In this discussion opener, Brenda attempted to decipher how the catch-phrase,
"teaching smarter, not harder" might translate into classroom
reality. The ensuing discussion moved past semantics to teachers' concerns
about the time and energy it takes to be an effective educator. The conversation
touched on teachers' time management, unrealistic paperwork, and more.
When I started teaching at my present school six years ago our administration
talked a lot about us becoming a school where teachers taught "smarter,
not harder."
We threw this phrase around a lot in those early days....not so much anymore.
To be honest, I've come to dislike "teach smarter, not harder"
because it never quite delivered all we dreamed it would. In six years,
I don't think we've uncovered exactly how teachers move away from teaching
harder. There's been some very effective (or smarter) teaching that's gone
on...but it has been at a high cost to teachers who are working longer hours
than they ever have in their careers.
Teaching smarter has often included copious data collection, re-work policies,
and carefully planned scaffolding strategies -- all of which have supported
learning success. But they have not lessened the "harder" part
of our job.
Six years ago, I think all of us thought that the benefits expressed in
this catchy phrase would be realized by us, the teachers. It's very possible
that it was more about learning than teaching...that the recipients of our
discoveries would be our students...not necessarily us.
Sincerely,
Brenda
-------------------------------------
Chris, a middle school principal, responded to Brenda's posting and asked
readers to share ways that they work smarter, not harder.
An interesting and thought-provoking statement indeed. Perhaps we should
share some "smarter not harder" strategies that we've used, just
in case they do exist? Having said that, I'll contribute several of mine.
I've described it before. It's the notebook check. I always felt that student
notebooks were the most important learning tool so I always checked them
twice each grading period. It was a DRAG.... collecting them, reading them,
making comments, trying to figure out how each one was organized -- or disorganized.
Then in one of those AHA moments I realized it was more important that the
students know how to use their notebooks as references. I had to make sure
they contained important information AND that the students knew how to access
that information.
Instead of collecting and plowing through each notebook with my checklist
at home, I took one class period and called each student to my desk. I required
them to hand me all graded assignments up to this point. I then looked to
see that all errors were fixed. I then asked the student to find and show
me five things in their notebooks, based on the corrected items in their
graded work.
The first time I did this I did it as a practice, with no grade. About 50%
of the students "passed". The second time I did it as a homework
grade. 80% passed. The third time I did it as a quiz grade, and virtually
all students passed. Every student passed when I finally did it as a test
grade.
It improved the students' organization 100%. Students figured out their
own systems for organizing their notebooks. They kept homework, quizzes,
and tests in one section. They highlighted errors on their papers and did
the same for areas of their notes relating to those errors. Some made indexes
and used tabs in their notebooks. I piled it on by requiring students to
pass their notebook checks in order to use their notebooks for tests. Each
notebook check only took an average of 3 or 4 minutes. I allowed students
one minute for each item.
I always assigned in-class reading on notebook check day. Interestingly,
I noticed that it was very quiet while I had someone at my desk. As I asked
each question the room was filled with the ruffling of notebook pages. The
students were checking their notebooks in preparation for the notebook check.
The results were great and it sure felt like less work.
- Chris
------------------------
Susie explained how teamwork can help teachers work more efficiently.
I agree with much of what Brenda said -- sometimes I enjoy crunching
all the data, but it takes away from other things that might also help kids.
My number one thing when I hear "smarter, not harder" is teamwork.
We have had several cases this year where teams have worked together to
cover standards, easing some of the burden on staff and truly making connections
for students.
One example -- the 6th grade LA instructional calendar included a research
paper, and social studies was covering Canada. The LA teacher brought them
to me in the media center, I covered research, including electronic sources,
and they researched Canada for a travel brochure!- much better than individual
projects for each subject.
Another advantage I'd add about your notebook check, Chris-it gave you time
to connect individually with each student. I always wish for more of that!
- Susie
----------------------------------
Carolyn agreed that working smarter may mean longer days.
No kidding. I was at school until 7pm tonight, writing directions, research
worksheets, responsibility sheets, project timelines, etc. for this pop
culture unit I started today. Am I ridiculous???
Carolyn
---------------------------------
Chris answered Carolyn's question.
No, just very dedicated....If I were your principal I'd ask, in a very
gentle way...Are you doing this all by yourself? Where is your team?
I would also hope that this is an investment for the future....next time
you will not have to put in such late hours, perhaps.
If this is a common occurrence, I'd ask if you wanted to put in for some
curriculum planning time, as an individual or as a team. Summer work...vacation
time...or a full or part day substitute.
Chris
-----------------------------
Bill observed that teachers seem to be far better at finding ways to
teach more effectively than they are at lessening the time it takes to do
so.
I too have pretty much come to decide that as long as I'm in teaching
(and I probably still have 25 or so years to go), I will always be "teaching
hard." At the same time, I do sincerely think (I certainly hope!) that
I'm teaching more efficiently than I was 22 years ago when I walked into
my first class as a T.A. I look at your very solid ideas on what "teaching
smarter" might mean, and of course all that will take a while. So yes,
the beneficiaries are more our students than ourselves. And I'm actually
okay with that.
