Just as there have been many public resignations by teachers in public schools who feel beaten down by mandates and by the high-stakes testing regime, there is now an emerging genre of resignation letters by young people who joined short-term programs like Teach for America.
This one, by Sydney Miller, is poignant and beautifully written. Sydney was part of TeachNola, which brought in young graduates like herself who made only a one-year commitment.
The question that all these statements pose is larger than the situation of the individual. We should all wonder, as we read these letters, about the relentless demolition of teaching as a career, as a calling, as a life, as a choice that–like all choices–has its pluses and minuses. Even for someone recruited to TFA, the allure was strong, but the reality was spiritually damaging. We should ask, as we read her reflections, whether the leaders of the fake reform movement actually intend to destroy the teaching profession and whether they understand the damage they do to the lives of real people–of children, denied an experienced and well-prepared teacher; of career teachers, treated shabbily, of the idealistic young people who enter TFA, only to find that their idealism has been cynically betrayed.
Sydney writes:
“Oh, I’ve had my moments, and if I had to do it over again, I’d have more of them. In fact, I’d try to have nothing else. Just moments, one after another, instead of living so many years ahead of each day.”
– Nadine Stair, 85, Louisville, Kentucky
Earlier this month, I saw a jazz show at Snug Harbor Bistro. Khari Allen introduced his band and an accompanying artist named Marcus Akinlana. As Khari and the New Creative Collective buzzed, strummed, and breathed the noises of their souls, Akinlana moved vibrant colors across black paper to imitate the movements of his heart and mind. I sat in a narrow wooden chair, lost in wonder. Whether my eyes were open or closed, my body seemed to beat, sway and absorb the art that seeped into every corner of the small room. An hour had passed when I came out of this coma and I silently thanked the artists and myself for allowing those moments to have taken place. I was present, and it was a gift.
Since leaving the classroom about a month ago, I have been working on enjoying moments and taking the time to pay attention to what is going on around me. I am trying to enjoy the process, whatever process that may be at a given time, and allow my mind to live in the present.
This has been difficult. In the world of charter education from which I have recently emerged, there is a trend of urgency. That urgency comes from investing in the idea that catching up in school is the answer to solving poverty or the key to more opportunity.
While there is an urgent fight to be had, it seems the charter model is running down the wrong path. Our country is not in a state of crisis because people are not performing well on standardized tests or being accepted into college; our country is in a state of crisis because the individuals who live within it are failing to appreciate moments, people and spaces. Service programs and charter schools are pursuing an abstract “cause” and forgetting to see and hear the individuals whom these systems are supposedly serving. A plethora of new teachers and schools have implanted themselves on sacred ground, and are yielding to the sole priority of higher test scores, while failing to appreciate the importance of a culture, unique to any other that our country has to offer.
While providing insufficient services, charters disenfranchise the communities they serve, profit from self-acclaimed successes, and fail to critically examine their methods to understand their failures. Holding test scores as a solution to poverty does nothing to empower oppressed communities. In fact, this practice often facilitates further oppression.
—
It was a Thursday afternoon staff meeting. Pale, tired faces gathered around in one seamless circle for announcements and “shout-outs” — which were a regular part of our meetings, in an effort to raise morale. In the back corner of the cafeteria knelt Kevin, a tall, handsome young man in the senior class, and member of the football team. He crouched with one knee on a stool and one cleat on the ground, next to Jim, our school’s handyman. The two worked together to tighten and adjust Kevin’s football helmet to fit. They alternated using the drill and stabilizing the table and helmet. I watched them working together from across the room, and noticed how their gestures, out of instinct, generously accommodated the other’s movements.
A few members of the staff became aware of their presence, and someone raised an accusatory finger in their direction. Our principal whipped her head around. As she realized their presence, she immediately demanded, “Jim, get him out!” Their working momentum broke like a brittle stick, and Kevin’s short dreadlocks rose to send a hurt and disturbed glare towards our circle. He took the helmet in two hands and slammed it against the surface of the table before turning to jam open a heavy door under a fluorescent red Exit sign.
As the door shut behind him, so did the school value of “Respect,” perfectly centered and stapled to red construction paper, mounted on the door with our common definition: “Treat others how you want to be treated.” The meeting proceeded.
