Sutherland for Schools blog
The blogger is correct that the positions of network specialists have been eliminated. Network specialists provided support in the four tested content areas. There were approximately 15 per content area—for the total of sixty. These individuals were responsible for providing support for all schools, all grade levels (some elementary, some secondary), in their tested content area.
The DII model is different. The philosophy of DII is not one in which the DII coach is responsible for building a teacher’s content knowledge or supporting a specific content area. The DII model addresses expectations for quality instruction in all content areas and all grades. The model honors the role of the teacher as the individual responsible for knowing his or her content area and focuses rather on how the teacher is planning, delivering, and evaluating instruction while ensuring that the students are active participants in each lesson.
DII is not a model that I have worked with in the past, but I have been very impressed by the depth of the research behind the model and with the fact that the importance of the relationship between the teacher and student is an essential part of learning.
Knowing that we are having some schools that are struggling more than others, Dr. Scribner’s leadership team decided to concentrate initial resources in the most struggling schools. As Dr. Scribner states periodically, “Sending the firefighters to the fire.” As you know, many of our schools do very, very well and require little or no intervention or support from central office. However, this is not the case with all schools. This first cohort of coaches will be working with approximately 50 schools that have been identified as those in highest need. Initial thinking has been to expand the cohort to the next third of schools in each of the two subsequent years.
If you have any more specific questions about DII, Dr. Salato would be more than happy to discuss them in depth. She is much more qualified than I to do this.
Becky Salato, Ed.D.
Chief Operating Officer
Action Learning Systems, Inc.
135 Rosemead Blvd.
Pasadena, CA 91107
Texas education code [G] [Sec.37.002(a), (b) and (c)] allows teachers to remove students from the classroom.
Here begins a series of comments and information which relate to discipline.
What is a teacher to do when managing the behavior of a child with diagnosed mental illness? After months of requests with no suggestions to be told this late in the year that it is my fault the child misbehaves....and that I need to build "rapport". If I had "rapport" this would not be occurring. This recommendation came MONTHS after he was observed. Then I am told by the counseling staff they do NOT want behavioral updates and would NOT be assisting him anymore. All the teachers that have this child want to cry....for him because he is so unhappy....for the other kids because he impedes their learning.
This from a senior national TFA staffer via Diane Ravitch's blog:
I thought the community forum would feature complaints about principals but it was all about the central office and their unrelenting sabotage of reasonable efforts by principals and teachers to address unacceptable behavior by students, including teacher assaults. This when, acording to the 2014-15 climate survey, over half of secondary students are "always" or "sometimes" afraid at school.
- Criminal acts are regularly ignored by school administration and/or police. I am not sure which. Teachers and administrators need to be told what the law is and how FWISD plans to enforce it. (I was told we have no documentation of the number of referrals to campus police officers.)
- Teachers are kept in the dark regarding laws and district policies dealing with less serious student behavior and believe they are also often routinely ignored.
- Central office staff regularly "call out" schools who issue the most office referrals at principal meetings
- A disproportionate number of troublesome students live outside the school's attendance boundary. But central office staff has instructed principals to ignore this unless the student is "tardy or absent" too much. (Nothing about tearing up the classroom.). Principals need to be encouraged to use their community liaisons or other staff, to identify students who live outside the school attendance area. One elementary school told me they have about 50 students who live in the Crowley school district.
- When students are sent home for significant misbehavior, too many parents of troublemaking students routinely call "downtown" to ask that their student's punishment be rescinded. In turn, principals are pressured to rescind the action. This is a form of bullying by parents.
I am sick and tired of our leaders talking about transforming school districts. We read about some allegedly major changes wrought by various districts. Even worse is the national obsession with evaluating teachers using test scores (this means you too, Texas). The Houston ISD has gained a lot of attention by using test scores to evaluate teachers. Their teacher representatives, the AFT finally got so sick of it a couple of years ago that they brought suit. I understand it will be going to court later this year.
Last night's community meeting was well intended and, except for one complaint about testing, nearly all discussion was about uncontrolled student misbehavior.
Instead of sending letters--or recruiters--to neighboring states which pay starting teachers in the $30,000-$40,000 range, the board faces a proposal from staff which proposes paying $8000 per teacher to let Teach for America to recruit teachers. Our data shows that two-thirds of these teachers will quit after two years, a higher rate than with teachers hired; national data says almost all are gone after three years.
I am holding a community
meeting on Tuesday, April 19th from 7 to 8 p.m. at
This meeting is to receive community input regarding your perceptions of student and staff behavior in our district. Some are below here on my blog and others from phone calls and emails I have received recently.
You can respond by making a comment below, by phoning me at 817-504-3360 or by sending an email to Ann.Sutherland@sbcglobal.net. You will have an opportunity to make statements and to ask questions.
President Ramos and Dr. Scribner are planning to implement Restorative Discipline in six of our schools, but it appears that we need to make some adjustments elsewhere as well.
I hope some of you will attend to help me evaluate the situation.
I received an email from a teacher last week who is concerned about excessive absences at one of our high schools. In her six classes during the first 58 days of the second semester, the average student was out of class for sickness or other family reason an AVERAGE of 5.8 days, or 10% of the school days. days, What shocked me was that the average student was out of class for ANOTHER 10 days for campus activity or trip--thus was gone from the instructional environment an average of 17 days, or 3 days every two weeks.