I think there are two separate but related issues here, one of which is
how do teachers deliver the most effective instruction they realistically
can so that their students can learn as much as they realistically can.
The other is, how do we get to a point where teachers' workloads are more
manageable and infringe less on our not-school lives.
I imagine that pretty much all of us here on the MiddleWeb Listserv are
trying to work smarter, or else why put in the time here?
I believe I'm a much better teacher now than I was three years ago because
of this group. Trying to get to a point where we can simultaneously work
less is tougher, and in many ways depends on the specific school culture
to which each of us belongs. I do think slogans like "teach smarter,
not harder" are doomed to failure unless the separate yet related aspects
of that goal are recognized and simultaneously worked toward.
Oops, ironically, it's time to go "work harder" - there's a ton
of sound equipment in my car for our Musical which goes up tomorrow (I had
to work that in because the kids wrote it and I'm very proud of them) and
I need to get it unloaded before the early morning care kids start arriving.
More later...
- Bill
------------------------------
Caron pointed out the time commitment that goes along with constantly
looking for improved ways to meet students learning needs.
I agree with you. It seems the better I want to teach my students. Or
the more I try to reach them in the myriad of ways they learn, the less
time I have for my life??? Where do we draw the line? Do we stop when even
when we know other things can be done and more can be reached? Do we walk
away earlier instead of later even if that means feeling like we are doing
a job halfway?
I want so desperately to instill an interest, forget passion, for mathematics
and its relationship to all we do...I manage to get a spark going in the
few months I have them only to know in the next year or so the teachers
that follow will douse it with gallons of boring....so I wonder why bother????
Can anyone tell it is time for Caron to go on spring break?
- Caron
---------------------------
Debbie added to Caron's thoughts.
Life? I intentionally came home early today to watch Oprah because I
heard that they were talking about having energy all day. When she asked
how many of them had a life outside of their job, they all said yes! I wondered
if any of them taught middle school students!!!! I believe in the philosophy
that you must find JOY in what you do and that is how I deal with my life.
I took my husband to a conference with me this past weekend so we could
talk on the road. I have just adjusted to making my family part of my profession.
Son is making flyers now for one of my students who want to earn some money
to go to camp. Hubby will cook breakfast for my National Board candidates
on Saturday. They are proud of my dedication and it has just passed on to
them.
- Deborah
----------------------------
Stacey made a suggestion.
Ok, this is my idea. Maybe we have to set up a discussion about preventing
burn out. Right now I am in such a state of anxiety due to all of the things
I do, all of the things I need to do, all of the things that I really do
not need to be doing BUT do anyway.
- Stacy
--------------------------
Kathy shared her struggle with establishing boundaries between her work
and her private life.
I too am having a great deal of difficulty balancing school time with
my home life, time with my children , etc You would think after doing this
for 23+ years that I would have this figured out by now. I want to do the
best for my classroom as well as my own tow teenagers left at home. What
a scary thought, two teenage girls!
- Kathy
------------------------------------
Cossondra described her rigorous schedule.
I just had to add to the conversation about our jobs versus time with
our families. This is such a toughie for me also. I find myself at school
before 7 every morning (kids get here at 8:20, teachers have to be here
by 7:50) and I seldom leave before 4 (kids leave at 3:08) I often come back
in for another couple of hours after dinner and such at home. Weekends see
at least 4 more hours but usually more like 8 at school. I correct papers
at home, in the car... wherever. Summers are also devoted to many hours
of school work.
Trying to align the curriculum to the standards takes so much effort - planning
projects that are engaging and meaningful take time and effort.
I just want to be the very best teacher I can be and that takes time. Maybe
I am a workaholic but I feel strongly that I am responsible for providing
these kids with the best opportunities to learn that I can. I am not complaining
- I love my job - but I do get very annoyed when people say teachers are
overpaid and only work 8-3 5 days a week 9 months a year - I challenge them
to follow ME around for a school year!
- Cossondra
-----------------------------
Debbie explained why she has been forced to re-examine the need to balance
family and dedication.
Having just experienced a very unexpected heart attack at the ripe old
age of 49, I feel a need to weigh in on this "smarter-harder,"
time for family and dedication discussion.
I do think I have learned to work smarter vs. harder as a result of my experiencing
the value of collaboration and reflection. However, this has not meant less
time, in some cases it has meant even more time. Collaboration and democratic
practices are the way for me, but they are not a quick fix.
For me the whole health issue comes down to a question of stress. I am not
doing less work since my scare in January, but I am being more intentional
about the ways I respond to the stresses of our work and of my family life.
I'm exercising more ( I swam at 6:30 this morning!). I'm keeping a journal
next to my bed and I'm jotting down those last minute details that used
to keep me tossing around at night...as if I was going to forget what I
needed to do the next morning. I'm not just saying yes to every opportunity.
Having just run some 8th grade focus groups yesterday, I realize that we
sometimes forget how stressed our students feel...the "tests,"
our tests, assignments and projects, the political climate and just growing
up. One boy said yesterday that "We don't know what's going on. We're
worried and nobody talks to us about the (Iraqi) war and stuff. Everyone
just keeps talking about the tests."
