tag:blogger.com,1999:blog-101327732024-03-08T00:17:09.245-08:00The Daily GrindI teach because I have to. In all the jobs I've had to pay my way through life, only teaching has (as of today) not left an empty feeling. This is my calling; and sometimes I feel that I chose to teach as much as teaching chose me.
*Note: The thoughts expressed here are my own and not intended to represent the school or district I work for.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.comBlogger722125tag:blogger.com,1999:blog-10132773.post-25880859547381977842014-08-24T12:17:00.005-07:002014-08-24T12:17:49.597-07:00A Letter to My SonDear Calvin,<br />
<br />
Today is your first day of
Kindergarten, and I am nervous for you. To start, you are a sportive
boy entering a world which will demand that you sit still and read and
write like your sister could at that age. And then to add to those real
worries, you are young--and honestly, quite diminutive. You will be
tempted to compare yourself to others--the taller and older boys who can
reach things you can't or the self-controlled girls who can read things
you can't. But don't. Do not envy them; do not grow jealous of them. <br />
I
shouldn't be nervous because I can see that you are not. You are ready
to experience it all; you want to embrace the challenge. Most of all, I
think you want to be with other kids who you can charm, or outwit.
That is what makes you special--your ability to maneuver through a
diverse crowd. <br />
Now to a very serious matter. You are born into
privilege: a white male. Though the early years of school are not
specifically designed to suit you, a metamorphosis will happen. Resist
the temptation to coast through that privilege. <br />
Be a young man
who will stand up for justice and equity. Never abdicate an opportunity
to support the oppressed. Always remember that "to whom much is given,
of him shall much be required." <br />
Finally, I love you to the moon
and back, and to infinity and eyeball. Be kind, compassionate, and
polite. Work hard and take risks. <br />
<br />
Sincerely, <br />
<br />
Dad<br />
P.S. If you want to read the letter I sent to your sister on her first day of Kindergarten, you can go<a href="https://www.blogger.com/blogger.g?blogID=10132773#editor/target=post;postID=6627307660367654416;onPublishedMenu=posts;onClosedMenu=posts;postNum=9;src=postname" target="_blank"> here</a>. Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com4tag:blogger.com,1999:blog-10132773.post-69787004000605939962014-06-05T14:32:00.001-07:002014-06-05T14:32:30.423-07:00Convince me to stayOne of the brightest teaching talents I know, and who I had the honor of mentoring through her student teaching, started a recent message with, "<span class="null"><i>I am so disheartened and frustrated with education that I thought I'd reach out to you....</i></span><span class="null"><i><span class="null">Convince me to stay in this because I think this is the worst work on the planet right now !</span></i>" You probably noticed as well that her frustration was not with the students, but the system--a perfect example of the consummate teacher.</span><br />
<span class="null">She went on to describe her recent rounds with standardized testing, noting a lack of clarity in the questions, striking similarity in the wording of answers. </span><br />
<span class="null">But then it got real because we deal with the hopes and dreams of young men and women.</span><br />
<span class="null">"<i>She was a known terror in our school and came to me
reading on a kindergarten level in 7th grade," the teacher shared. "After a year of building
our relationship and staying after school...she knew all of those damn
terms (and brought her reading scores to a 4th grade level,</i>" she rightfully gloated. </span><br />
<span class="null">Unfortunately, the test didn't notice. Because, of course, grade level tests don't particularly concern themselves with growth. </span><br />
<span class="null">The young middle-school girl who mourned, </span><span class="null"><span class="null">"they're not asking me about alliteration and I know alliteration this test sucks" before putting her head down and giving up, will be rated as a failure by a computer.</span> </span><br />
<br /><b><span class="null"><i><span class="null">Convince me to stay...</span></i></span></b><br />
<br />
<span class="null"><span class="null">The author Frederick Buechner puts it this way about our vocation, our calling, </span></span><br />
<div class="quoteText">
<span style="font-weight: normal;">“Vocation is the place where our deep gladness meets the world's deep need.” Why should bright, talented, passionate young men and women become teachers? Why should dedicated, innovative young teacher stay?</span></div>
<div class="quoteText">
<span style="font-weight: normal;"><br /></span></div>
<div class="quoteText">
<span style="font-weight: normal;">They should stay because the world needs them as much as they need that world for their own happiness. They should stay because without them this world will truly fall apart. </span></div>
<div class="quoteText">
<span style="font-weight: normal;"><br /></span></div>
<div class="quoteText">
<span style="font-weight: normal;">But most of all, they should stay for that moment, and thousands of others like it, when you know, and the young person knows, that, regardless of what a test says, they have, for a moment or longer, tapped into the greatness they have within, the power of one. </span></div>
