Program/Topic Verbatim Compensation Elementary Critiques Compensation of teachers is still very low compared to nationwide teacher salaries, and the rest of UT is extremely under compensated. Additional tasks constantly added without additional pay or time
EHMS
TMJH
PGPs, SLOs, PLC, etc-- adding more to our plates without compensation Doing well:Pay/benefits Doing well:recruiting good teachers and providing competitive pay and Doing well: Level of pay benefits
PCHS
Doing well:Paying for teachers to take the ESL endorsement Doing well:Requiring ESL Endorsement and paying for it (although can it be allowed in first 5 years)
Recommendations Find a way for half-time teachers to afford health insurance. It is not feasible by any means for a half-time teacher to pay that much in health insurance.
Placing extra time/workload demands on Dual Immersion Teachers without compensation
increase teacher pay
Pay for different types of endorsements without restrictions and a one per year time restriction.
Stop telling us how "great" we are and show it by supporting PCEA in negotiations for better pay and benefits!
Start:Paying teachers more
Start:Pay teachers more Satrt: Paying teachers more. They need to choose one evaluation and let the teachers teach. The pressure is unreal and for a job that pays beans, no fault of the district, I need to feel like I can be trusted as a professional to do my job. They need to choose one evaluation and let the teachers teach. The pressure is unreal and for a job that pays beans, no fault of the district, I need to feel like I can be trusted as a professional to do my job. Total Responses 20
Increase pay for professional educators Stop:Focusing on teacher pay tied to student progress. My students have shown progress over the course of my 10 years with the district, why put me in such an intimidating position? I love my job, but it's highly stressful as it is. More helpanand noticeinwith management Push for increase ourbenefits payroll budget. Then, would insteadbeofnice spreading the new money out evenly, reserve it in a special account to be spent in the following two ways: One, have a "signing bonus" for new teachers. This will attract the best and brightest new talent. Instead of giving it when they sign, though, they "vest" into their signing bonus at the end of the third year - when they go from provisional to permanent. The second pot of money should be held aside as bonus payments to exceptional teachers. I know this opens up a can of worms about how to Start:ARP requirements for addtional pay - Jumping through hoops determine "exceptional," but I feel teachers who go above and beyond serves no real purpose. deserve to be paid more, and this is one way to do it. Start:Collaborating with the association for our salary, benefits, and professional agreements. Start:PAY FOR MORE FTE. Classes need to be smaller. Teacher student contact is essential for learning... classes of 35 and more do not allow Having teachers pay for their own training through endorsements bad for this. strategy trading everyone is the right approach Provide benefits for all part time aides who qualify stop being inconsistent Offer even more benefits for those who do not wish to utilize the health insurance. Getting rid of the HRA has been a real blow.
Program/Topic Verbatim Dual Language Immersion Elementary EHMS Critiques: In my French DLI class the students are communicating in French, mostly at an intermediate mid to intermediate high level. Do Well: DLI Challenge: Teaching a split grade-level in dual immersion Challenge: Understanding what is expected from the DLI program Challenge: Time to teach curriculum with a DI model, including art, PACE, Specials and Moose 30 interventions Challenge: being able to spend a lot of time on standards due to dual immersion switching. Challenge: Supporting my teaching counterpart in helping students meet the standards on the English side of dual immersion. Challenge: Having only three sections in our school when the Dual Immersion Program truly needs either 2 or 4 Challenge: Full school dual immersion creates many challenges at MPES Stop: Full school dual immersion School doing well: Dual immersion School doing well: Collaborating to make the dual immersion program successful School doingo well: Integrating full-school dual immersion Stop: extra 30 minutes of intervention. it could be done during small groups/ guided reading with paraprofessionals. Our time is limited with dual immersion and this takes away writing. District doing well: Dual Immersion I like that we are trying to bridge the DLI and English only student population to be more inclusive School doing well: Dual Immersion District doing well: dual immersion District doing well: DLI program in K-5 Challenge: getting familiar with the way district and State work together (DLI) School doing well: DLI District doing well: Full school DUAL IMMERSION AT MCPOLIN Recommendations: I feel like I am not able to help our ESL population to the best of my ability because I don't have the resources needed to reach them. I am deeply concerned about losing the ESL position in our school, especially knowing our district struggles with the academic gap for ESL students. I also believe it to be a bit "elitist" to be offering only French DLI when our community would thrive more in teaching Spanish. It would be beneficial for our English students and Spanish students. Start doing: supporting DLI and giving instructors a voice Start doing: Work on integrating DLI in the curriculum, DLI teachers are mostly working on their own Address the socioeconomic difference between the DLI and non-DLI classrooms. Start doing: Support DLI, knowing that half the students are now in DLI Look into the discrepancy of the non DLI and DLI classrooms--races and ability levels and helpers Start doing: Addressing the demographic and socio-economic status difference in the DLI program. Needing more planning time, especially for the dual immersion teachers support for dual immersion from english teachers Duel Immersion- Although duel immersion is great it is not for everyone. Even with schools with an option there are kids that should not be placed in it for multiple reasons. Yet when scores are questioned at an elementary level duel immersion is never considered as one of the factors when in fact it should be at the top of the list. If you give a child half of English instruction time they are reading, writing and speaking half the amount of others. District should considere the Dual Immersion program when planning changes District should keep the Dual Immersion program. Continuing to offer dual immersion. We should have a DLI coach for all DLI schools Start: allow more collaboration among DLI Teachers Total Responses 50
TMJH
PCHS
Doing well:Dual immersion program Doing well:dual immersion Challenge:choosing where to put my strengths... heritage language? latinos in action? DLI ? 7-8th? 9-12th?