—
One beautiful thing about teaching is that nearly every aspect of your life can be related back to your job. As one learns through experience, “best practices” can hopefully find a place in the classroom. Throughout the past year, I was intent on discovering how I learn best, trying to employ these same tactics for my students. I came to fairly obvious conclusions: I learn best in environments where I feel safe, appreciated, and respected. On the contrary, if I am rushed, or I can tell I am unappreciated or undervalued, my focus collapses into surface level thinking. This pattern held true for the students I worked with, and I can only assume for most other human beings.
At a number of the ever-proliferating charter schools in New Orleans, the school policies contradict their self-acclaimed value of “respect,” and in turn, inhibit the possibility for meaningful learning to take place. When students arrive at school and are told to be silent in hallways and cafeterias, they are being sent a clear message: the people in charge do not trust you and do not respect you. They are being told that whatever manner in which they naturally is exist and interact is inappropriate.
If their “low achieving” test scores are projected on Promethean Boards without context of the biases that produce these disparities, then students will continue to internalize the feeling that they are the problem. If a higher emphasis is placed on the absence of their black leather belt — rather than their current mental state — then students will begin to lose trust in the adults that are supposed to care for them. Furthermore, if students are surrounded by white teachers from privileged backgrounds, who have college degrees and who dictate the meaning of success, it might be conflicting for them to see a place for themselves in this sphere of elitists. They may also begin to wonder what is wrong with their people, that there are so few black teachers in an all black school.
—
A friend forwarded me an email about a course entitled Seeking Educational Equity and Diversity (SEED) taking place at the United Teacher’s of New Orleans, and I enrolled. The space was starkly simple, especially in contrast with the complexity that filled the room once our sessions began. On the third session of SEED, as I sat in the now familiar navy, plastic chairs, atop the off-white linoleum floor, I listened to the soothing words of Davina Allen, our instructor. Around the circle sat people with faces of all colors and ages. Together in the room we read through Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack.” Each person took a turn reading:
“1. I can if I wish arrange to be in the company of people of my race most of the time.”
“2. I can avoid spending time with people whom I was trained to mistrust and who have learned to mistrust my kind or me.”
“3. If I should need to move, I can be pretty sure of renting or purchasing housing in an area which I can afford and in which I would want to live.”
And the list goes on.
It was Katrena Ndang’s turn to read. She is 70, and was born and raised in New Orleans. White hairs threaded through her narrow dreadlocks, a few twisted gently in the back of her head, with the rest falling softly on her neck. Her beautiful hands held the paper and the side of the chair she sat on. Her reading glasses balanced at the bottom of her nose, and her eyes squinted down at the paper. When she read, her voice sounded worn and disenchanted, as though she had read these words 10,000 times before.
She breathed out a sigh, and a revelation came to fruition: She had read these words 10,000 times before. Based on her stories and insights she shared with the group, it seemed that Ms. Ndang has thought about race every day, for 70 years. She has never had the privilege, as I have, of picking and choosing the hours of her day when race, and everything that it has come to mean, would affect her and her loved ones. She has never had the choice to opt in or out of a fight for anti-racism. And that is what privilege is.
—
As Nadine Stair wisely pointed out in her old age, moments are meaningful when we stop looking so far ahead. When schools are too preoccupied with results, it is tempting to deny a reality that good teaching responds to the needs of those individuals who occupy the classroom. This set of needs cannot be prematurely predicted or determined. When a need for control and synchronization mutes the sincerity of moments, classrooms become oppressive for all parties involved.
In the spring of 2013, I turned down an offer to spend a second year at the charter school where I began my teaching career. I said no more to demerits, lazy leadership, and the assignment to design curricula for 10th graders who were already years behind grade level, and would further suffer from my lack of experience. I quit reading e-mails that began with “Team and Family,” and followed with a laundry list of senseless tasks that challenged me to prove my loyalty to children by grading hundreds of exit tickets and attending hours of professional development that taught me to read numbers instead of people. I said goodbye to a GoogleCal that is so full you forget to pick your head up and look around you to see the damage you might have caused towards people you care about.
September 2, 2013, I quit my second job. I was a double quitter. I said goodbye to school values bargained for monetary prizes so that students could buy Blow Pops if they showed respect to their oppressors. I said “see ya” to test prep after test prep, silent study hall and lunch detention. I said “no thanks” to revering a set of formalized control tactics as my guide to becoming a great teacher, and the skills of conformity to feign success. I said “peace out” to standing in circles that silently requested I do favors for people I did not trust in exchange for shout-outs. I put a rest to the habit of telling students to be powerful while giving them demerits for speaking at all. I stopped calling students “scholars” to fool them into thinking that their education system had not failed them miserably, and I stopped suspending students for a phone that slipped from their pocket, and a subsequent refusal to turn over what is rightfully theirs. I walked away from barking the acronym SPARK, so that the position of their bodies could feed directly into the assertion of my control.
