Friday, February 05, 2010

Dallas teachers say poor leadership is to blame for low morale

There are times that I find it difficult to get up in the morning and go to work to teach to the test, what's painful for me is painstaking for my students...the low morale that the teachers feel trickles down to them. It is not good to focus too much on burgeoning rules and tests and a narrow set of data then use it as a basis to judge student achievement and teacher's effectivity. Do policy makers really understand what matters most to our students and teachers? Outstanding teachers need exemplary role models in our schools who can guide us toward more effective decisions and innovative practices focused on genuine student learning...

Pressure to improve student test scores and poor leadership has caused morale among Dallas teachers to suffer, according to recent data. "Employees feel so beaten up," said Rena Honea, president of Alliance-AFT. "They feel they are working and working and they don't feel appreciated. Then they get new administrators not appropriately equipped to do the job." The Dallas Morning News


Anonymous said...

Dear Sol,

I think the greatest strength that no one can get from us, is our greatest faith that GOD will always be with us. We are still blessed because we have our job. Let us give our best to our students.

GOD bless!

Teacher Sol said...

I respect and appreciate your advice. Let us strive to honor God by serving as a voice for those who cannot speak for themselves, for those whose cries for help go unheard. Do you believe, as much as I do believe, that our profession is at a critical juncture right now? Our students are counting on us, for they have been let down in the past. The only way we can fail as teachers is to stop using our voice on behalf of the voiceless. Let your voice be heard.

GOD bless!

Anonymous said...

does anybody know anything about dc or federal guidelines for mixing self-contained classroom of one classification and grade range with inclusion and resourced serviced students under another classification and grade range?

Anonymous said...

we don't have to believe in G-d to be good and dedicated teachers and effective advocates for our students

Teacher Sol said...

Anon 8:59,

I am not very clear about your question but I am certain that it is about the least restrictive environment for students with special needs.

The LRE provisions of the 2006 IDEA regulations and interpretive guidelines contain directives (and interpretations). Placement teams must consider:

- Whether the child's IEP can be implemented in the regular educational environment with the use of appropriate aids and supports (34 CFR 300.114(b), 300.116(b)(2)).
- Whether placement in the regular classroom will result in any potential harmful effect on the child or on the quality of services that he needs. (34 CFR 300.116(d)).
- Whether placement in the regular classroom, even with appropriate behavioral interventions, will significantly impair the learning of classmates (34 CFR 300.324(a)(2)(i)).

I hope this helps. Are you from a DC Public School?

Teacher Sol said...

Anon 9:00,

I hear you.

Promethean Planet


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