections that teachers are afforded. I'm an employee at will. They can fire me tomorrow, with or without cause and I don't get to appeal. And starting DCPS teachers make more money (and work fewer months and hours) than do may other careers. Read any literature on the subject of work environments across segments and you'll see employees are being asked to work more hours and do more with less. And we're all asked to do inane paperwork and reporting in all walks of life.

Teaching is a hard job, no doubt. But some perspective here wouldn't be bad.

WTU, you may now savage me because it's against the bible and constitution to dare say these things.

LOL! Note, many teachers are career changers and KNOW what "stressors" there are in other fields. They don't compare. Since when has losing that valuable contract meant that someone's future could be at stake? When is the last time you saw the union save anyone's job? Have you seen the statistics of the number of teachers with 20-30 years of teaching experience being let go right before they are up for retirement? Do you answer to 3 different sets of clients - students, parents, and administration all with different agendas and needs? You have no idea what it entails and until you do you probably shouldn't assume it is just comes with the territory because it doesn't. DCPS is the only district that uses IMPACT. It is not your typical evaluation. It is designed to make sure that teachers feel inadequate and requires them to tick off tasks that have nothing to do with how good an educator they are. That is not something that just comes with the territory. There is a reason Michelle Rhee was swept out of town.

You just made my point for me. The WTU crowd has no perspective and no context outside of DCPS. The questions you ask and statements you make illustrate that fact beautifllu. Thanks for making my point for me.

Note, many teachers are career changers and KNOW what "stressors" there are in other fields. - evidence to the contrary. See, all of the teacher defender posts above and below.

Since when has losing that valuable contract meant that someone's future could be at stake? - Not sure what you mean, but for many of us a single large client or deal could be lost or go out of business and our jobs are gone as a result. Shouldn't all the teachers who were employees elsewhere (see, above) know that?

When is the last time you saw the union save anyone's job? - You must be kidding, right? How about https://www.washingtonpost.com/local/education/decision-ordering-dc-to-rehire-75-teachers-is-upheld/2011/09/22/gIQAJMmkoK_story.html ? Not recent enough? How about February 2015 http://oea.dc.gov/sites/default/files/dc/sites/oea/publication/attachments/Devarnita%20Williams%20v%20DCPS.pdf. In that one the teacher calling the kids "thieving ass kids" wasn't enough to get her fired. And please note that for the rest of us there's no appeal and no notice requirement. I do not think you understand what "at-will employment" means.

Do you answer to 3 different sets of clients - students, parents, and administration all with different agendas and needs? You have no idea what it entails and until you do you probably shouldn't assume it is just comes with the territory because it doesn't. - YES!!! It's called "my job". But the fact that you ask just shows that you really have no clue what the working world looks like outside of public education. The mere fact that you think that only teachers have multiple, dueling and inconsistent constituencies to serve proves my point.

It is not your typical evaluation. It is designed to make sure that teachers feel inadequate and requires them to tick off tasks that have nothing to do with how good an educator they are. Many of us work for companies that change management and philosophies over time. We agree with some and not with others. The rules change and things that we personally feel aren't important are emphasized or deemphasized. It's called "a job". And if we dislike thew new rules, we quit.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Working for DCPS is no more stressful than an average urban school district of similar demographics, characteristics, etc. And that means--not particularly easy unless you've either got what it takes or are a good learner. And a lot of folks don't fit this bill. A few other soapbox opinions: TFAers are generally worthless, people's pipe-dreams for a gifted program in the same manner as they have in Fairfax or Montgomery County is not going to happen and is simply a sociology experiment to help well-to-do kids not have to be surrounded by "the masses".

Most teachers in DC have 4 or 5 unannounced observations per year. This means that at any time, on any day an administrator or a "master educator" can walk into a classroom and say they are there to observe the teacher for 30 minutes. I do not know of any other district that has this type of observation policy. It is extremely stressful, particularly in schools with very challenging behaviors.

Is this a bad thing? Serious question. If you are doing a good job and are a confident, consummate professional, what would be the concern with multiple unscheduled observations?