Doing well:Dual Immersion implementation
Doing well:Dual immersion
Stop:dual immersion
Dual immersion (it's not perfect, but it's getting better).
Continue:Dual immersion Allowing the DLI teachers to also have their own PLCs and they are planning vertically for the first time.
Stop doing:dual-immersion (at least as a requirement for all students at certain schools). It is not a one-size-fits-all program and is not the best fit for all kids.
Start:offering language instruction to non-dual immersion students Doing well:Dual Immersion, but it shouldn't keep other kids from getting language instruction
Program/Topic Verbatim English Language Arts - 75 Responses Elementary Critiques:
Going well:Working as a team with the ELL aides to give my level 1 students the support they deserve Challenge:Losing valuable resources, particularly the reading center and being able to provide adequate support to struggling readers during regular classroom hours Aides necessary within grades k-2, bilingual aides Going well:The access I have to teacher support through interventions such as Star reading, reading center, resources, etc… Going well:Reading Specialist Services I feel like I am not able to help our ESL population to the best of my ability because I don’t have the resources needed to reach them. I am deeply concerned about losing the ESL position in our school, especially knowing our district struggles with the academic gap for ESL students. Success:Reading/ESL Aide [Successful things happening in your classroom] Challenge:The fact that there are full time PACE teachers yet we are getting rid of all of our highly trained support staff next year What do we do with ELA/ESL and low learners now that we have taken away those areas/specialists? What do we do with ELA/ESL and low learners now that we have taken away those areas/specialists? I have a Spanish speaking aide(it’s a DLI class) that is doing a phenomenal job supporting my teaching within my classroom. Be it language acquisition, reading and math skills help Success:Having an aid Doing well:providing paraprofessional to support student needs Doing well:Providing aides and support for teachers with lots of ESL students and struggling readers Doing well:as of now providing paraprofessionals one for each grade The district hires too many Instructional Paraprofessionals which has handicapped many teachers in the areas of instruction and classroom management. Doing well:Having Reading Specialists in our school Success:Aide support for struggling readers and her knowledge of beginning steps We need our Reading Specialists to remain in place to work with our students who need them, the same goes for our ESL teachers Loss of Reading Aides/Americorp-students are not receiving extra reading instruction. It sounds good to have the teacher’s providing 1on 1 instruction but it is not easy to manage. These are usually the students who have the least amount of focus. They are very distracted and what are the other students doing while you work with them 1 to 1? They interrupt the teacher trying to work with the student!