<b><span class="null"><span class="null"></span><i><span class="null"> </span></i></span></b>Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com3tag:blogger.com,1999:blog-10132773.post-86654608869276023842014-03-23T07:57:00.002-07:002014-03-23T08:05:58.906-07:00Connecticut and the Common Core State StandardsYesterday, I had the good fortune to hear the esteemed thinker and writer, <a href="https://twitter.com/DianeRavitch" target="_blank">@DianeRavitch</a> speak at Columbia's <a href="https://twitter.com/TCRWP" target="_blank">Teachers College Reading and Writing Project</a>. She had many wonderful points to make about teachers, and many not so supportive points to lay out against the Common Core.<br />
To be clear, I support the Common Core as a guiding post for educators. I support the need for some type of quantitative feedback on how we are doing. And I have begun to align my school's curriculum with the Common Core by adopting CollegeBoard's SpringBoard for English Language Arts and Math.<br />
This morning, I came across a <a href="http://www.ctnewsjunkie.com/archives/entry/politicians_underestimate_common_core_opposition_at_their_peril/" target="_blank">thoughtful Op-Ed</a> by <a href="https://twitter.com/realsaramerica" target="_blank">Sara Littman</a> (via <a href="http://jonathanpelto.com/2014/03/23/another-must-read-comment-waitwhat-reader-known-jrp1900/" target="_blank">Jonathan Pelto</a>) in which she spends a significant portion of the piece examining the supposed down-turn in reading complexities, and specifically pointing out the anomalies of the Lexile Framework, a strong advocate for the Common Core.<br />
Not familiar with the Core's exploration of this trend, and not believing the Core supports only measuring text complexity based on Lexiles, which as a former READ 180 teacher, I know don't necessarily connect with pointing students to deep, meaningful texts, I thought I would take a look.<br />
In the appendix of the Common Core, to be exact, <a href="http://www.corestandards.org/assets/Appendix_A.pdf" target="_blank">Appendix A</a>, the approach is laid out.<br />
The Common Core suggest three ways to determine text complexity. The first component described is the qualitative, which <b><i>"refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands." </i></b>Secondly, the quantitative component<i><b> "...refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion...and are thus today typically measured by computer software."</b></i> Finally, the standards include the reader and the task, which are<b><i> "...variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed)"</i></b> stating that <u><i><b>"such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject."</b></i></u><br />
As a non-expert in either the defense or destruction of the Common Core State Standards, I am having a hard time making sense of what I read in the CCSS's description of text complexity and the interpretation of it by a growing number of people, both in and out of public education. Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com2tag:blogger.com,1999:blog-10132773.post-77430866238658117892014-02-14T04:49:00.001-08:002014-02-14T04:49:08.601-08:00Boarding Schools and Public SchoolsAfter posing on my Twitter handle, <a href="https://twitter.com/AndrewMcNamar" target="_blank">@AndrewMcNamar</a>, the question, "Is it possible to replicate the learning models of <a href="https://twitter.com/TABSorg" target="_blank">@TABSorg</a> or <a href="https://twitter.com/NAISnetwork" target="_blank">@NAISnetwork</a> in pubic ed," my snowy morning exploration led me to a <a href="http://blog.boardingschools.com/?p=187" target="_blank">list of 25 critical factors in boarding schools,</a> written by <a href="https://twitter.com/PatBassett" target="_blank">Pat Bassett</a> and <a href="https://twitter.com/PeteUpham" target="_blank">Pete Upham</a>. Their list inspired me to return to my blog, because 140 characters on Twitter is not enough space to share my thoughts on how their list connects to a public school world.<br />
<br />
Here are three important points from their list that public and elite private schools should have in common:<br />
<br />
<u>"1. Create a distinctive and robust culture rooted in the school’s
mission and values, informed by institutional history, energized by
hope, and responsive to change."</u><br />
<br />
By nature, human beings connect with stories; our history has been told through pictures and words for as long as we existed. Local public schools should explore and honor their history in the same way storied boarding schools do with their histories. Who are the graduates, the great teachers? What are the legends and traditions? <br />
<br />
<u>"7. Design experiential learning opportunities that serve a dual purpose:
building student knowledge, confidence, and resilience through exposure
to novel contexts, unfamiliar people, and fresh challenges; and
deepening the <em>esprit de corps</em> between and among students and teachers." </u><br />
<u><br /></u>
At other points on their list, Bassett and Upham attend to the need for focusing on each student's development, as well as creating opportunity for engaged students through leadership. In point 7, I am struck by the language of "dual purpose." Public education has moved too far down the testing accountability path. As a result, these schools are lacking the <i>"esprit de corps"</i> that thrives at institutions like Phillips Exeter or Loomis Chaffee (those are two boarding schools I have visited). Public education, in far too many instance, but specifically in the urban environment, are not attending to the basic human need for connection and belonging. <br />
<br />
<u>"17. Attend to a faculty culture that is supportive of colleagues and
