Submitted by Joanna Silveira (not verified) on November 27, 2007 - 15:09.
Reading this article on how one state made huge strides in their reform efforts was exciting. I have been considering the dilemma of low morality among teachers in urban districts, as well as the inconsistencies in the quality of teaching that takes place in these types of districts. It is so difficult for teachers to be hired to work in some areas to begin with, and often times, the burn-out rate is higher. My district is facing numerous issues from enrollment decline, and acheivement gaps, to low teacher morale and increased stress with high stakes testing. Low pay and inadequate health care has currently brought us to the edge of a strike. Additionally, the inconsistencies amongst the quality of educators who are hired has made me wonder if having some sort of incentive pay really COULD BE a viable solution, despite the obvious caveats. As a teacher in a high poverty, high minority urban school and district, I was encouraged that comprehensive reform is possible, based on what I read here with Connecticut.
Additional resources, pay, training, etc, all seem to be paying off...until you read on and see that Connecticut is STILL experiencing inequality when it comes to the high minority, high poverty schools compared with the wealthier suburban schools. Additionally, they are still experiencing achievement gaps. I was discouraged to read this.
I wonder if urban schools can truly experience the type of educational reform which would benefit teachers and students alike, and if so, could it last?
Reading this article on how
Submitted by Joanna Silveira (not verified) on November 27, 2007 - 15:09.
Reading this article on how one state made huge strides in their reform efforts was exciting. I have been considering the dilemma of low morality among teachers in urban districts, as well as the inconsistencies in the quality of teaching that takes place in these types of districts. It is so difficult for teachers to be hired to work in some areas to begin with, and often times, the burn-out rate is higher. My district is facing numerous issues from enrollment decline, and acheivement gaps, to low teacher morale and increased stress with high stakes testing. Low pay and inadequate health care has currently brought us to the edge of a strike. Additionally, the inconsistencies amongst the quality of educators who are hired has made me wonder if having some sort of incentive pay really COULD BE a viable solution, despite the obvious caveats. As a teacher in a high poverty, high minority urban school and district, I was encouraged that comprehensive reform is possible, based on what I read here with Connecticut.
Additional resources, pay, training, etc, all seem to be paying off...until you read on and see that Connecticut is STILL experiencing inequality when it comes to the high minority, high poverty schools compared with the wealthier suburban schools. Additionally, they are still experiencing achievement gaps. I was discouraged to read this.
I wonder if urban schools can truly experience the type of educational reform which would benefit teachers and students alike, and if so, could it last?