Recommendations
Stop:Making decisions without educator input (ie. eliminating reading specialists) Stop:Taking away the Reading Center and ELL help Stop:Taking away all of our support systems such as reading lab, aides, etc. Stop:TAKING AWAY READING CENTER SUPPORT, we need resources within a classroom for the students who are struggling Stop:Making huge decisions like taking away reading specialist and ESL specialists without asking teachers opinions Reading specialists help our students so much; they should be kept Stop entertaining the idea that pull out reading specialist programs are discontinuing next year Hire more aides for the lower grades The district should keep the Reading Specialists and ESL Specialists Start:keeping the support staff i.e. reading instructors STOP taking away reading and ESL support for students! We have a giant academic achievement gap, why would we take away the support needed to close this gap?! add more individual aide help in the elementary classrooms Stop:Taking away the support we need from Reading Specialists and ESL teachers and the aides Stop:eliminating resources such as aides, and having barriers for services such as sped. Stop:Taking away AIDES, ESL, Reading Specialists…. Continue:Providing support in all schools with coaches, PACE, Reading Specialists (Which should not go away) Restructure and keep aides and use them in more effective ways to meet student needs Stop cutting Reading Center and ESL programs and staff in the elementary schools Stop:Cutting teacher assistants from classrooms
Start:Looking for ways to keep teacher aids in schools
Program/Topic Verbatim English Language Arts - 75 Responses Elementary Critiques:
Recommendations
The district should stop taking away our support systems for kids that are struggling and have special needs- (Reading Center and ESL) Stop:keep increasing expectations and requirements on teachers and give us less and less support, resources and aides Stop:taking away educational aides Stop:Taking away resources like ESL and reading center aids Bring back reading center Stop:Taking away key resources (aides, ELL, Reading Center) while increasing expectations Stop:Loss of Reading Specialists for struggling readers Stop:Loss of ELL classroom for language learners Continue:Contracting specialists (speech, language, reading, etc.) to work with students who have learning disabilities Stop:Cutting aide time and cutting reading/ESL Stop:paraprofessionals to support student learning Start:hiring more paraprofessionals-this allows teachers to better do their jobs and devote adequate time to their priorities Stop:Cutting Support Staff from Elementary Literacy staff support-please don’t take the away. continue funding reading specialists and paraprofessionals Do not retain ESL Specialists. Teachers are trained in sheltering instruction (SIOP) and held accountable Do not replace highly qualified Literacy and Title 1 specialists as support for classroom Tier 3 interventions The district needs to stop getting rid of classroom aides. start full day kindergarten without taking away additional aides [Things District should start doing] Please, allow for the ESL support to continue for our school. We have a high percentage and it is necessary to have those with their special talents to help those individuals who need the extra support Stop:Taking away support staff for teachers Stop:Having highly qualified educators do non-teaching supervisory task by assigning them to aides. District should continue funding reading specialists……ridiculous plan to cut those kids support. Disaster coming Please don’t pull the aides next year- their support is incredibly helpful-especially when we have large class sizes (29 kiddos all at different levels) Keep:Aide Support Keep:Reading aides in the elementary schools don’t get rid of the reading aides we have highly qualified people on board and they do make a difference Ask for teacher input about major decisions like the removal of ELA/Reading specialists Continue:Using support staff to help differentiate and meet student needs Stop:Lack of reading center Stop:eliminating staff positions such as reading teacher and aides in both reading and special ed Stop:Eliminating reading specialists-they are needed in so many ways! Stop:Lack of services for low performing students (reading center) Stop:Taking away reading center/ESL support Start:Give back the reading center Total Responses
75
Program/Topic Verbatim PLC Elementary Critiques I love PLC's School doing well: PLC
District doing well: PLC Scool doing well: Collaborating, PLC, Teachers supporting teachers, Administrator support Stop: PLC PLC is working to change the colloraborative focus among teachers.
EHMS Challenge:PGPs, SLOs, PLC, etc-- adding more to our plates without compensation Doing well:PLC's
Doing well: PLC Doing well: PLC Doing Well: PLC Doing well: PLCs
School doing well: Collaborating in our PLC School doing well: Collaborating in our PLC Challenge: Managing the extra meetings, duites, SLO, PLC, PGP, JPAS, Action Research Projects, etc!
TMJH
Challenge:All of the extra stuff. PLC, SIOP, We are on board with the PLC process, which is great for our students. I work with another teacher that doesn't follow state standards. We are never on the same page because of this, so PLC work is challenging. My principal knows about this, so I'm frustrated that it hasn't been addressed. Doing well:Pursuing PLC process. We are working very hard to implement the PLC process Doing well: PLCs Make all schools equally accountable. TMJH is making huge strides with respect to supporting students, identifying those who are struggling, providing intervention, etc....yet the high school continuously opts out of curriculum alignment, PLC's, interventions for struggling students, etc. Why is this allowed to continue? I'm speaking as a teacher and as a parent of a high school student. Doing well:PLC Leadership is very communicative and caring. Our PLC groups have been discussing better ways to help students learn. These conversations have been passionate and sincere. The relatively recent increase of collaboration via PLCs is a huge step in the right direction, and TMJH is embracing it well. Doing well:Implement PLC PLC, SIOP, SLO, literacy, etc. TOO MANY! When you have 12, we do them all poorly. When there's one we'll do it great. Going well:PLCs
Doing well:Learning and implementing PLC
Recommendations Stop: Too many new things (programs, SLO, PLC, STEM, coding) that we are asked to implement without proper training or time Keep doing: PLCs - promoting collaboration PLC's are a great thing, it just needs to be implemented with more Decrease the number of PLC meetings per month direction. I love that the district expects us to get extra endorsements. I would love to see more opportunity on Fridays that we are not in PLC, instead Building Leadership- We have a PLC model and in my opinion some PLC's of having to take night classes. I love this district and I especially love are not focusing on a purpose. Admin does not supply the directive for working at this school. it. Accountability is an issue in my opinion. School doing well: PLC's District doing well: District wide PLCs We do PLC's very well.
