Submitted by Janie S. (not verified) on March 24, 2008 - 17:34.
We all have something to give to our colleagues whether we are first year or thirty year teachers. Principal Bryan’s philosophy of interdependence and independence is exactly what we are asking of our students, so why shouldn’t we foster this as a faculty? We all have areas of specialty or expertise. The veteran teacher may not be up to date on the latest technology, but the novice teacher may not have the interpersonal skills developed to communicate effectively with parents. When we learn to accept our weaknesses as opportunities to grow and are willing to learn from and with our peers, we have so much to gain.
I cannot brag on my K-5 school’s allowances for collaboration and planning. Weekly, our grade level is allotted 30 minutes to plan, schedule, and discuss. If one of our paras is absent, which is frequently, we are out of luck for that week because there is no one to cover our class. Daily, I have about 40 minutes a day that is broken into two time slots. Of course, that 40 minutes includes a restroom break, calls to parents, checking school e-mail, completing necessary paperwork and forms, and possibly a small amount of planning. We rotate recess duties, and when not on duty, we have individual students in the classroom for remediation or behavioral issues. Essentially, there is no “built-in” planning time.
I can brag on the fact that my school does have a literacy coach. She is absolutely wonderful, providing classroom training in both Reader’s and Writer’s Workshop. She willingly coaches and collaborates with all faculty offering study groups and collegial meetings. None of these meetings, however, are during school hours.
I would love to have the opportunity to plan curriculum and share strategies with colleagues during a weekly 90 minute block, let alone 90 minutes EACH day.
Kudos to the principal of Sherman Oaks. This type of professional support is what can truly lead to ‘No Child Left Behind’.
This could truly lead to No Child Left Behind
Submitted by Janie S. (not verified) on March 24, 2008 - 17:34.
We all have something to give to our colleagues whether we are first year or thirty year teachers. Principal Bryan’s philosophy of interdependence and independence is exactly what we are asking of our students, so why shouldn’t we foster this as a faculty? We all have areas of specialty or expertise. The veteran teacher may not be up to date on the latest technology, but the novice teacher may not have the interpersonal skills developed to communicate effectively with parents. When we learn to accept our weaknesses as opportunities to grow and are willing to learn from and with our peers, we have so much to gain.
I cannot brag on my K-5 school’s allowances for collaboration and planning. Weekly, our grade level is allotted 30 minutes to plan, schedule, and discuss. If one of our paras is absent, which is frequently, we are out of luck for that week because there is no one to cover our class. Daily, I have about 40 minutes a day that is broken into two time slots. Of course, that 40 minutes includes a restroom break, calls to parents, checking school e-mail, completing necessary paperwork and forms, and possibly a small amount of planning. We rotate recess duties, and when not on duty, we have individual students in the classroom for remediation or behavioral issues. Essentially, there is no “built-in” planning time.
I can brag on the fact that my school does have a literacy coach. She is absolutely wonderful, providing classroom training in both Reader’s and Writer’s Workshop. She willingly coaches and collaborates with all faculty offering study groups and collegial meetings. None of these meetings, however, are during school hours.
I would love to have the opportunity to plan curriculum and share strategies with colleagues during a weekly 90 minute block, let alone 90 minutes EACH day.
Kudos to the principal of Sherman Oaks. This type of professional support is what can truly lead to ‘No Child Left Behind’.