Maybe we should all be thinking about stress management for ourselves and
our students. The work is never going to get easier, and neither is juggling
family life and work. Finding balance is a skill I never paid attention
to before, but I am now. I used to joke about how stress kept me going.
I'm singing a different tune now.
Did I mention my upcoming trip to Italy with my husband?
- Debbie
--------------------------
Alexis told how she has worked a more balanced approach to her work into
her life.
How I can relate! Having just turned 48, and recently remarried, I have
definitely reevaluated my life.
I constantly was on the go, getting my college degree at 42 years old --
back to school for my masters and now an Assistant Principal. My son's life
(he's 18 now), just seemed to whiz by me and oh, what I would give to go
back and not be so rushed as I contemplated my every move, God forbid, I
stay still for one-second and enjoy summers, etc.
Now, I have lots of balance in my life. I drive almost 2 hours to my job
each day, but it allows me to focus on the day ahead and decompress at night.
I love where I work and keep it all in check. I try not to bring work home
and spend my weekends enjoying my newfound love by going to NYC, visiting
friends, etc. I used to get anxiety when I did these types of activities
for I was worried that I wasn't working hard enough. But, my husband, having
worked for a former Governor, told me I am working smarter, not harder!
Last week, one of my 8th grade advisory students tried to kill herself because
she wasn't pleasing her parents. After much talk and her time in the hospital
I thought she was going to get the help she needed. A few of my girls are
"cutters" -- a phenomenon I don't understand, but then again I
do not have the stressors of these adolescents on my brain. The other day,
the same student was in my office again, hysterical; for she did not do
well on a Humanities test and could not bear the fact that she would be
going to high school soon and may not do so well on harder tests. How do
I help this child? So, I agree with you about stress. I have learned to
get rid of the stressors in my life, but oh, how I wish I could help these
kids.
- Alexis
----------------------------
Chris pointed out the never ending nature of our profession.
I don't know if this will help or make it worse but a long time ago
I realized that the amount of potential work in teaching/education/working
with people is infinite. You math people know that even if I could do half
the work...or even 3/4 of the work there would still be an infinite amount
of work to be done. Realizing this, I decided I could only do what I could
do and no more. Prioritize deadlines then do what you really want to do
until you need to stop....only you can decide when to stop, but it helps
to accept that you can't do it all....or even a fraction of it all. Do what
you can...and still feel OK....then stop and have fun.....even if having
fun means writing emails.
- Chris
-------------------
Ellen agreed with Chris.
This makes sense like nothing else does. I have (especially lately)
been guilty of telling myself I'm not doing enough, and as a result I feel
just plain overwhelmed. In so many areas of my life I could easily be categorized
as underachieving (put housework up as a prime example), and as a student
I did just about as much as I had to.
Therefore, with something I love and believe in as passionately as teaching,
I always think I am not doing enough, and it is definitely not good enough,
smart enough, challenging enough, detailed enough...My mother would probably
be surprised by all of this ;-)!
What I *have* done is prioritized what I think is important. Stupid office
paperwork (seemingly random, not at all impactful on student achievement)
gets pushed to the side in favor of deepening lessons, gathering resources,
and improving my skills. I am sure there is a good 7-10 hours of inconsequential
paperwork the office expects each week!
Chris, as a principal, how much paperwork do your teachers have? Have you
tried to reduce the amount of paperwork they have, and if so, how did you
do it? I am on the edge!!
- Ellen
-------------------------
Chris asked Ellen for clarification.
I'm not sure what paperwork we'd be talking about. I think the only
paperwork I require of teachers are things like report cards and progress
reports. What other kinds of paperwork do other principals require?
- Chris
------------------------
Lori described the paper work that goes along with her job.
I have to turn in lesson plans for each quarter, semester ahead of time
and the whole year at the end of school, progress reports and report cards,
attendance documentation for each class, proof of parent contacts on demand
and a team notebook at the end of the year as well as D/F lists every 5
weeks, parent contact list monthly (phone records). I have to prove I am
meeting the standards at this point all 310 of them must be addressed. I
am observed three times in the year and I have to show progress with my
professional growth plan and meet with my supervisor after each observation
and three times for my growth plan. That does not include my discipline
record and sub notebook. I spend more time working on professional garbage
than I do on any other single task I do besides grading papers. It is ludicrous.
I would work for you any day Chris--is there an army base nearby???
- Lori
--------------------
mvallarino added to Lori's posting.
Permission slips, monies collected for activities, SIP reports, curriculum
maps, reports to counselors, a weekly progress report for those in Learning
strategies class, not to mention email such as homework on a daily basis
to parents, responding to parent emails, setting up appointments, and the
list goes on....!
- mvallarino
--------------------
Kelly wanted her list of paper work items to be included too.
Include in my list all of those things mentioned by the others, plus
a new one that's a doozy! Until this year, only special ed. students had
IEPs (Individual Education Plans). These are documents, many pages long
that include goals for the student, modifications that must be made by teachers,
and a host of other bits of info. We will now have to fill out IEPs for
each of our students that do not meet our state standards. That means if
they don't pass the FCAT in reading, math or science, we teachers will be
required to fill out an IEP for them. Currently, my team has 69 students
who failed the reading portion of the FCAT. From what I've learned from
the special ed teachers, it can take hours to fill one of these things out.