Stop: PLCs without a real focus to them Too much administration attempting to "show off" or prove themselves. PLC is an unecessary new set of meetings that bring us nothing extra to the classroom other than frustration becasue it takes away from valuable planning time.
Doing well:Having supports in place for struggling teachers -- resources, mentors, coaches, evaluation tools, walk-throughs, PLCs, etc. Doing well:Providing time for PLC's
It's been tough to understand the PLC development, but I'm not sure how much of that is district driven. Doing Well:PLC Work Doing well:PLC time Challenge:PC EYE / ESL Endorsement / PLC / SLOs /
Continuing to support the PLC process.
Challenge:PC EYE/ESL/PLC/SLO Doing well:PLC time and structure Challenge:The many different professional hoops that I am being asked to jump through (SLO, PGP, Canvas, SIOP, Extra-duty, PLC, etc.) Doing well:PLC and the Mondays we are given to work as a team Doing well:quality/ relevant professional development opportunities Doing well:Embedding the language and expectations of PLCs (we are slowly moving into more effective PLCs but this consistent language is moving us forward) Doing well:Collaborating in PLC's Doing well:Implementation of the PLC process
Change "best practices" on a yearly basis, i.e., SIOP, PLC's, UBD Pick one Focus on ONE thing, like PLCs. and go with it Doing well:PLCs... keep sending staff to conferences, supporting us with If PLCs are in our future, work towards teacher schedules that allow for paid built-in time and PD for collaboration. close collaboration
PGP, SLO,GVC,PLC, SIOP - all of these acronyms, please stop! SIOP or PLC or PGP/SLO or action research - but not all of them Encourage PLCs to model teaching practices to each other Stop: PLCs (we were already doing lots of collaboration - now it seems forced and superficial)
Stop:PLCs
Provide varied and cutting edge professional development (everything seems PLC or test focused for several years now)
Decrease the number of PLC meetings per month
PCHS
Doing well:Allowing the DLI teachers to also have their own PLCs and they are planning vertically for the first time. Doing well:PLC process Doing well:Collaborating-PLC Doing well:PLC Stop:Micro-managing our PLC's with jobs to do from week to week. When we get together, we accomplish great things. Let us do what we know how to do.
Start:Offering professional development opportunities such as AP conferences, PLC training, Common Assessment training. Stop:Withholding money from the places that really need it. E.g.: the district bemoans the math scores and achievement gap but will not invest in what will work--PLC with significant collaboration time. Start:Creating common prep periods for HS teachers as part of PLCs accountability activities for PLC time - they eat up valuable time and just show that we are not trusted to be professional Provide teachers whose subjects are not enhanced through the PLCs within the schools to utilize other methods of PLCs through online, organizations, and teachers of the same or similar subjects in other schools and districts. Continue:Implementing the PLC process...slowly... PLCs... Keep them going. It is slow but they make a difference Stop:Bouncing from one clever program to another. PLC should work, but only if we invest in it and stick to it rather than switching to something new.
Total Responses
64
Program/Topic Verbatim Professional Development Elementary Critique
EHMS Challenge:PCEYE while also working on Masters and SLO, PGP, Action Research Project etc.