I’m a quitter of damaging institutions and disingenuous moments. I am sorry for the students I turned my back on, and can only hope that my exit has validated a common sentiment that the school system they are subject to is unjust. One day, I’ll be strong and wise enough to help change these systems, but I’m not there yet. So for now, I’ll keep quitting.
Sydney Miller has dreams of becoming an excellent English teacher. She is from New York City, and moved to New Orleans after college.
Can I press “like” 100 times? What a great meditation about some real truths in teaching.
This young woman is wise far beyond her years. May her peers listen to and reflect upon her story before they betray their professed ideals by allowing them to be manipulated by the insidious self-seeking TFA.
Unfortunately, this next generation of teachers is not just subject to manipulation by Teach for America.
The new EdTPA (Teacher Performance Assessment) is one of the new gatekeepers for entry into teaching. EdTPA was designed by scholars at Stanford. It has been rubber-stamped by the American Association of Colleges for Teacher Education (AACTE). AACTE represents 800 teacher education programs with the marketing outsources to.
EdTPA is aligned with the CCSS. It honors direct instruction made evident in video snippets of teaching and plans that prospective teachers submit for scoring. Scoring has been outsourced to Pearson who charges a minimum of $300 per test, while paying $70 per hour to raters of the tests. In early 2014, edTPA was being used in 511 educator preparation programs in 34 states and the District of Columbia. CCSS plus training for direct instruction over authentic education will not just fade away. http://edtpa.aacte.org/about-edtpa
States can use edTAP scores for teacher licensure. Teacher education programs can use the scores for state and national accreditations.
The edTAP scores of graduates, and gains in students’ scores that they produce on the job will now be used to rate the “effectiveness” of teacher education programs. In other words, Obama+Duncan’s flawed K-12 policies are being foisted on teacher education. The Gates’ desire to track student test scores produced by graduates of teacher education programs in on track for becoming the new normal. Read more: http://www.politico.com/story/2014/04/barack-obama-arne-duncan-teacher-training-education-106013.html#ixzz2zwfJdsRs
it is hard to be optimistic. In addition to EdTPA, other tests for teacher certification require knowledge of the CCSS (e.g. Praxis http://www.ets.org/praxis/ccss). Other certifications of teacher education programs are no less troubling.
For example, the Council for the Accreditation of Educator Preparation (CAEP), approved new standards for teacher education in August, 2013. CAEP is a new entity merging NCATE, the National Council for Accreditation of Teacher Education and TEAC the Teacher Education Accreditation Council. In 2013, the merged organizations had accredited over 860 programs. CAEP standards must still be approved by USDE and appear to have been written for that purpose.
The standards from CAEP illustrate how hard it is to bury bad policies, and overcome horrific language about education.
Programs that prepare teachers are now called “providers.” Teachers who graduate are now called “completers.” The CAEP standards rely on 110 uses of the term “impact” to describe what teacher education and teachers are supposed to do. (Ask Diane what “impact” meant for her knee, or consider how ‘impacted” sardines may feel in a can).
Here is CAEP’s Standard 1.4 for teacher education: “Providers ensure that completers demonstrate skills and commitment that afford all P-12 students access to rigorous college-and career-ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).” http://caepnet.org/accreditation/standards/standard1/
CAEP Standard 4.1: “The provider documents, using multiple measures, that program completers contribute to an expected level of student-learning growth. Multiple measures shall include all available growth measures (including value-added measures, student-growth percentiles, and student learning and development objectives) required by the state for its teachers and available to educator preparation providers, other state-supported P-12 impact measures, and any other measures employed by the provider.” http://caepnet.org/accreditation/standards/standard4/ This standard is absurd. It requires the use of “measures” that are known to be invalid and unreliable.
CAEP Standard 5.4: “Measures of completer impact, including available outcome data on P-12 student growth, are summarized, externally benchmarked, analyzed, shared widely, and acted upon in decision-making related to programs, resource allocation, and future direction.” http://caepnet.org/accreditation/standards/standard5/
Clearly, the demolition derby on K-12 is expanding to damage the independent voice of faculty in higher education, especially those most directly responsible for teacher education.