And, we will get no extra time or pay for preparing these reports. This
means we'll have to use our own time, after hours and weekends to do it.
Help!
- Kelly
----------------------
Caron responded to the previous "paperwork" postings from Lori,
mvallarino and Kelly.
That is garbage.....just plain and simple....the paper pushing part.
- Caron
--------------------
In response to Chris' question concerning paperwork, Carolyn created
an "epistle of paperwork".
Chris, here is what is required of me in relation to paperwork:
1.lesson plans for tutorial and enrichment periods for the year to be done
in Sept as well as daily plans and emergency plans
2.quarterly observations by principal with a meeting afterwards
3.lesson plan book to include daily plans with standards and objectives
referenced for each one
4.student work bulletin board at least quarterly which include standards,
assignment directions, commentary and exemplary example
5.daily attendance in homeroom, to include documentation of absent/sick
notes, excused or unexcused, keep track of truant kids and notify the office
on demand, keep track of late to homeroom send notices home at the 2,3,4th
one and an office referral at the 5th so the kid can get suspended
6.wed folders which include all sorts of communication, then I have to check
that there is a parent signature that they received the stuff and if the
folder is not returned in 48 hrs I have to write a teacher detention sheet,
which gets documented in 2 different places.
7.check my voicemail at least twice a day in the morning and before I leave,
return calls, document in team phone log and follow up with whatever...
8. Attend monthly IEP meetings, regardless if that particular student is
just in homeroom or in my class
9. comply with 9 page IEP where I have to use a check list to document that
I gave the student 3 prompts to get out work, 3 prompts to put work away,
2 prompts to change an activity, an additional 2 days given for homework,
extra class period to take tests, make sure there is a word bank and a review
sheet, have a sample of any type of binder or portfolio that is required...
10. Write at least 30 referrals a day for uniform violations
11. Write teacher detention for behavior or team rule infractions.
12. schedule field trips, take money, give kids receipts, bring money to
secretary, wait for receipt, give secretary 48 hours notice when I need
a check cut, check in the nurses office for all kids who need medicine,
write out a list and leave it with the nurse, make sure she has at least
5 days notice, get check from office, fill it out at venue, get a receipt,
take medicines from nurse, make sure each student takes medicine at prescribed
time, get medicines back from children at the end of the day and return
to nurse, lend money to kids who "forgot" to get lunch money,
write it down or I know I will never get the money back.
13. complete by hand quarterly interim report cards, hand them out at the
end of the day, get them returned within 48 hours, document their return,
give detention if not returned, call parents for those kids who did not
return, schedule conferences for parents who are clueless...
14. Input grades into computer system quarterly, hand out report cards,
etc. as #13.
15. Schedule library time; argue with librarian that our class needs to
use the library when he is teaching library skills
16. Document where students are if not in homeroom: band, chorus??????
17. Write referrals for rule breaking either to office or team detention
18. when making team detention, write referral slip, give to kid, expect
it returned signed the next day, if not, make a phone call, document in
phone log, document detention in detention book, document if kid attended,
if cut, write TWO additional referrals for detention, write in detention
log, when in detention give kid "think sheet", attach referral
to think sheet and file alphabetically in team detention file
19. document state test scores on leveling sheet, have team meeting to determine
level for 9 the grade, complete course schedule card for each student (127),
hand out course cards to students in homeroom, field phone calls from parents
who want their kids placed in a higher level, explain your rationale, get
exception letter from counselor, send letter home with child, document return
of course card, get course cards to counselor.
20. Document how you are to meet state test standards in your content curriculum,
teach to the test
21. attend monthly professional development: create graphic organizers,
create WebQuests (which you don't have the ability to perform because your
computer is not set up for internet and you only have one in the classroom
and see #15)...
22. attend monthly after school staff meetings where you hear nothing but
the same thing month after month...do this, do that, document this , write
this referral.....
23. twice a year try to schedule 80 parents into 24 slots of 15 minutes
each for parent conferences: create form letter, send home with kid, send
it home again, return phone calls over and over, deal with parents who want
to come in but slots are taken, double book two conferences into a 15 minute
slot, then explain why you only have 6 minutes to talk...
24. Lead daily team meetings: go over schedule, discuss problems, delegate
phone calls, pick student of week, give up time and money to award them,
make certificates, deal with other teachers who are constantly putting you
down
25. document in each class at least 5 students who have to have a daily
planner to write their work down because they are too irresponsible to do
the work on their own without constant reminders and supervision, then deal
with the parent when the student STILL is failing because they cannot get
the work completed...
26. grade papers, write meaningful comments (how to talk so kids will learn
- uh huh) which are never read by anyone anyways, record grades onto hardcopy
and then transcribe into computer program, print reports, make sure assessments
are authentic!, print progress reports weekly on kids who again cannot take
responsibility for themselves then deal with irate parents who think you
are "harassing and picking on" their child because their kid can't
meet expectations or follow directions...