Doing well: Teacher training Challenge: Taking the professional development training and implementing it in my classroom. Should continue: Professional development Doing well: Providing opportunities for professional development I think ongoing professional development is wonderful School doing well: PD Challenge: balancing planning time due to all the professional development and PLC time required The district has adopted a "telling teachers" professional development model instead of a "showing teachers" model. Too much PD. District doing well: Providing opportunities for professional development like the various endorsements we can take. District doing well: PD are more appropriate per site base District doing well: Offer great opportunities for PD: endorsements Professional development sucks School doing well: Creating time to collaborate (Friday Specialists, shorter PDs) Challenge: Elementary counselors not only teach, but we provide individual and group counseling, collaboration with therapist/doctors/agencies, responsive services and system support. We are expected to attend PD that is not helpful to our job and we have very little time for planning our classes and groups. Challenge: Consistent Professional Development (we seem to deviate from a continual theme) The biggest challenges stem from how change in programs, professional development is dictated from top down. We are in the business of differentiation, yet teachers are not able to choose professional development needs. Challenge:Putting so much extra work (PGP, SLO) 3 years of PCEYE? (for teachers who have previously taught)
TMJH
PCSD
Doing well:Quality PD for teachers. Despite the pace, I like the professional development I am receiving. It has definitely improved over the course of my employment. Doing well:Supporting professional development Doing well:Adequate professional development. Doing well:Provide opportunity for PD.
PD gives us time and space to create shared visions and assessments I appreciate the time we get for professional development along with structured guidance and clear expectations. too many professional development plans Doing well:Supports best practices with professional development Challenge: a scattered approach to professional development Challenge:trying to fit all staff into same equation for PD, endorsement training, etc Challenge:PC Eye, ESL, and all the other things new teachers have to deal with along with regular duties Challenge:PC EYE / ESL Endorsement / PLC / SLOs /
Doing well:teacher support (PD, conferences, admin)
Challenge:PCEYE workload on top of everything else I am responsible for. Challenge:PCEYE work being an International teacher District doing well: Supporting teachers with professional development Wasted professional development time for district tasks - things the administration wants that don't pertain to teaching Recommendations: As an ESL Specialist I need more Professional Development so I can continue to work closely with classroom teachers. Should continue: The professional development offered to staff Stop:professional development KEEP supporting teachers in professional development and training to better ourselves. This means, less paperwork and more training. Keep trusting us-we are harder on ourselves than anyone can be on us. I know teachers at our school work above and beyond to be the best educators Start:More opportunities for teacher education and professional for our students. Keep supporting and acknowledging that! Focus on only a few PD activies, if we have too much we don't do it well. development outside of the school We are not given enough time to prep for students. We have so much professional development we are wondering when we will be developed Start: Ask teachers and staff for more input on PD opportunities enough? Stop the required ELL endorsement. The teachers made to take the Stop: The large volume of one size fits all professional development and endorsement are NOT the ones who need the professional substitute more PLC work time. Increase content specific PD opportunities. development... Give us 1-2 days at the end of each quarter to do grades and review Start doing: trust teachers in how they use their time, as far as upcoming units. It would make a huge difference to have time to professional development Incentivize and offer opportunities for PD. ourselves without required PD to just work. Working on endorsements for Multimedia and Web Development, finding Modify the new teacher professional development so not to be time for professional development and time to properly display art is Start:Provide varied and cutting edge professional development overwhelming. always a challenge. (everything seems PLC or test focused for several years now) Professional development that is one size fits all. Not differentiated for less professional development days subject area or teacher expertise. Stop:replacing instructional time with pd time Start doing: Ongoing professional development in Developmental (Conceptual Math) Instruction for Elementary Dual Language Math Teachers. Stop the one size fits all model of professional development. Start:minimizing pd requirements Stop requiring excessive professional development trainings (allow more planning & prep time) stop requiring ESL endorsement--instead require teaching strategies pd! Start:sharing experience/pd for ALL employees, not selected few. Hire a math specialist for elementary/middle schools. This person would be responsible for the curriculum and training of teachers. Most elementary teachers do not have a strong background in math and need PD in this area. Again, the curriculum does not spiral or frontload material so students see things once and don't see it again for a few years. Their foundational skills are weak and this is reflected in our less Start doing: more quality professional development than stellar scores. Start:supporting out of state professional development Assess new teacher background knowledge/experience prior to PCEYE Stop: Adding programs and PD that create stress for teachers. PCEYE should be modified not stopped trainings. Stop:Placing so much pressure on new teachers who already have too much on their plates. Requiring more than the state as far as EYE, SLOs Stop: Professional development that doesn't help us etc. ESL homework, PCEYE requirements, SLOs, ARPs... Stop: Professional Development for the sake of meeting the requiremets of minutes. Assuming coaches know what they are doing. Stop: having undefined goals for professional development Stop: Professional Development Stop: broad topic/grade level professional development Stop: Waste Time with PD District doing well: targeted professional development District should provide professional development to improve teacher knowledge and practice Let us choose our own professional development depending on what is needed by the individual. School doing well: Addressing Professional Development with PLC's Stop: Dictating PD in a one size fits all fashion. Stop expecting teachers to take on addtional duties that are not in the area of thier expertise. These positions require years of specialized training for a reason. Years of training and expertise can not be replaced by a professional development Friday. Our teachers are already overwhelmed and should not have to take on additional responsibilites that are not on their license. Start: Have choices on Friday for professional development or just let us plan with our team or alone.