school leadership, open to new thinking about teaching and learning, and
hungry for professional growth."</u><br />
<br />
Like many other states, Connecticut is moving in the direction of tying teachers' evaluations with standardized test scores. We have read about <a href="http://www.courant.com/news/opinion/hc-op-natale-teacher-ready-to-quit-over-common-cor-20140117,0,6264603.story" target="_blank">teachers willing to walk away</a> from this profession because they don't feel free to take risks beyond the curriculum associated with the test. School districts force feed a one size fits all professional development strategy without consideration of the individuals. Today's public school teachers are not afforded the same respect or academic freedom provided to boarding school educators<br />
<br />
Public education needs to start examining the world of private education, specifically as it relates to school culture and climate. Students who feel connected to teachers who feel empowered are far more likely to succeed academically. Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com2tag:blogger.com,1999:blog-10132773.post-83045673643719972102012-06-15T03:28:00.002-07:002012-06-15T03:28:48.215-07:00DrivenIt's funny, the words that stick in your head at important junctures. Today is my final day of teaching at a school that needs good teachers. It is also potentially my last day of teaching in the classroom because I've accepted a new position as an Academic Dean. <br />
Driven came to mind this morning. The uncertainties of teaching in one of Connecticut's "Network" schools has driven me to want out of the school. As of the last day of school, many of my colleagues don't know where or what they will be teaching, despite years of great reviews. <br />
Driven came to mind two days ago when I asked a student twice to put away a cell-phone during the final exam before taking the test away on the third time it came out. I am tired of being blamed for the failure of students like that and so I am being driven out in order to take care of my self.<br />
Driven came to mind a week ago when I realized that there are plenty of people who doubt I can handle this new position. Sure, it is a stretch for me, but I hate failing. It is that fear of failure that has caused me to read anything and everything about this profession. It is that fear of failure that makes me ask questions of the people who I think can guide me. <br />
Yes, driven is the word of the week.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com10tag:blogger.com,1999:blog-10132773.post-53691242346759246312012-04-10T02:54:00.002-07:002012-04-10T02:59:18.458-07:00Missed OpportunitiesEvery morning in schools around the country, the P.A. system beeps on and the daily announcements come on. Some schools use broadcasts, which is at least much more interesting than the voices in the sky.<br />But, I can't help but think that these modes, especially the P.A. system is hopelessly outdated. <br />In a generation where schools are constantly looking to draw their students in and engage them, it seems to me that we are missing many great opportunities to deliver messages through Facebook, Twitter, Tumblr, and Youtube. Schools are still fearful of these social media sites, and the result is a greater divide between the students and the school leaders.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com3tag:blogger.com,1999:blog-10132773.post-14299373040175550732012-04-06T05:24:00.002-07:002012-04-06T05:37:56.074-07:00Governor Malloy Must Just Show Up for Four Years Pt. 2Unless I am misunderstanding Governor Malloy's Education Reform movement, he would like to see teachers held accountable for poor student performance. But for the University of Connecticut's men's basketball team, <a href="http://www.weei.com/sports/boston/this-just-in/21189496/mashup-gov-calls-uconn-ban-outrageous?utm_source=dlvr.it&utm_medium=twitter">Governor malloy finds it "ridiculous" that the NCAA</a> has banned the team from post-season play for poor academic standards in the past. <br />Interesting. I guess it isn't politically advantageous to call out the UConn Huskies and Coach Jim Calhoun, but those poor, incomepetent teachers...Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com1tag:blogger.com,1999:blog-10132773.post-62488788298981646412012-04-01T06:50:00.002-07:002012-04-01T07:04:22.212-07:00Caught off GuardMy best guess is that if the quality of my teaching was to be judged on student outcomes this year, I might end up as ineffective, especially when compared to last year's scores. Surviving this year has undoubtedly been difficult, and it has often left me feeling ambivalent. And yet.<br />In his powerful book of essays, <em>The Hungering Dark</em>, Frederick Buechner writes a prayer:<br />"Catch us off guard today. Surprise us with some moment of beauty or pain so that for at least a moment we may be startled into seeing that you are with us here..." My wife and I had the entirety of the prayer read at our wedding. The truth of it encompasses so much of what we do.<br />Last week, on a Friday no less, a student or two caught me off guard. For the entire school year to date, this one student, full of good intentions, has failed to accomplish any reading assignments at home. <br />But here she was, eight chapters into <em>The Lord of the Flies</em>, up to date on her reading and with the type of annotations I expect from my students. Tucked into her notes was a deep and profound question, but I can't remember it. Instead, I remember the lump in the throat, the "moment of beauty." <br />I have learned this year to not let my highs get to high or my lows get to low. It is what it is as the cliche goes. But I was thankful for the moment.