By Mark

Though I do not believe that uniform curriculum standards will actually cure any ills in education, and though I do not believe that the Common Core standards for the language arts are really clear or specific enough to even do the job a standard should, I do not oppose the idea of being able to connect my daily instruction to specific learning goals and, yes, broader context standards such as the Common Core.

I teach high school language arts. In my 9th grade class, the first day back from Spring Break, I passed back grades and feedback on my students' recent essays (they did very well!) and we worked through a reflection/goal-setting activity to ready them for the coming long-haul of five-day-weeks with no holiday weekends or days off. 

The lesson went well. The kids strategized how to "keep the wheels from falling off," and I shared with them the story of my personal "gremlin" which followed me around in high school and messed up all my science experiments. My gremlin–rushing through tasks rather than reading directions–was the cause of many academic stumbles. I had the kids identify their own gremlins and reflect how to avoid pitfalls of student-hood as the sun is coming out. We strategized how to avoid the kind of saboteur-gremlins that start to multiply this time of year.

So why did I start this post with talk of standards? It has to do with a hallway conversation that followed this gremlin lesson.

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By Mark

As teacher of literature, I'm always excited when kids realize it's not what it says it is about.

The current budget for the State of Washington, as presently in the Senate, is a good example.

It isn't about teachers losing pay they've earned. It isn't about "everyone has to take a hit" (mine, by the way, will be a 12% pay cut, at least, if budget tides don't turn).

It isn't about streamlining government with a new health care package.

Like most of literature, it is about power. And responsibility. 

And what happens when somebody cares more about one of those than the other. 

If you don't know what I'm talking about, check out WEA's homepage.

Make your voice heard. Re-write this story.

By Mark

A few posts ago, I unknowingly issued myself a challenge. I've written here at SfS for a few years, I've been a leader and advocate in my own district, and I've contacted my legislators via email and phone… but I'd yet to move to the next level.

I'll be heading to Olympia on February 20th.

I'm nervous, I won't lie. I'm not always the most confident in my ability to be coherent and articulate when I don't have time to go back to revise (and even then, sometimes…). 

It started when an email from the CSTP-Listserv arrived in my in-box: opportunity knocking, time for me to answer.

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By Mark

If you were not aware already, the way we teachers are going to be evaluated in the state of Washington is undergoing change. (I've mentioned it here at SfS twice before: first here, and then a follow up here.)

After a recent staff meeting, the WEA teaching staff in my building was asked to cast a vote between one of two options for "frameworks" upon which our future evaluations would be based in our district. Because people have heard I've been involved with a TPEP workgroup, every few steps I took after the meeting, someone said to me "just tell me, which one should I vote for?"

With all due respect to my colleauges, who I love and I know were horribly over-worked having just finished the frantic rush of sleepless nights that is semester finals, this very question is a symptom of a critical problem I think many teachers face.

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By Mark

Caretaker, keeper, steward, guardian. One who protects, maintains, facilitates. Teachers are custodians of our children and thus our future. I strive to be a good custodian.

Someone else who strives to be a good custodian–a true caretaker, guardian, and steward–is the woman who I pass most days after school as she pushes her cart down my hallway. Of course, she is my building's janitor–a custodian by all the definitions. 

So I came into school Tuesday morning to a note on my desk from my custodian.

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By Mark

Here's some data for you.

Between my first and second period English classes, I have 60 students total. Certainly, a reasonable number for a large high school.

At the six-week progress report in October, a whopping 15 of those 60 had A's. Five had F's.

During the months of October, November, December and January, I participated in around 20 one-on-one or wraparound meetings (the latter included other teachers, administrators, counselors along with parent and usually student). Of those, at least half were specifically for the five young'uns earning an F at the October progress check.

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By Mark

One day my oldest son, at the time a kindergartner, came home distraught.

Eventually, my wife and I were able to coax out the whole story. He said he'd done everything he was supposed to do: day after day he was doing his work in class, helping others, being a good citizen, and everything else his teacher asked. He'd been a great line leader, a great tablemate, and almost always raised his hand before speaking.

Sobbing, he couldn't understand why the teacher just wouldn't ever change his card to orange.

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