Because again it isn't just a matter of it being a few unscheduled observations. Have some stranger pop up on you for a 30 minute snapshot of your day and determine if you are qualified do your job based on what happens in that 30 minutes. Do you have a client unwilling to agree to the terms you proposed. Marked down. Did you have a kid vomit on the rug right before this observer walked in the room and you now need to get 18-30 people refocused and back on track. Too bad. Until you have had to be scrutinized and raked over the coals to justify every single action and decision you made in that 30 minutes you can't imagine how disrespectful it feels to be a professional treated like a child.

That's what the rest of us call "our jobs".

Gripe thread: The Sequel, Part XL

When people say stop making it about race, that is pretty obvious that blacks are not making it about race. Because the school population is majority black and the school system is run and operated by black woman. Even if it was run and operated by white person, the school population would take years to change. Therefore, making it about race would be more of an issue because the sense of familiarity would be non-existent. Attract SES families only serve one purpose and it's not about making the school system more diverse.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Working for DCPS is no more stressful than an average urban school district of similar demographics, characteristics, etc. And that means--not particularly easy unless you've either got what it takes or are a good learner. And a lot of folks don't fit this bill. A few other soapbox opinions: TFAers are generally worthless, people's pipe-dreams for a gifted program in the same manner as they have in Fairfax or Montgomery County is not going to happen and is simply a sociology experiment to help well-to-do kids not have to be surrounded by "the masses".

Most teachers in DC have 4 or 5 unannounced observations per year. This means that at any time, on any day an administrator or a "master educator" can walk into a classroom and say they are there to observe the teacher for 30 minutes. I do not know of any other district that has this type of observation policy. It is extremely stressful, particularly in schools with very challenging behaviors.

Is this a bad thing? Serious question. If you are doing a good job and are a confident, consummate professional, what would be the concern with multiple unscheduled observations?

Because again it isn't just a matter of it being a few unscheduled observations. Have some stranger pop up on you for a 30 minute snapshot of your day and determine if you are qualified do your job based on what happens in that 30 minutes. Do you have a client unwilling to agree to the terms you proposed. Marked down. Did you have a kid vomit on the rug right before this observer walked in the room and you now need to get 18-30 people refocused and back on track. Too bad. Until you have had to be scrutinized and raked over the coals to justify every single action and decision you made in that 30 minutes you can't imagine how disrespectful it feels to be a professional treated like a child.

This doesn't sound that unreasonable, actually. Over the course of school year, a teacher is observed for between 120 - 150 minutes (less than 2 hours total)? Most professionals have to be on their game, delivering and performing 100% of the time. Maybe the solution is longer observations with more frequency, or cameras in the classroom. To your point, instead of a few unscheduled observation, this could provide a better picture of how the classroom functions.

**Less than 3 hours total

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Working for DCPS is no more stressful than an average urban school district of similar demographics, characteristics, etc. And that means--not particularly easy unless you've either got what it takes or are a good learner. And a lot of folks don't fit this bill. A few other soapbox opinions: TFAers are generally worthless, people's pipe-dreams for a gifted program in the same manner as they have in Fairfax or Montgomery County is not going to happen and is simply a sociology experiment to help well-to-do kids not have to be surrounded by "the masses".

Most teachers in DC have 4 or 5 unannounced observations per year. This means that at any time, on any day an administrator or a "master educator" can walk into a classroom and say they are there to observe the teacher for 30 minutes. I do not know of any other district that has this type of observation policy. It is extremely stressful, particularly in schools with very challenging behaviors.

Is this a bad thing? Serious question. If you are doing a good job and are a confident, consummate professional, what would be the concern with multiple unscheduled observations?

Because again it isn't just a matter of it being a few unscheduled observations. Have some stranger pop up on you for a 30 minute snapshot of your day and determine if you are qualified do your job based on what happens in that 30 minutes. Do you have a client unwilling to agree to the terms you proposed. Marked down. Did you have a kid vomit on the rug right before this observer walked in the room and you now need to get 18-30 people refocused and back on track. Too bad. Until you have had to be scrutinized and raked over the coals to justify every single action and decision you made in that 30 minutes you can't imagine how disrespectful it feels to be a professional treated like a child.