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com2tag:blogger.com,1999:blog-10132773.post-22535339645910119122012-03-27T18:36:00.002-07:002012-03-27T18:40:52.753-07:00Governor Malloy Must Just Show Up for Four YearsNow, I am an advocate of school reform. However, I am not an advocate of school reform being led by people who can't even follow a basic line of reasoning, and thus completely misunderstands the statements of the very people he disparages. That Governor Malloy did not understand the speaker's premise or the speaker's ultimate conclusions is an embarrassement to the State led reform. <br /><iframe width="420" height="315" src="http://www.youtube.com/embed/bbrfbkSq-TA" frameborder="0" allowfullscreen></iframe>Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com0tag:blogger.com,1999:blog-10132773.post-66344812770459611002012-03-21T11:59:00.002-07:002012-03-21T12:17:07.267-07:00The Socialist ExperimentThe motto of my new, state run education system will be, "from each according to his/her ability, to each according to his/her need." My father won't be happy with this new socialistic leaning, but Governor Malloy and other reformers have inspired me to join the movement. <br />In our new education system, the state, presumably me because I will have that kind of authority, will determine who the best teachers in the entire state are, and where they teach. I will clearly begin my search for the best by heading to Avon and Simsbury and, well, Fairfield County for sure. Those commodoties, the best teachers, will be delivered to the neediest schools in Connecticut, those in Hartford, Bridgeport, and Windham. <br />Once those needy schools have the best teachers, I will then transfer the crappy teachers, the ones I've replaced in Hartford, Bridgeport, and Windham to Avon, Simsbury, and most of Fairfield County. <br />The middle of the road schools found in Tolland, Mansfied, and Torrington will get left alone because while their scores are good, they aren't great and thus don't have any teachers to move up or down. <br />I would clearly have to force all of these transfers because those really good teachers (the capitalists I guess) are only concerned with their well-being--that is why they don't teach in those terrible and failing schools.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com2tag:blogger.com,1999:blog-10132773.post-61824990167243316852012-03-18T16:21:00.004-07:002012-03-19T17:06:03.996-07:00Teach for America, Poverty, and Governor Malloy<div>In today's Hartford Courant, which if you are asking me, has a terrible education section, three opinion pieces appear that have me feeling ambivalent at best, aloof at worst.<br /><a href="http://www.courant.com/news/opinion/hc-op-doyle-mcgrath-teach-for-america-excellent-te-20120318,0,4556063.story">The first one</a> praises the possibility of bringing in Teach For America into my school district. <a href="http://www.courant.com/news/opinion/hc-op-carpenter-relieving-poverty-key-to-closing-e-20120318,0,6650853.story">The second</a>, written by a teacher at one of Connecticut's wealthiest districts, West Hartford, cautions that poverty is the true underlying issue in school success or failure. <a href="http://www.courant.com/news/opinion/hc-op-winterbottom-school-debate-demoralizes-good--20120318,0,6796870.story">And the third </a>gets at the constant demoralization of teachers that seems to be at the heart of our Education Governor, Dannel Malloy's, and our Secretary of Eduaction, Arne Duncan's education reform movement.<br />Teach For America promises more than it can deliver. But that doesn't mean it doesn't have some merit. Tough schools need teachers who can pretty much sacrifice their life to find a modicum of success. But even with TFA'ers in place, they still have to confront the realities of a poorly run school and poorly run district--which is run by a highly over-rated Special Master who accomplished very little in Hartford Public Schools.<br />Never-the-less, adding TFA'ers to the mix can't hurt, and I'd be glad to help them acclimate to my building.<br />Poverty is debilitating if a person allows it to do just that. That a teacher in a ridiculously wealthy school district recognizes this makes me feel supported. Unfortunately, Governor Malloy and his Blame the Teacher Tour doesn't care much to listen to real educators, instead taking his marching orders from President Obama and Arne Duncan in their lofty rhetoric that sounds really good when read off of a telemprompter--in all three cases, they would be rated as ineffective teachers and lose their jobs if they were held to type of standards in their current positions as they want me to be held to in mine.<br />But the reality remains despite poverty, some schools are finding success. KIPP, SEED, Cristo Rey, and others examined in David Whitman's <a href="http://www.amazon.com/Sweating-Small-Stuff-Inner-City-Paternalism/dp/0615214088"><em>Sweating the Small Stuff</em></a><em>, </em>prove that with the right format, and the right support, we can do better with students of poverty.<br />At the moment, I pretty much hate teaching. Not because I hate interacting with students, or because I care one whit what some moron commenting on any of the listed articles thinks about me or my profession. I hate teaching at the moment because educated people are buying into the demoralization. That the governor of any state, especially one of the most well educated ones in the country (Connecticut), could ever utter the belief that to earn tenure "the only thing you have to do is show up for four years."