27. be at school until 4 or 4:30 because that kid who you are trying to
help is just now starting to open up to you, give them extra work and attention,
allow them to hand in work late...
28. I THINK I AM COMPLETLY WIPED OUT!!
29. I am sure I have forgotten at least an additional 25 things that I have
to write down or document...
- Carolyn
---------------------------
Chris responded to those who documented the paperwork load expected of
them.
How do you have time to teach? Your list is a good reminder to me about
what direction NOT to go in as a leader. Thanks for the warning.
- Chris
-------------------------
Bill wondered about the rationale behind asking teachers for yearly lesson
plans in September.
I'm just curious to try to get inside the head of any administrator
who would require lesson plans for the year in September. To what degree
of specificity do these lesson plans have to be?
Myself, I might know in September the general sweep and sequence of what
I'm going to do in a given year, though since I include the students' personal
and class goals in my planning, I couldn't even get too specific about the
generalities (!) until we're at least a week into school. Beyond that, I
could only rarely tell you on a given Monday exactly what my lesson plan
will be that Friday. I do start the week knowing toward which standards
I am working and what homework assignments will be due on a given day (unless
something dramatic happens in class that shows the need for major additional
work on some specific standard), but until I'm in with the kids and evaluating
what they know and how they are responding and thus what they need, I just
don't know - I can't know - what I'm going to do about it. That might also
mean my lesson plans, even though created only the night before, have to
be adjusted on the fly. Am I alone in this level of "focused winging
it"?! I don't think so...
At a Stoneleigh-Burnham faculty meeting (which I can rarely attend since
I'm full time at Pine Cobble), an outside presenter said that anyone who
knew more than a couple of days ahead of time exactly what they were going
to be doing wasn't being sufficiently responsive to student needs. I don't
know if that's maybe a little extreme, but I do agree with the general principle
behind the statement.
As for my own paperwork, it's basically student reports and comments, "weekly
sheets" interim reports on five specific kids, and periodic emailed
warnings to parents about missing homework (while I usually fill in the
morning attendance sheet, our school's receptionist/support person/miracle
worker keeps all the records). It all truly is there to help the kids, so
I find I can pretty much deal with it. I feel quite lucky!
- Bill
---------------------------
Alexis contributed to Bill's thoughts on lesson plans.
I read with interest your thoughts about lesson plans. In our district,
we utilize Unit Designs--which is a wonderful way to go. Teachers begin
with the end in mind, thinking of what they want the students to grasp at
the end of the learning. Assessments are prepared with the unit and teachers
give a timetable - let's say, 4 - 6 weeks for the unit, for instance. During
this 4-6 week period of time, teachers are very, very flexible in making
sure they are responsive to their kids. They can move slower or faster since
they are interested in the learning- not the lesson plan. Our teachers must
do one unit plan for their subject area (Language Arts, for example) and
an interdisciplinary unit with members of their Learning Community.
Is your district moving forward with this type of thinking?
- Alexis
---------------------------
Bill added to his previous posting.
Well, first I'm at a private school and not in a district. I do think that
Pine Cobble is moving slowly but steadily toward interdisciplinary work.
As far as using Unit Designs, which is an idea which I love there are individual
teachers who operate in a similar fashion, notably our absolutely incredible
6th and 7th grade English and Science teachers. I do think all teachers
at Pine Cobble are pretty responsive to the needs of the kids, though, each
in his or her own way.
- Bill
-------------------
Ellen added her own paperwork list.
1. Individual attendance sheet BY HAND on each of my homeroom students;
calculating hours/days in attendance, absent, and tardy for each quarter,
semester and year.
2. A-2's: When a child misses three consecutive days or has a pattern of
absences, I have to fill in each and every absence the child has on a form
and turn it into the social worker. If the pattern continues, I have to
fill out the whole form AND all of the absences yet again.
3. District record cards BY HAND: update attendance, room number, address,
block #, etc.
4. 10-week lesson plan three weeks in advance
5. Arbitrary student book checks--turn in the form, but nothing is
ever done about missing books
6. Locker/book/combination list
7. IEP meetings out the wazoo-whether they're in the regular classroom
or not, whether I have them or not
8. Initial referral paperwork (only evaluated in LA and math, and my portion
of the paperwork is 3-pages long)
9. Promotion prescription plan--must be done on every child who's working
below standard; a list of concerns and strategies; we've had to do many
of them this year, and each includes a lengthy parent conference.
10. Assignment to evaluate WebQuests, though no feedback has been given
on our evaluations
11. Update student addresses on printout every five weeks
12. Parent communication log
13. Update discipline folder
14. Referral to counselor for behavior/academic concerns
15. Posting only a certain kind of work outside my room; work MUST NOT have
ANY spelling or grammatical errors
16. Transition plan
17. E-mailing parents
18. Weekly behavior/academic report on all students
19. Mentor log--this is about to be reinstituted as we are assigned students
to mentor (READ: take off other teachers' hands during our own teaching
time; somehow we're supposed to be able to help them while we're supposed
to be teaching, and we have to log the info)
20. Write a pink slip to document each and every discipline problem and
my response
21. Report cards BY HAND
22. Progress reports BY HAND
It seems like my principal dreams up a new piece of paper to have us fill
out every day. I am behind on my paperwork because I REFUSE to sacrifice
my time to work on lessons and gathering resources for my kids. Their achievement
and instruction come first, not some stupid piece of paper that no one is
ever going to look at OR someone in the office could do more efficiently
than I can.