This doesn't sound that unreasonable, actually. Over the course of school year, a teacher is observed for between 120 - 150 minutes (less than 2 hours total)? Most professionals have to be on their game, delivering and performing 100% of the time. Maybe the solution is longer observations with more frequency, or cameras in the classroom. To your point, instead of a few unscheduled observation, this could provide a better picture of how the classroom functions.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Working for DCPS is no more stressful than an average urban school district of similar demographics, characteristics, etc. And that means--not particularly easy unless you've either got what it takes or are a good learner. And a lot of folks don't fit this bill. A few other soapbox opinions: TFAers are generally worthless, people's pipe-dreams for a gifted program in the same manner as they have in Fairfax or Montgomery County is not going to happen and is simply a sociology experiment to help well-to-do kids not have to be surrounded by "the masses".

Most teachers in DC have 4 or 5 unannounced observations per year. This means that at any time, on any day an administrator or a "master educator" can walk into a classroom and say they are there to observe the teacher for 30 minutes. I do not know of any other district that has this type of observation policy. It is extremely stressful, particularly in schools with very challenging behaviors.

Is this a bad thing? Serious question. If you are doing a good job and are a confident, consummate professional, what would be the concern with multiple unscheduled observations?

Because again it isn't just a matter of it being a few unscheduled observations. Have some stranger pop up on you for a 30 minute snapshot of your day and determine if you are qualified do your job based on what happens in that 30 minutes. Do you have a client unwilling to agree to the terms you proposed. Marked down. Did you have a kid vomit on the rug right before this observer walked in the room and you now need to get 18-30 people refocused and back on track. Too bad. Until you have had to be scrutinized and raked over the coals to justify every single action and decision you made in that 30 minutes you can't imagine how disrespectful it feels to be a professional treated like a child.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I find the description of the stresses of teachers and the low pay somewhat lacking in perspective. Many jobs have bad managers and stresses that sound just like what you are describing. And most of us don't have unions or even close to the protections that teachers are afforded. I'm an employee at will. They can fire me tomorrow, with or without cause and I don't get to appeal. And starting DCPS teachers make more money (and work fewer months and hours) than do may other careers. Read any literature on the subject of work environments across segments and you'll see employees are being asked to work more hours and do more with less. And we're all asked to do inane paperwork and reporting in all walks of life.

Teaching is a hard job, no doubt. But some perspective here wouldn't be bad.

WTU, you may now savage me because it's against the bible and constitution to dare say these things.

LOL! Note, many teachers are career changers and KNOW what "stressors" there are in other fields. They don't compare. Since when has losing that valuable contract meant that someone's future could be at stake? When is the last time you saw the union save anyone's job? Have you seen the statistics of the number of teachers with 20-30 years of teaching experience being let go right before they are up for retirement? Do you answer to 3 different sets of clients - students, parents, and administration all with different agendas and needs? You have no idea what it entails and until you do you probably shouldn't assume it is just comes with the territory because it doesn't. DCPS is the only district that uses IMPACT. It is not your typical evaluation. It is designed to make sure that teachers feel inadequate and requires them to tick off tasks that have nothing to do with how good an educator they are. That is not something that just comes with the territory. There is a reason Michelle Rhee was swept out of town.

Correction...IMPACT is used to ensure students are passed along and that teachers are held accountable for test scores. The tricky part is that students are held accountable for NOTHING. Therefore, they don't take the tests seriously. They either sleep then fill in anything 10 minutes before the end of testing--if they care enough to fill in anything at all. Or they just fill in anything so they can sleep and/or goof off the rest of the time. How stupid is that???

What's really stupid is that the schools with the lowest scores will have the most students on the "Honor Roll". How can that be? Teachers are pressured to pass the kids along, despite the fact they lack the basic skills that will allow them to pass standardized tests. 100% of students passing math with an A or B but only 3% passing geometry??? Kaya, stop the games and do right by the children of DC.

We're apparently talking about several different things here...

1.) Passing students on to me refers to social promotion - moving kids on to the next grade and the next level of content when they haven't yet mastered what they need to get there. DCPS does social promotion as a matter of policy - they need to stop and realize if they are going to move kids up to the next grade level's worth of content, that kid is going to need more support, it doesn't work to just push them along.

2.) Grade inflation... if a kid isn't proficient in math per standardized exams, he shouldn't be getting A's and B's in math class.

There needs to be a reality check. It's one thing to not want to crush kids' confidence but it's another thing to blow smoke up everyones asses. The right place is somewhere in the middle.