<br />Quite frankly, the whole mess is absurd. So why care? Why bother getting worked up and angry about what Governor Malloy and his ignorant cronies think? Why care whether TFA or some bum off the street walks in next year to teach at my school? Why concern myself with the income level of my students? I think I'll just show up, or not. In the end, I serve no greater purpose than providing talking points, both good and bad, to people wishing to get elected.</div><br /><br /><div>UPDATE VIA <a href="http://www.blogger.com/jonathanpelto.com">jonathanpelto.com</a> this image of how Connecticut (Malloy) is spending 1 million dollars to "help" Windham Public Schools:</div><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHssKmowilEzPAv7aQGqWCtKIJ2AsuMrYt_-L2z9GQeKu3FbijWccm2C-9EmngrJKwHEI79ZmdxUs-U-05UjTQTlISNpL7IF2E5EDqU4WZ0VAGY8w8dqOAS_zpMfrRy-yBuPgf/s1600/adamowski.PNG"><img style="WIDTH: 200px; HEIGHT: 148px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5721763537067475730" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHssKmowilEzPAv7aQGqWCtKIJ2AsuMrYt_-L2z9GQeKu3FbijWccm2C-9EmngrJKwHEI79ZmdxUs-U-05UjTQTlISNpL7IF2E5EDqU4WZ0VAGY8w8dqOAS_zpMfrRy-yBuPgf/s200/adamowski.PNG" /></a><br /><br /><div></div>Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com1tag:blogger.com,1999:blog-10132773.post-6917507309410863342012-03-11T04:21:00.002-07:002012-03-11T05:02:22.126-07:00Fire the PoliceRecently, I came across the <a href="http://www.infoplease.com/us/statistics/crime-rate-state.html">crime data for the fifty states and the District of Columbia for 2010.</a> The five most dangerous states are (excluding D.C.): Nevada, Alaska, Delaware, Tennessee, and South Carolina. What does this mean? It is time to fire all of the poorly rated State Policemen and Policewomen from those states.<br />We clearly need to put the interests of the citizens above those of the officers and their unions. How can we stand for such a crime gap in our country? Nevada had 660 incidences per 100,000 people; Vermont had 130. <br />If we are not going to tolerate teachers whose students do not perform up to par, why would we tolerate police officers who do not protect their citizens? <br />It is time to fire the underperforming police and replace them with a new group of police: Police For America. This group of graduates from prestigious universities, with a few weeks of police training, will clearly benefit the community.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com5tag:blogger.com,1999:blog-10132773.post-48639199169905611832012-03-05T12:46:00.002-08:002012-03-05T13:08:29.881-08:00The Lord of the Education FliesThe American education system really hit its first bit of turbulance back in the 1980's, but was able to ride it out until the late 90's when the turbulance returned. That's when the crash happened. Our system was left dazed and confused and in need of a leader. President Bush spoke first, declaring that our government had a responsibility to hold the shell and speak. It all seemed utopian at first. No child left behind; politicians and teachers coming together to create a more perfect union.<br />But soon the politicians and their followers grew jealous of the teachers and their unions. The teachers and the unions began to see that the politicians weren't keeping up on their end of the deal--to fund the mandates. Grumbling began.<br />The politicians decide that the teachers union should not, or could not, lead the way. They begin to entice the private sector, the donors, to join their side. Their thirst for blood grows until finally the teachers become the enemy, and they swear to destroy them.<br />Currently, those politicians and their followers are in a full fledged, mouth-frothing, trance-like frenzy to ridicule and demoralize the teachers. With the help of the New York Times and the L.A. Times, the politicians have succeeded in pushing a few boulders off the cliff of decency, striking many a decent teacher. <br />It is all quite savage in the end. It comes just a little too close to that cautionary tale of <em>The Lord of the Flies.</em>Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com0tag:blogger.com,1999:blog-10132773.post-37096810641271307032012-02-24T17:58:00.003-08:002012-02-24T18:02:09.452-08:00I'm a TwitLately, I've been wondering about how to market a public school that has to compete for students while also reaching out to the current student body. The kids are all on Twitter, so I opened my own <a href="https://twitter.com/#!/andrewmcnamar">Twitter feed</a> in an effort to learn more about how schools might use it. <br />I'm still not sure how to use this tool, but I can imagine it would be great for a school's student council trying to get out information to the student body.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com1tag:blogger.com,1999:blog-10132773.post-67675646206519416872012-01-26T10:46:00.001-08:002012-01-26T10:49:16.278-08:00I, too, Fix EducationWith great respect for Langston Hughes, and because I am not much of a poet, I have adapted his powerful poem "I, too, Sing America" for the feeling of neglect many of today's teachers feel as everyone but us seems to be charting the course of public education.<br /><br />I, too, Fix Education<br /><br /><br />I, Too, fix Education<br />I am the classroom teacher.<br />They write me off for lack of degrees<br />When reformers come,<br />But I teach,<br />And smile strong,<br />And connect.<br /><br />Tomorrow,<br />I’ll join the dialogue<br />When reformers come.