- Ellen
----------------------
Chris responded to Ellen's confession.
Your secret is safe with us!
I'm just blown away by all this paperwork. How do your administrators keep
track of it all? How much of it actually results in improving education
for kids? I guess my approach with my staff is to show up, do your jobs,
and let me know if you need anything. If I hear of any concerns I'll let
you know and we'll solve them together. Of course any teacher needs to be
prepared to explain to me what they are doing and why. But there is no way
I'd have time to review the lesson plans of 30 teachers!
- Chris
----------------------
Ellen added to her previous list.
One other thing I forgot:
At the end of every quarter, we have to give a diagnostic assessment to
each of our classes. Not bad. HOWEVER, we must score each of the 8 constructed
response questions with the rubric, score the writing assessment (again,
rubric), then HAND CODE each individual score for EACH QUESTION on the scan
sheet. 100 students x 9 questions = 900 bubbles.
Definitely a waste of my time, especially since I don't get the info back
before I give the next assessment, and it isn't based on a standard curriculum.
- Ellen
--------------------
Debbie issued a warning.
Chris, unless you want hundreds of teacher applications (speaking of
paper work), you need to quit talking about how your teachers do not have
a lot of it. I don't know if I could stand the weather in Maine, but it
would be nice not to have so much paper work to do. I did not even know
that schools like yours existed anymore.
- Debbie Buckholts
------------------------------
Caron commented on the long lists of paperwork submitted by other list
members.
So when in the name of Adam's Little Green Apples do you teach?????
All we do is comment cards and report cards and student led conferences.
Frequent emails and phone calls, chats with parents on the campus and I
think I will just keep my mouth shut and say a prayer of thanks!!! That
and I live in sunny Florida....God is good!
- Caron
-----------------------
Chris responded to the humor surfacing in this discussion.
If reducing paperwork brings in great teachers, let's have a bonfire!
or a shredding party.
I do expect teachers to maintain ongoing communication with parents on an
as needed basis. That means returning calls, emails, notes within 24 hours.....weekends
excepted....but first thing Monday morning. No log necessary, but parents
know they can contact me if they don't hear back.
I expect teachers to let parents know if student performance changes significantly
or if more than a couple assignments go missing. Quarterly progress reports
and report cards go out at 5 and 10 week intervals.
Some things are computerized. Some teachers love it, some approach it with
trepidation. The office staff gets us all through it.
- Chris
Freeport ME Middle School
------------------------
Writing from Canada, Brenda drew readers' attention the "Teacher
Paperwork Reduction Act of 2002".
Did you know there was a bill presented in your country called the "Teacher
Paperwork Reduction Act of 2002"? When I first saw it I thought it
was a spoof created by a teacher, gone over the edge...not so. It really
exists. It is directed to Special Ed teachers, but I think the overuse of
forms and accountability has crept into the regular teacher's classroom
as well. Here's the info on the Paperwork Reduction Act of
2002":
Teacher Paperwork Reduction Act of 2002 http://www.ldonline.org/news/santorum_june20_2002.html
Teachers' Valuable Time Wasted on Paperwork http://www.sptimes.com/2002/10/01/Hernando/Teachers__valuable_ti.shtml
Teachers are at the Breaking Point:
http://www.aaeteachers.org/surveyonrules.htm
- Brenda
----------------------------
Brenda also shared resources about teacher burnout.
Several years ago I was looking for research on teacher burnout. To
my surprise there was very little. The two I found came out of...Canada.
One from the University of Toronto and the second from Saint Mary's University
in Nova Scotia:
Is Teachers' Work Never Done? : Time-Use and Subjective Outcomes http://radicalpedagogy.icaap.org/content/issue2_1/02Michelson.html
"Time demands generated by a changing work environment have left teachers
"time-poor" and stressed and students with no improvement in individual
attention. This is one of the many findings of a project "Life On and
Off the Job: A Time-Use Study of Nova Scotia Teachers," undertaken
by the Time-Use Research Program of Saint Mary's University, which suggests
educational change has generated a lose-lose environment... Teachers are
"time-poor," stressed, and frustrated with the dramatic changes
to their profession."
Has Educational Change Generated a Lose-Lose Environment?
http://www.nstu.ns.ca/timeuse/
- Brenda
-------------------------
Deborah Bova offered her own list of paperwork expectations.
