So the first week is done, and I feel much as I did at the end of the first week last year - we're five days in and I'm five weeks behind already. I haven't put attendance into the electronic grade book. I haven't set up the electronic grade book to accept scores for the homework assignments I've given, or for the quiz on Monday (which I haven't written yet). I indicated to students I'd get their homework back to them within 24 hours and I'm already 2 days behind on the promise. Et cetera, et cetera.
On the other hand, I was standing in the hallway at the end of the day on Thursday, and one of the other math teachers said I seemed remarkably calm and relaxed. She assumed it was a facade. In truth, it was liberation from the battlefield that is the school from whence I came. I've assigned homework every day and not only has no one complained, virtually everyone has turned it in. I got no pushback from any student about my cell phone policy (the first time I see it, I take it and keep it until I speak with the parents), and I have yet to see a cell phone in my class. The problem child in my Algebra I / Intensive Math class, with whom I've had two stern discussions, seems to believe she actually needs to do the work, rather than fight with me all year.
Also, it's hard to describe the difference in attitude with respect to the administration. They seem clearly on the side of trying to make teachers' jobs easier, not harder, where possible. They seem clearly to believe that the teachers here at NHS are really good at what they do, and the kids are lucky to have them. As one example, according to other teachers, the administration backs up teachers who flunk students. Importantly, the students know that, too. I had one student say he was going to flunk math, and when I asked him why he believed that, he noted he'd gotten grade recovery 4 times in middle school, but "now that I'm in high school, that's not going to happen anymore."
One more similarity to last year - I spent the entire week saying "If I can just make it to the weekend, I'll be able to catch up on this," and now I'm realizing I have 6 or 8 days worth of things to catch up on. I'll be lucky if I have the homework checked by Monday. But hey, why should that be any different this year?
Saturday, August 27, 2011
Saturday, August 13, 2011
Happy New Year!
A couple of new things...
I have a new gig, teaching in the district immediately south of the one I was in previously. My old district was one of the worst in the state, which is one of the worst states in the nation relative to SAT and ACT scores. The 17 high schools in Old District can be grouped into 4 categories, with about 4 schools in each. My old high school was in the middle of the 3rd best group.
My new district has been the best in the state for each of the past 3 years, based on scores on the state-mandated tests. My new high school is essentially tied for worst in the district, although there are only six. For perspective, Old District has 4 magnet high schools. Three of the 4 magnets, plus one "standard" school, are the upper echelon of Old District. My new school, worst in New District, would be in the upper echelon in math and just outside it in English in Old District. (New District has no magnets, but does have one technical high school.)
New District is very rich and very white. New High School (hereinafter referred to as NHS) is much, much poorer than the rest of the district and also less white, although whites still comprise roughly 80% of the student body. The area is very rural, whereas the rest of the county is very suburban. So I'm still teaching a somewhat disadvantaged group of kids, although without the oppressive environmental issues associated with urban poverty (e.g., single family households, students having significant out-of-school family responsibilities, relatively low value placed on education). We'll see how big a difference that makes.
The other interesting thing about this year is I'll be teaching Algebra I + Intensive Math, the lowest of the low in terms of math skill. It's a challenge I'm actually looking forward to, although I fear I may change my tune in a month or two. In the meantime, however, I can't wait to get to work.
I have a new gig, teaching in the district immediately south of the one I was in previously. My old district was one of the worst in the state, which is one of the worst states in the nation relative to SAT and ACT scores. The 17 high schools in Old District can be grouped into 4 categories, with about 4 schools in each. My old high school was in the middle of the 3rd best group.
My new district has been the best in the state for each of the past 3 years, based on scores on the state-mandated tests. My new high school is essentially tied for worst in the district, although there are only six. For perspective, Old District has 4 magnet high schools. Three of the 4 magnets, plus one "standard" school, are the upper echelon of Old District. My new school, worst in New District, would be in the upper echelon in math and just outside it in English in Old District. (New District has no magnets, but does have one technical high school.)
New District is very rich and very white. New High School (hereinafter referred to as NHS) is much, much poorer than the rest of the district and also less white, although whites still comprise roughly 80% of the student body. The area is very rural, whereas the rest of the county is very suburban. So I'm still teaching a somewhat disadvantaged group of kids, although without the oppressive environmental issues associated with urban poverty (e.g., single family households, students having significant out-of-school family responsibilities, relatively low value placed on education). We'll see how big a difference that makes.
The other interesting thing about this year is I'll be teaching Algebra I + Intensive Math, the lowest of the low in terms of math skill. It's a challenge I'm actually looking forward to, although I fear I may change my tune in a month or two. In the meantime, however, I can't wait to get to work.
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