<br />They won’t presume to <br />Say to me,<br />“ You are status quo,”<br />Then.<br /><br />Besides,<br />They’ll see how important I am<br />And recognize—<br /><br />I, too, fix EducationMr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com2tag:blogger.com,1999:blog-10132773.post-37967363979622157882012-01-24T17:10:00.000-08:002012-01-24T17:19:06.900-08:00Cougar"Im holding on too tight. I've lost the edge," is how Cougar says it. And I can't help but wonder whether or not Cougar and I have something in common. <br />I like <a href="http://news.yahoo.com/blogs/newsmakers/bill-gates-using-money-save-lives-fix-u-235256838.html">Bill Gates and all his foundation </a>is doing for public education. But I'm growing tired of the theory that students succeed based on the ability of their teacher. Good teacher matter, that is true. But sometimes, good teachers make no difference at all because students are people and not data points. I believe in merit pay. I believe in school reform. But I don't know how to solve the bad student cohort problem.<br />Last year, I taught my Honors, College Prep, and Fundamental level students in much the same way. All three groups outperformed their peers on state exams. This year, my two college prep classes are performing at, or below, the Fundamental level students from last year.<br />Did I suddenly become bad? Have I lost the edge? Do I need to turn in my wings?Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com2tag:blogger.com,1999:blog-10132773.post-55548171124127194722012-01-12T13:59:00.000-08:002012-01-12T15:08:04.689-08:00Nicholas Kristoff should teachYet another really <a href="http://www.nytimes.com/2012/01/12/opinion/kristof-the-value-of-teachers.html?_r=1&ref=opinion">smart opinion person (Nicholas D. Kristoff</a>) has something to say about education, because, you know, if you went to school, you are an expert. Kristoff wrote about the value of a "great" teacher, while also showing the negative effects of a "bad" teachers. So, here is a somewhat satirical response, which the New York Times should publish:<br /><br />Imagine receiving your 10th grade English class list a week before school starts and it is filled with repeat 9th grade students who are known for their boorish behavior. What should you do.<br /><br />Quit!<br /><br />You can’t really do that, but an astonishing amount of evidence suggests that the difference between a well-mannered, responsible group of students and group of lazy, disrespectful students has long-lasting results. Having a miserable group of students raises your chance of depression by 9 percent, and you will be 20 percent less likely to enjoy your profession. Each year of such a class will cost you $1,100 in deductibles and copays for counseling, as well as $400 for copays on anxiety and anti-depressant prescriptions. Amazingly, a great class of students will save the average teacher 3% per year, thus allowing them to purchase more student materials that the school district no longer pays for.<br /><br />The study, by real teacher and not elitist theorists holed up in a university, discovered that if a great class in not coming, teachers should take a sabbatical. The benefits to the teacher’s health and family far exceeds the public need to babysit unruly children.<br /><br />Astonishingly, a “bad” group of students has the same effect as repeatedly bullying and humiliating an individual five days a week. Parents would never allow that to happen to their child, so the reasons why we allow our teachers to endure such viciousness remains unclear. Researchers found that teachers who are asked to deal with such abuse should receive a $100,000 bonus and be awarded educational sainthood.<br /><br />Our decaying societal values of courtesy, respect, and hard-work is the most significant disease in America’s overall well-being. And this frustration is exacerbated by politicians and media outlets who don’t have the intestinal fortitude to confront the issue. Those big voices have all types of Woebegone theories and more than ludicrous pontifications, but are ignoring the most basic reality facing failing schools.<br /><br />This experiential research should force intelligent people to think before they speak (or act for that matter), because who better to illustrate the truth about the daily grind of teaching.<br /><br />Quite simply, the teachers. Or in another way to answer the same questions, not people who don’t teach. The reality is that money isn’t going to make teachers happier, or that reducing class sizes will make them happier either.<br /><br />One of the truths about school reform is that great teachers are willing to accept responsibility for both their success and failure, but those in charge of school reform, or just write about it, have not put equal responsibility on the students and families who seem to think being lazy and disrespectful is an acceptable approach to education.<br /><br />Imagine a world in which the top 5 percent of discipline problems in a school could be replaced by average students. Estimates indicate that each class period would gain 7.5 minutes of actual instruction time, amounting to 22.5 more hours of real learning in a healthy environment per year.<br /><br />Now that would be worth pontificating about.