It is my understanding, Chris, that the Du Four family came into this
great country via Maine. As a Du Four in my life before Bova, Maine is looking
pretty good... I am too weak from paper work to type all of the paperwork
that is required. A sampling of it would be:
1 phone logs
2. Graphs of individual student progress on 3 week assessments (Math and
English)
3. Giving assessments, recording them, turning them around to the advisory
teachers of the child, and duplicating and sending the technology person
in our district a copy of those assessments. --English
4. Student logs for behavior
5. Transfer of student logs to a master team list of logs.
6. Class lists for quarterly remediation.
7. Pre testing survey and evaluation sheets.
8. Weekly individual grade sheets for students.
9. GOTE-- growth oriented goals for teachers
10. Contact with parents sheet.
11. Individual remediation sheet for students exceeding 20 hours of after
school tutoring time.
12. Failure action plans for each student receiving an F
13. IPI- discipline letters and parent contacts
14. Lesson plans
15. Daily homework phone line and class work log
16. Email and return replies of email
17. Check voicemail and return calls
18. Monitor the blinds and computers in two rooms-- open in the am and closed
at night....for the energy czar or we are written up and receive conference
from energy czar
19. Monthly newsletter to parents 20.Bulletin boards in hallway-- once per
year. 21. Show case at the local grocery-- team effort once a year. 22.
All inventory of textbooks
23. Lists of text books for individual kids by number
24. Posting of standards for the day on the board
25. Posting of all standards on the board.
26. Positing of daily agenda for class work on the board
27. Progress reports-- every 4 1/2 weeks.. 28. File all returned progress
reports and grade cards... 29. Post kids work but monitor the amount for
the fire chief...
and the paper grading, recording, rewriting, regrading, and so on that goes
with teaching...and on and on...
- Deborah
---------------------------
Mary Anne offered a thought.
Ah Caron--
Only in some parts of the sunny state is paperwork that easy! Although mine
is no where near what Deb described, anyone who teaches special education
will tell you that paperwork is all consuming!
- Mary Anne
--------------------------
Carolyn shared some thoughts.
I teach during my 42 minutes of class, of which, if I was honest, 20
are really teachable. Then I rarely eat lunch. My planning time is not for
planning -- it is for paperwork. I stay until 4-5 everyday. But I have almost
(85%) refused to take work home anymore. So that is why I am swamped when
I am in the building.
Yes, it is awful, and for the most part administrative stuff is just busywork
as it rarely goes anywhere but the trash at the end of the year, but those
20 minutes are worth it to me, everyday, day in and day out.
- Carolyn
-------------------
Juli added to the "Paperwork Reduction Committee" posting.
Our district has instituted a "Paperwork Reduction Committee"
to look at all the requirements based on teacher input that there is too
much paperwork.
Low and behold, the "Paperwork Reduction Committee" has developed
a huge survey, on paper, that will add much time to the already overburdened
teachers.
Ya gotta figure!
- Juli
----------------------------------------------------------------------
Chris was blown away by the paperwork teachers are involved in.
Jeez....that's amazing....the teachers gave themselves more paperwork?
So what paperwork can be reduced?
- Chris
------------------
Trish shared her perspective on preparing yearly plans a year ahead of
time.
Some administrators' heads we will never be able to get inside of. However,
I also know that there are some "directives" given to administrators
that we will never know, when we are asked to do something. That said, my
sister is one of the best 3rd grade teachers I have ever seen. At the end
of June or when school is over for the summer (in her school district),
each teacher has to have their lesson plans ready for Sept. and in their
desk. The principal checks them during the summer and grades them...sometimes
the teachers even earn a homework pass.
During the school year the lesson plans have to be passed in to the principal
on Friday and returned on Monday, again graded. The lesson plans have to
have the time they are teaching a subject and if the principal enters the
room and looks at the plan book you better be teaching what you have written
at the time it is written or else you are called into his office.
My sister has been teaching over 20 years. Last year after the Massachusetts
state tests she showed a video to her students. It was a math video but
a cartoon and reinforced the facts they were learning in math. She wanted
them to relax a bit after testing. The principal came in and stayed for
a while. He called my sister into his office at the end of the day and disciplined
her because the students were not sitting up in their seats taking notes.
He did not care that they had just finished a weeks worth of testing. So
with some administrators we just will never understand.
By the way, my sister became a union rep. for her building and things have
gone uphill for her since then. Too bad that is what it took.
- Trish
------------------------
Alexis expressed her disapproval.
I am appalled at what this principal does to his teachers. As an Assistant
Principal myself, I would never think of asking teachers to submit plans
to me at the end of the year for September. How do we expect teachers to
grow, to learn, to evolve? How about if they saw a fabulous unit over the
summer that they thought would be great for the beginning of the school
year? And, graded. What is that all about? How this principal is showing
trust, I will never know. Well....he simply isn't. It is a wonder he doesn't
have many teachers with burn out simply because of this tactics.
Also, what happens when kids simply don't get it? Should the teacher just
plod along? How about formative assessment and the ability to change your
plans based on the KIDS needs? Sounds like this principal doesn't seem to
care about that.
- Alexis
------------------------
Bill added his thoughts.
That's quite true, and as the husband of an administrator I should have
been thinking from the start that sometimes administrators have a fuller
picture than others of us, but for privacy reasons (or whatever) they can't
always divulge the additional information.