Doing well:PD Time Schedules Challenge:PC EYE/ESL/PLC/SLO
Stop:Weekly PD
Stop:PC eye to the extent that it is done, it becomes busy work and is too time consuming
Continue: supporting (financially and otherwise) PD opportunities for teachers Start:Offering professional development opportunities such as AP conferences, PLC training, Common Assessment training.
Stop:requiring so many PC EYE demands for new teachers Continue:support professional development
Continue:Supporting teachers in their professional development We should focus professional development better so we are not trying too many programs at once.
Stop:Going beyond the State requirements on PC Eye
Program/Topic Verbatim Professional Development Elementary EHMS Start: Allowing staff to determine Professional Development based on strengths and needs. Differentiate PD! We're asked to do it with students, why aren't teachers afforded the same level of instruction? Stop:Requiring 3 years of PCEYE for Level 2, experienced teachers. They only need an introduction to the district ways of doing things, and a mentor guide for everything else. Way too many rules and regulations. PCEYE, SIOP, JPASS. I often feel like I could lose my job at any moment and I feel like I am an excellent teacher. Stop:adding extra work to beginning district teachers (e.g. PCEYE, getting ESL endorsement within 1st 3 years) Total Responses 60
TMJH
PCSD
Program/Topic Verbatim Project Based Learning EMHS Critiques Successful:Students are participating in hands on projects
Doing well:Project based learning
TMJH
PCHS
Successful:Students are successfully learning Successful: project-based learning through project-based learning. Successful: students creating amazing projects and well-done assignments that show me they are learning the daily lessons Successful:Self-Driven/Project-Based Curriculum Successful:Collaborative lessons and projects Successful: Active engagement in lessons and projects
Doing well:Project based learning. Recommendations Keeping a middle school model in place with a block schedule allowing for project based learning Total Responses 12
Start:More project based classes outside of PCCAPS
Program/Topic Verbatim Realignment EHMS Critiques
Recommendations Continue with the placement of 9th grade into the HS and moving 5-6 together. Stop:Realigning 5-6 together. That's not a middle school Start: 5/6 school in the future Continue with the grade realignment plan by make Ecker at 7-8 school and building a new 5-6 school. Listening to the teachers about realignment
TMJH
PCHS
Challenge:The uncertainty of realignment and where I should focus my efforts to improve lesson plans is very frustrating. Continue with realignment - move 9th to high school at least.
Get on with realignment already! Continue with realignment - move 9th to high school at least. Before the realignment, offer retirement incentives. Talk to all teachers about realignment and what their needs may be. Start:Open communication with the community about realignment needs.
Be very clear about the realignment. The district should be more transparent. What is your real agenda? Passing the bond? Realigning? The district needs to now have a 40 page goal document. Streamline the goals. Stop:Rushing realignment. Total Responses 22
Continue: moving forward with realignment plan. Planning the future give us the 9th grade back asap - realignment Continue:Realignment of the grade levels Continue:Realignment- we need the 9th grade at the high school to best prepare them for college and career Realignment - 9th grade needs to join the high school. The sooner, the better. Ensure an efficient realignment for school year 17/18.
Program/Topic Verbatim Standards Grading Elementary Critiques
EHMS
TMJH
I wish we used standards based grading
Doing well: Standards based/mastery based grading - scoring Doing well:moving in the direction of standards based grading Doing well: Addressing grading issues
Success in classroom: Developing standards-based assessments Successful in classroom: Standards based grading
Recommendations Standard Based Grading (just don't implement it without SIGNIFICANT training and a plan for us to implement this successfully!) Better align Elementary Report Cards to current standards and objectives Total Responses
PCHS Doing well:Identified essential standards and using common formative mastery assessments to ensure student progress
Start: Standards based grading Continue to do:Innovation towards standards based grading prcatices 9
Stop"Traditional grading (go to standards-based)
Program/Topic Verbatim Technology EHMS
TMJH
PCHS
Doing well:