The “provider” language signals that alternative paths to teachers preparation are being honored. The 42 member “commission” charged with developing CAEP’s standards was dominated by high-level administrators in education and entrepreneurs who appear to be totally unaware of (or indifferent to) the meaning of due-diligence in developing standards. They ignored sound scholarship that should have informed their work, including extensive peer-reviewed criticisms of the CCSS, value-added and related “growth” measures, as well as all the well-document flaws in industrial strength management strategies from mid-century last.
Damn the torpedos, ignore the evidence, full steam ahead.
Well, and it begs the question of can one woman’s senior thesis really alter our country’s ills? As we all know, many organizations jumped on the bandwagon as she (Kopp) used her stellar skills to gain support, but the notion that one senior project/paper would become a change entirely for good at the scale it has (in terms of money) is simply not believable. I get the “one woman can” type mindset (a la Mary Kay Ashe), but really, solving problems for a society takes more than one head. I think TFA is many different things to many different people, and it has snowballed. Consider: she needed to graduate from Princeton, and then she needed a job. And the rest has truly become her “chance to make history.” What it is that provided that chance to her is what we need to look at (and what many people have). Ah! A way to get ivy leaguers into the classroom without traditional teacher training programs; ah! a way to get corporate influence on schools; ah! a way to get tax breaks in the name of education without really giving to public education! Ah! a way to circumvent unions. But was it ever really about more than Kopp, at the root?
I think everyone could benefit from some Parker Palmer, and then recognizing how individual efforts work into the whole. Gnostic notions of saving the world are not realistic. . .we have to stand on the shoulders of giants and we have to work together.
I really enjoyed BUT as someone who used to live in NO I see it in a larger context: prior to Katrina NO had it’s problems but it was definitely going in the right direction. Post Katrina an influx of ” bright young things” have gone to that city in hopes of ” saving” it and ” modernizing” it. The tech, privatization, and urban design arenas are really milking it for all it’s worth and in the process really alienating most natives. One of my friends just moved because she feels like it has been” colonized” by young people who approach NO with a lot of arrogance and lack of understanding. It is not just the ed sector that has this attitude. So sad.
Its
The insufferable arrogance and sense of entitlement of gentrifying “pioneers” who parade their superiority before the colonized people who’ve lived in these communities for decades is definitely not limited to charter schools, but so-called education reform is a useful vehicle for it.
Thus, it’s no surprise that you’ll often find real estate developers active in gentrifying neighborhoods on the Boards of charter schools, as many of the assumptions that underpin so-called reform and gentrification are identical.
THIS!
Reading this and you come to realize that our schools are becoming Walmarts —that is what is in store for the middle class. A legacy of the Obama administration will be a lost decade of policies that systematically destroyed the ideal and reality of public schooling and the profession of teaching. I know when he leaves the White House he will point the health care, winding down of two wars, saving the economy, but all of those accomplishments will be overshadowed by his inability to pursue the ideals of Brown vs. Board of Education —which is the biggest irony of the decade.
Bush was in office when NCLB was approved by the board of elementary and secondary education in 2002. It stated that by the year 2014 no child would be left behind. Or no child will be untested. That is when all the number crunching started.
Very moving and very powerful!
This is not only a major condemnation of TFA, but also an important denunciation of the oppressive, military-style approach of no-excuses charter schools that disrespect children of color and treat them as if they are wild beasts that need to be tamed, minute by minute, hour after hour, day after day, year after year.
I am very glad that this TFAer recognized the problems, decided to not be a part of those cultures any longer and spoke out, but I wish many more would do so as well. Then maybe more people would be informed and fewer would join such an exploitative organization and teach at such wretched schools.
You want praise for quitting on kids? You want to be celebrated for failing? Get off your high horse, and just admit that you are a failure. Don’t try to justify it, it’s your privilege that gave you the freedom to quit so freely and justify it by some obnoxious essay. If only your former students had such flexibility and options in life.
A paean to thoughtfulness.
One of the most striking [yes—double entendre that!] characteristics of the self-styled “education reform” movement is its emphasis on frenetic activity devoid of thinking—or rather, the “leader” does the “thinking” while everyone else carries out a multitude of [frequently] scripted tasks that leave them exhausted and spent, candidates for either exiting education completely or moving up to the less demanding and much better compensated job of “leader.”