However, that said, I adore teaching and can't imagine myself doing anything
else - but working at a school where I had to plan my lessons to the minute
a week ahead of time with reprimands for not following those plans to the
letter might just send me into the real estate business (no small feat!)
or whatever. Or off to Freeport, Maine (I've already visited there, so I
get first dibs!).
- Bill
----------------------------
Brenda created a web page documenting the various paperwork items shared
during this discussion.
After reading about all the paperwork that teachers are weighed down,
I just HAD to put it all together on a web page so that we could see it
in one place. Put your speakers on...somehow the random chaos of the "Simpson's
Theme" seemed apropos! Some days I feel like that is the background
music to my day!
Here's the URL to "Teaching Smarter, Not Harder?": http://www.masters.ab.ca/bdyck/professional/paper/
- Brenda
------------------
Brian explained the various forms used in his district.
In addition to IEP's based on FCAT levels, my school also has SAF's
(Student Assessment Form) that are similar to IEP's as well as AIP (Academic
Improvement Plan). We use IEP's for Special Ed students and the others for
ANY student who is in danger of failing the course or the grade level and
might need to repeat it. The SAF is only in our school and it is a complicated
form that must be done for any student who receives an F on the report card.
- Brian
---------------------
Ann made a recommendation.
For those of you who have not read Brenda's wicked and witty summary
of teacher responsibilities, I suggest you do so. In this season of cutbacks,
pending war and uncertainty, a little raw humor goes a long way.
Humor does have a way of teaching us some important lessons. For those of
us who are not as technologically literate as Brenda might I asked you how
you created the site?
Thanks.
- Ann
----------------------------
Brenda answered Ann's question.
I used Microsoft FrontPage to create this page, Ann. The graphics are
from an incredible graphics site called "Moon and Back Graphics".
The owner of the site is willing for non-profit web sites to use their artistic/catchy
content (I always include a link to "Moon and Back Graphics" at
the bottom of the page so they get the credit they deserve). The sound file
is a midi file. I easily found the Simpson's theme when I did an Internet
search. You include the sound file code in the web pages' html code (I don't
know html code, I just know how to add the code to the web page).
So many insightful discoveries come out of our MiddleWeb discussions, information
that could be useful to various committees who are trying to make a difference
out there in "reform land". MiddleWeb discussions frequently bring
to the surface authentic "findings from the field" that often
gets lost in the archives when they could be used to induce change. It's
this thinking that is causing one of our listserv members to pass the Teaching
Smarter Not Harder web page onto the Paperwork Reduction Committee.
I agree with Chris...lets all share strategies that we are following to
streamline the paperwork that comes our way - other than just not doing
it. (:>)
Lets also "Imagineer" a brave new world where the "intent"
behind the paperwork is addressed and where paperwork truly has a purpose.
If we get a sufficient number of responses, I will create another web page
containing the suggestions and link it to the original web page. The two
pages will really give Paperwork Reduction Committee something to work with!
- Brenda
----------------------
Juli responded to Brenda's web page.
Brenda, You're a genius! I'm going to share this site with the Paperwork
Reduction Committee.
- Juli
--------------------------
Chris lassoed wandering MiddleWeb readers back to the original discussion
by suggesting they consider ideas and strategies for improving students
learning.
So now that we've established that the amount of paperwork is, in many
cases, cause for crying and/or laughing, how about moving back to some of
our ideas, strategies, and practices that save time while maintaining or
improving student learning?
- Chris
-------------------
Irene shared ways she has streamlined her paperwork load.
So much of what we do can be automated simply through the use of email,
shared electronic documents and use of in-house databases.
I'm working on building a database tool that will help me track, analyze
and respond to student behavior issues as I encounter them through the year.
We should be able to submit referral documents electronically. We should
be able to share the database of behavior issues with everyone on our team.
Then we can see patterns. This will help us make a team-wide plan to manage
out-of-control students. It will also let us pick the brain of the teacher
who gets the "out of control" to behave like an angel. It encourages
the quick and painless (or less painful) implementation of best practices
- instead of teachers operating in isolation.
Databases can also be used to track student performance on specific skill
items. Right now, I have access to a Crystal Reports system that will tell
me the end-number from students taking standardized tests. That is of very
little help to me as a teacher since it does not identify the specific areas
of strength and weakness. If we start tracking student performance by skill
item starting in 6th grade - we will be customizing instruction to boost
students in their most weak areas throughout their time in middle school.
Of course, to not add burden to the teachers, it needs to be part of a system
that improves teacher efficiency - such as an online program that administers
and scores objective question quizzes. Right now, from year-to-year inside
our own school teachers are starting with nothing and discovering
(Re-discovering) what other teachers already know about each student. It
is a shame to waste time in duplicating efforts instead of spending them
focused on specific student needs.
Examples of items from this past week that I could have turned in electronically:
- Intent to return form (stating whether I'll be returning to the same school
next year)
- Grade Modifications List
- Failure List
- Verification of Student Grade Reports
- Office Supply Order
- Vendor Order
- Photocopy order request
- Request to go to a literacy seminar
Things I did turn in electronically:
- Lesson Plans
- Reply to parent inquiry about homework over spring break
- Irene
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