Anonymous wrote:

Anonymous wrote:Working for DCPS is no more stressful than an average urban school district of similar demographics, characteristics, etc. And that means--not particularly easy unless you've either got what it takes or are a good learner. And a lot of folks don't fit this bill. A few other soapbox opinions: TFAers are generally worthless, people's pipe-dreams for a gifted program in the same manner as they have in Fairfax or Montgomery County is not going to happen and is simply a sociology experiment to help well-to-do kids not have to be surrounded by "the masses".

Most teachers in DC have 4 or 5 unannounced observations per year. This means that at any time, on any day an administrator or a "master educator" can walk into a classroom and say they are there to observe the teacher for 30 minutes. I do not know of any other district that has this type of observation policy. It is extremely stressful, particularly in schools with very challenging behaviors.

Is this a bad thing? Serious question. If you are doing a good job and are a confident, consummate professional, what would be the concern with multiple unscheduled observations?

Anonymous wrote:

Anonymous wrote:Working for DCPS is no more stressful than an average urban school district of similar demographics, characteristics, etc. And that means--not particularly easy unless you've either got what it takes or are a good learner. And a lot of folks don't fit this bill. A few other soapbox opinions: TFAers are generally worthless, people's pipe-dreams for a gifted program in the same manner as they have in Fairfax or Montgomery County is not going to happen and is simply a sociology experiment to help well-to-do kids not have to be surrounded by "the masses".

Most teachers in DC have 4 or 5 unannounced observations per year. This means that at any time, on any day an administrator or a "master educator" can walk into a classroom and say they are there to observe the teacher for 30 minutes. I do not know of any other district that has this type of observation policy. It is extremely stressful, particularly in schools with very challenging behaviors.

+1

Anonymous wrote:Working for DCPS is no more stressful than an average urban school district of similar demographics, characteristics, etc. And that means--not particularly easy unless you've either got what it takes or are a good learner. And a lot of folks don't fit this bill. A few other soapbox opinions: TFAers are generally worthless, people's pipe-dreams for a gifted program in the same manner as they have in Fairfax or Montgomery County is not going to happen and is simply a sociology experiment to help well-to-do kids not have to be surrounded by "the masses".

Most teachers in DC have 4 or 5 unannounced observations per year. This means that at any time, on any day an administrator or a "master educator" can walk into a classroom and say they are there to observe the teacher for 30 minutes. I do not know of any other district that has this type of observation policy. It is extremely stressful, particularly in schools with very challenging behaviors.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I find the description of the stresses of teachers and the low pay somewhat lacking in perspective. Many jobs have bad managers and stresses that sound just like what you are describing. And most of us don't have unions or even close to the protections that teachers are afforded. I'm an employee at will. They can fire me tomorrow, with or without cause and I don't get to appeal. And starting DCPS teachers make more money (and work fewer months and hours) than do may other careers. Read any literature on the subject of work environments across segments and you'll see employees are being asked to work more hours and do more with less. And we're all asked to do inane paperwork and reporting in all walks of life.

Teaching is a hard job, no doubt. But some perspective here wouldn't be bad.

WTU, you may now savage me because it's against the bible and constitution to dare say these things.

LOL! Note, many teachers are career changers and KNOW what "stressors" there are in other fields. They don't compare. Since when has losing that valuable contract meant that someone's future could be at stake? When is the last time you saw the union save anyone's job? Have you seen the statistics of the number of teachers with 20-30 years of teaching experience being let go right before they are up for retirement? Do you answer to 3 different sets of clients - students, parents, and administration all with different agendas and needs? You have no idea what it entails and until you do you probably shouldn't assume it is just comes with the territory because it doesn't. DCPS is the only district that uses IMPACT. It is not your typical evaluation. It is designed to make sure that teachers feel inadequate and requires them to tick off tasks that have nothing to do with how good an educator they are. That is not something that just comes with the territory. There is a reason Michelle Rhee was swept out of town.

Correction...IMPACT is used to ensure students are passed along and that teachers are held accountable for test scores. The tricky part is that students are held accountable for NOTHING. Therefore, they don't take the tests seriously. They either sleep then fill in anything 10 minutes before the end of testing--if they care enough to fill in anything at all. Or they just fill in anything so they can sleep and/or goof off the rest of the time. How stupid is that???