Thoughtfulness is anathema to the edupreneurs and edubullies and edufrauds and educrats. Literally some of the supernovas of the education establishment like Michelle Rhee and David Coleman won’t get on a public stage with Diane Ravitch because just taking a few moments to talk things out, think them through, challenge yourself and others, dissipates even the strongest Rheeality Distortion Field.
And the author makes an excellent point by pointing out that teachers subject to regimented thoughtlessness provide the wrong kinds of role model for students.
Most krazy props to someone whose criticisms spared no one, starting with herself.
😎
Corporate charters are teaching toward a living. Public schools are teaching to live.
Well said.
My dream is that when Obama and Duncan reach the afterlife (whichever direction they go), they will be forced for all eternity to listen to letters like this and all the other eloquent letters that they have ignored during this lifetime.
Stellar, insightful, bold, honest, and encouraging.
Well written. I felt every word. I empathize. Thank goodness you are a free thinker.
I can only hope that more college grads, just kids themselves, are awakened to what TFA truly is, and that they are being used a cogs in a money making machine. How arrogant of Ms. Kopp to continue on. Yes, there are perks, but at what cost? Your soul? Seeing TFA for what it really is may make some of the recruited say NO.
There should never be 25 year old principals. 30 year old Superintendents who graduated from Broad super school! The cost to society and education and communities is just too high. Those young people who stick with TFA have been brainwashed, are themselves greedy, and have lost their ways.
The edreformers are all about rote practice of test answers. Nothing is learned. This is their backwards thinking – test all the kids, “teach” the test answers, get them acclimated to filling in the bubbles, or worse, being tested online – like Kindergarteners are even going to know HOW to take online tests, while looking for the appropriate alphabets/numbers on keyboards too large to accommodate their small hands, but this is what the Rheeformers want. In the end, it is all about the $, $ that will be made by the test makers, Microsoft, and privateers. Keep the children quiet and behaved…and lets not forget…grateful! Grateful that their saviors have come – to rip them off of their futures, relegate them to future Walmart employees, and rip off the taxpayers.
You know what is touted to have “ruined” Microsoft? Ranking employees. Pitting them against each other, even tho they were the best and brightest. Ranking of public teachers is the Rheeform way. It didn’t work at Microsoft…we cannot allow it to continue happening with the phony lackluster evaluations invented only to get rid of qualified, certified teachers.
From Newsweek:
In one English class last fall, a teacher who had been at Sci for about a year held forth on the fine points of grammar, including the subtle difference between modal and auxiliary verbs. As a few heads drifted downward, she employed a popular charter-school management routine to hold the class’s attention. “SPARK check!” she called. The acronym stands for sit straight; pencil to paper (or place hands folded in front); ask and answer questions; respect; and keep tracking the speaker.
“Heads up, sit straight—15 seconds to go,” she said, trying to get her students’ attention.
“All scholars please raise your homework in THREE, TWO, ONE. We need to set a goal around homework completion. I only see about one third complete homework.”
http://www.newsweek.com/2013/09/20/post-katrina-great-new-orleans-charter-tryout-237968.html
That article was one of the more nauseating articles I’ve struggled through. It’s a typical “fair and balanced” article that tries to portray “both sides” as if there is an equivalence between the two without coming to any conclusions favoring one or the other. Therefore, it leaves out a lot of details necessary to understand the true balance of the argument. We don’t learn, for example, that the surge in test scores after Katrina happened largely because the poorest kids never came back. And the article never stops to question whether suspending classes to have extra time to prep for tests (tutored by a $1,000/kid testing guru) is a good thing.
It’s the kind of thing that makes you pull your hair out. There’s some evidence that the author “gets it”, but if they “get it”, how can they be so willfully blind to so much of the evidence against charters?
“And the article never stops to question whether suspending classes to have extra time to prep for tests…”
…many times at the expense of an arts program. My ex taught music at Bronx Prep charter school for three months where his schedule and roster was affected daily by remedial math or language arts scores. If students did not score high enough in the tested areas at each checkpoint, they missed out on orchestra rehearsal for a day, two days, sometimes a week. Forget that they were also missing out on rehearsal–that wasn’t important. Scores, score, scores were the only thing that mattered–unfortunately not the musical kind.
I am a 25 year career teacher in the parish public school system with a masters degree and “efficient” state rating from the great state of Louisiana. I originally planned to work through the three years of DROP. However, after the last few years there isn’t enough money to keep me there 1 more year. My last day is the end of this school term and I will not be looking back or renewing my teaching certificate. Also, I will be taking my only Grandchild out of 5th grade public school and home school him.