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com1tag:blogger.com,1999:blog-10132773.post-12439913933963625162012-01-08T06:46:00.000-08:002012-01-08T07:57:16.000-08:00Teacher SwapA few years back ABC ran the reality show Wife Swap. A recent article summarizing the new <a href="http://abcnews.go.com/US/celebrity-wife-swap-gary-busey-ted-haggard-trade/story?id=15284363">Celebrity Wife Swap</a> caught my attention only because I didn't realize the show was still being aired. But as is typical of me, I looked to make a self-to-text connection. And so I did. The result is a new reality show: Teacher Swap. I've suggested teacher reality shows before--<a href="http://ahighcall.blogspot.com/2005/07/hells-classroom.html">Hell's Classroom</a> and a cheap knock-off of <a href="http://ahighcall.blogspot.com/2006/08/survivor-educationville.html#comments">Survivor</a>. But this one, I really think could happen.<br />According to all of the research, <a href="http://www.nytimes.com/2012/01/06/education/big-study-links-good-teachers-to-lasting-gain.html">and so many newspaper articles</a>, great teachers raise test scores. We all know that teh best test scores exist in the most affluent towns in Connecticut.<br /><br />Therefore, I propose we swap teachers from affluent suburban high schools with teachers from poverty stricken urban schools. This social experiment would certainly be as entertaining as Celebrity Wife Swap, wouldn't it? Watching entrenched suburban teachers have to respond to the types of student behaviors experienced in urban schools or the complete lack of materials or space would be both heart-wrenching and humorous. Seeing despondant urban teachers, who have been abused by politicians and media outlets, suddenly rediscover the joy of teaching while enjoying engaged students who are eager to learn would be both instructive and satisfying.<br /><br />Of course, society doesn't want to see this. It is much easier, much neater to blame the urban teacher for low test scores and high suspension rates. If America will watch shows like Celebrity Wife Swap or The Real World, couldn't someone please make Teacher Swap a reality show?Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com2tag:blogger.com,1999:blog-10132773.post-82511724979865933422011-11-09T15:56:00.000-08:002011-11-09T16:04:09.916-08:00Blame it on the teach...Okay, confession here is needed. I believe that there are some mediocre teachers, some pathetic teachers, some good teachers, some great teachers....<br />But could we please stop with tired <a href="http://www.courant.com/news/education/hc-superintendents-report-1110-20111109,0,6392550.story">blame the teachers mantra</a>?<br />Connecticut superintendents want to eliminate teacher tenure in favor of five year contracts. In the past, I've railed against tenure. That won't change. Tenure protects some bad teachers. The new proposal works as follows "At the end of every five-year increment, a teacher who is not meeting expectations could be dismissed." Great.<br />But, come on, really? How can a group of supposedly well-educated individuals sit there and propose changes to the way teachers are treated in regards to success and failure, and fail to hold themselves accountable? <br />Where is the proposal that a school district which fails for two years must replace its superintendent? The fact remains that too many education leaders are nothing more than mindless sheep, unwilling to think critically for themselves...and more than likely, unable to cut it in today's classroom.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com3tag:blogger.com,1999:blog-10132773.post-73234932309312247902011-10-04T17:26:00.000-07:002011-10-04T17:33:08.626-07:00Somewhere over the RainbowI am in crisis. I am questioning my ability as a teacher. I am questioning my desire to teach.<br /><br />At first, I thought it was a funk. However, four weeks in to the year, and I am seriously considering what else an English teacher is qualified to do. So, I took the advice of someone important to me and tried to rediscover why I teach. Therefore, I sent the following message to nearly a dozen former students:<br /><br />So, this feels weird sending, but here's the background. I'm having a hard time deciding if teaching is still for me. A colleague told me to think back to the many students I have enjoyed teaching. Your name came up on my list. I thought you might like to know that.<br /><br />--Mr. McNamar<br /><br />Sending the message felt good. Certainly I did not send it to all of my memorable students, but in the end, I was reminded of why I teach.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com4tag:blogger.com,1999:blog-10132773.post-54171556011307092472011-10-01T05:03:00.000-07:002011-10-01T05:35:21.547-07:00Theo Epstein Must Be an Education ReformerYesterday, the Boston Red Sox and two time World Series winning manger, Terry Francona, parted ways--in other words, Theo Epstein fired him.<br />But how does this make Epstein like many in today's education reform movement? The manager of a baseball team, like the teacher in a classroom, can only work with what he is given by others. Francona had flawed players from the beginning, despite the high payroll. So when the Boston Red Sox faltered, leadership decided to fire the manager, despite his history of success. It couldn't have been their fault, and they can't get rid of their players (guaranteed contracts).<br />The players, like our students, have the guarantee to be on the team. For them, their willingness to put forth the appropriate effort to succeed rests squarely on themselves. If a pitcher under contract chooses to allow himself to get out of pitching shape, he can't lose his money. If a student chooses to not do his homework, he can't lose his opportunity to be educated. In the case of Francona, he became the scapegoat for the mistakes of the players and the mistakes of team management. In the case of the teachers, we become the scapegoat for the mistakes of our students and the mistakes of central office.