What's really stupid is that the schools with the lowest scores will have the most students on the "Honor Roll". How can that be? Teachers are pressured to pass the kids along, despite the fact they lack the basic skills that will allow them to pass standardized tests. 100% of students passing math with an A or B but only 3% passing geometry??? Kaya, stop the games and do right by the children of DC.

Anonymous wrote:

Anonymous wrote:I find the description of the stresses of teachers and the low pay somewhat lacking in perspective. Many jobs have bad managers and stresses that sound just like what you are describing. And most of us don't have unions or even close to the protections that teachers are afforded. I'm an employee at will. They can fire me tomorrow, with or without cause and I don't get to appeal. And starting DCPS teachers make more money (and work fewer months and hours) than do may other careers. Read any literature on the subject of work environments across segments and you'll see employees are being asked to work more hours and do more with less. And we're all asked to do inane paperwork and reporting in all walks of life.

Teaching is a hard job, no doubt. But some perspective here wouldn't be bad.

WTU, you may now savage me because it's against the bible and constitution to dare say these things.

LOL! Note, many teachers are career changers and KNOW what "stressors" there are in other fields. They don't compare. Since when has losing that valuable contract meant that someone's future could be at stake? When is the last time you saw the union save anyone's job? Have you seen the statistics of the number of teachers with 20-30 years of teaching experience being let go right before they are up for retirement? Do you answer to 3 different sets of clients - students, parents, and administration all with different agendas and needs? You have no idea what it entails and until you do you probably shouldn't assume it is just comes with the territory because it doesn't. DCPS is the only district that uses IMPACT. It is not your typical evaluation. It is designed to make sure that teachers feel inadequate and requires them to tick off tasks that have nothing to do with how good an educator they are. That is not something that just comes with the territory. There is a reason Michelle Rhee was swept out of town.

Correction...IMPACT is used to ensure students are passed along and that teachers are held accountable for test scores. The tricky part is that students are held accountable for NOTHING. Therefore, they don't take the tests seriously. They either sleep then fill in anything 10 minutes before the end of testing--if they care enough to fill in anything at all. Or they just fill in anything so they can sleep and/or goof off the rest of the time. How stupid is that???

Anonymous wrote:Working for DCPS is no more stressful than an average urban school district of similar demographics, characteristics, etc. And that means--not particularly easy unless you've either got what it takes or are a good learner. And a lot of folks don't fit this bill. A few other soapbox opinions: TFAers are generally worthless, people's pipe-dreams for a gifted program in the same manner as they have in Fairfax or Montgomery County is not going to happen and is simply a sociology experiment to help well-to-do kids not have to be surrounded by "the masses".

DCPS is the only district in the country using IMPACT. That in and of itself IS more stressful. Add to that the fact that they have no idea how to dig themselves out from hole created by years of neglect and are experimenting with everything that comes down the pike.

Anonymous wrote:I find the description of the stresses of teachers and the low pay somewhat lacking in perspective. Many jobs have bad managers and stresses that sound just like what you are describing. And most of us don't have unions or even close to the protections that teachers are afforded. I'm an employee at will. They can fire me tomorrow, with or without cause and I don't get to appeal. And starting DCPS teachers make more money (and work fewer months and hours) than do may other careers. Read any literature on the subject of work environments across segments and you'll see employees are being asked to work more hours and do more with less. And we're all asked to do inane paperwork and reporting in all walks of life.

Teaching is a hard job, no doubt. But some perspective here wouldn't be bad.

WTU, you may now savage me because it's against the bible and constitution to dare say these things.

LOL! Note, many teachers are career changers and KNOW what "stressors" there are in other fields. They don't compare. Since when has losing that valuable contract meant that someone's future could be at stake? When is the last time you saw the union save anyone's job? Have you seen the statistics of the number of teachers with 20-30 years of teaching experience being let go right before they are up for retirement? Do you answer to 3 different sets of clients - students, parents, and administration all with different agendas and needs? You have no idea what it entails and until you do you probably shouldn't assume it is just comes with the territory because it doesn't. DCPS is the only district that uses IMPACT. It is not your typical evaluation. It is designed to make sure that teachers feel inadequate and requires them to tick off tasks that have nothing to do with how good an educator they are. That is not something that just comes with the territory. There is a reason Michelle Rhee was swept out of town.