I am sorry to hear about your retirement, however, I am delighted to hear that you will be homeschooling your grandchild. That will be a lovely environment for both of you. Blessings.
It just occurred to me that when the Reformers send these bright shiny newly minted TFA “teachers” into Camden, NJ, they are, quite literally, going to get there asses handed to them. Tough city, that Camden. Camden will chew them up and spit them out and send them running. Too bad they can’t send Wendy and Rheeject.
Quite literally, eh?
This is a thoughtful and thought-provoking piece. I think it should be noted, however, that Sydney did not leave TFA. Sydney was never in TFA. She received her certification through an alternative certification program through The New Teacher Project (TNTP) and teachNOLA. While there are similarities in approach, there are also stark differences between the missions of TFA and TNTP.
This is a story about Sydney making the difficult decision to leave a charter school network, not TFA. It’s no secret that Ravitch takes issue with the reform movement. TFA is the poster child for the movement, but is certainly not the whole story.
Many of the issues Sydney has with her school are also issues people may have with TFA’s approach to teacher training. But it’s disingenuous and manipulative to title the piece as “Why I Left TFA in New Orleans” when she didn’t. It’s sensational. Let’s have an honest conversation about what is happening in New Orleans charter schools.
My concern is that you, Sydney, took the job at Sci Academy after you left KIPP when it is no secret that they have many rules and high standards for both instruction and results. In fact, it is the pride of the organization. It seems to me that leaving your students in early September and setting them up for potentially an entire year without a teacher was a self-serving decision meant to make a point for your fellow charter dissenters. I won’t praise you for it.
As a teacher, I agree that creativity and questioning is more critical in the classroom than test results that follow, but I find it possible to be a strong enough teacher who created that space in my classroom without either sacrificing or focusing too heavily on students’ academic achievement (the dreaded test results). There is a discourse the “resist TFA/charter schools/corporate agenda” folks have created that equates quitting, complaining and protesting with progress. Instead, by polarizing any conversation about education into an “us” versus “them” argument, resisters in fact prevent conversation, dialogue and growth that effective collaboration could engender.
If you want to be an excellent teacher, I challenge you to BE an excellent teacher and make a case for your methods through your results and the praises of your students and their families. Have a growth mindset; this is a process, especially right now in New Orleans, and you are abandoning your influence by withdrawing from the classroom. Additionally, the “us” versus “them” dichotomy that the resistance movement has fabricated undermines the thoughtful, effective and committed teachers that do happen to work in charter schools. Many of them, too, happen to have open minds and opinions on what works, where there is room to improve, and how to make their classrooms environments that nurture creativity, exploration and learning.
Finally, working at a school is being part of a team, whether you have stomach for “Team and Family” or not. I would also challenge you to bring an assets-based approach to being a part of teams instead of isolating yourself and writing others off. It appears that you have been thoughtful and strong with your words on paper, but your students aren’t the only ones who may learn from you.
Hey JP,
Thanks for your comment, although I’m not sure who you are. I definitely plan to focus my energy for the next years of my life on becoming an excellent teacher. I would not ask for anyone’s praise for quitting, nor would I praise someone who chooses to stay and teach at Sci. However, I’m grateful for the experience because it helped me to solidify the type of work I plan to do in my future classrooms.
The “us” versus “them” binary is not a productive one, I would agree. Then why was I forced to sign a contract vowing never to disparage the school upon leaving? Why, every time I am “caught” saying something negative about my experience at Sci, is it taken with such vehement defensiveness, instead of as constructive criticism? It seems that the system you are working under is also pretty bad at having a growth mindset.
Sci creates a structure that is far different from any others you encounter in the real world. That’s one of my biggest problems with the school and many alike: in most ways, it’s not preparing for students for their next steps because college is nothing like Sci Academy. Interactions seem forced and disingenuous so much of the time and yet so much of your time as a teacher is spent in that space. I do not have interest in becoming part of a “team and family” that is dishonest about the environment they have created.
I’m happy to talk more if you feel like reaching out.
Sydney
My question: How different is public school?
I’ve taught in both public and charter!
Again, how different is public school?
Our education system is failing in both arenas.
Signed,
-Horrified, honest, hopeful
Powerfully truthful. Thanks for your insight, Sydney.