<br />Epstein did what so many education reformers do, he blamed the wrong person. The team was flawed, yet he expected his manager to fix it. But in the case of a baseball team and a classroom, the product is not inanimate, it is living and breathing, and most of all, it is willful.<br />So, despite Francona's long history of success with motivating players and managing the game well, Epstein looked at the failure of this cohort as evidence that Francona must be the problem. His research, much like the research in education, focused only on numbers and data points. It ignored the human element.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com6tag:blogger.com,1999:blog-10132773.post-68197429729249140472011-09-25T16:37:00.000-07:002011-09-25T16:47:01.887-07:00What Curriculum?Three years ago, I created a Sports Literature course as a Senior elective. The course offered the opportunity to explore culture and sports through novels like <em>The Sun Also Rises</em> and non-fiction like <em>Friday Night Lights</em>. Though sports are a part of those two texts, the greater value comes from the themes they present to the reader. Interestingly, <em>The Sun Also Rises</em> has a Lexile score of 610 and <em>Friday Night Lights</em> comes in at 1260. Readability has rarely been an issue in the four previous semesters.<br />However, it seems that this year the elective course is filling the role of credit recovery. It is already clear that these two central texts to the course will be problematic for the majority of the students. So I am left scrambling to figure out what to do. The secondary problem is that very few of the students are into sports--or doing homework. <br />This leaves me wondering what to do when the curriculum for a course is absolutely not going to work for the students placed into the course.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com3tag:blogger.com,1999:blog-10132773.post-91163813935461443702011-09-13T15:21:00.000-07:002011-09-13T15:27:34.053-07:00Living the DreamA few years ago a good friend of mine founded a charter school in New York City. <a href="http://www.inwoodacademy.org/">Inwood Academy for Leadership</a> is looking to continue its success and grow its brand. Please check out his blog at <a href="http://strongschoolculture.wordpress.com/">Strongschoolculture</a>.<br />My own hope was that this year I could focus on a professional growth plan directed at improving the school culture in my own building. Unfortunately the powers that be think all teachers in our building should focus our professional growth plan on their expensive new intervention toy. So much for differentiation.Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com2tag:blogger.com,1999:blog-10132773.post-85093891781278976482011-09-04T16:49:00.000-07:002011-09-04T17:00:21.582-07:00Forgive me, for I am about to sin.Via <a href="http://www.joannejacobs.com/2011/09/family-culture-determines-school-success/">Joanne Jacobs</a>, I came across <a href="http://www.baltimoresun.com/news/opinion/oped/bs-ed-education-culture-20110831,0,6562929.story">Scott Carroll's piece</a> on what made him successful. While my district, and many like it, tell me, the teacher, that it is my ability to differentiate and my ability to teach vocabulary that will make a student achieve, Carroll insists that the family structure is even more important.
<br />What I like about Carroll is his insistence on the fact that it doesn't take a college degree to understand the importance of reading to your child or expecting that homework is done. It doesn't require advanced learning to teach responsibility.
<br />My own parents, who did not graduate from college, read to us constantly; and I can't imagine my parents ever allowing me to disrespect another human being, or a bathroom stall.
<br />Yes, I know. I am in direct violation of the "progressive" education movements. I shall go to confession and confirm that my sin is ever before me.
<br />Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com2tag:blogger.com,1999:blog-10132773.post-66273076603676544162011-09-01T03:29:00.001-07:002011-09-01T03:45:50.200-07:00A Letter to My DaughterDear Tate,
<br />
<br />Today is your first day of Kindergarten. Yes, you have attended pre-school for two years, but this is different. For one, you will have to ride the bus, or as your uncle and I used to call it, the "Cheese Wagon."
<br />I know you are excited, but I can also sense your anxiety. You are wondering whether you'll be big enough; you are afraid it might be too hard. Daddy is wondering whether all of the teaching your mom and I have already done will withstand the influences of the other kids.
<br />Every day since we started bringing you to pre-school, I have told you this: Be kind, compassionate, and polite; and, I love you. Now I'd like to add to that: Try your best and take risks.
<br />Even though all of the research is trending towards boys performing less than girls, schools can still be a place of limitations. Someone is going to tell you that "Girls can't do that" or "That is for boys." But you know better. Be the Pioneer Princess that you already are. Continue to be great at math. Keep being curious about science. Never let a chance to read something pass you by. Create a story. Express yourself artistically. Embrace a challenge.
<br />So there you have it, babygirl. What it comes down to is this, be you.
<br />
<br />I love you.
<br />
<br />Sincerely,
<br />
<br />Dad
<br />
<br />Mr. McNamarhttp://www.blogger.com/profile/03062641578010808106noreply@blogger.com35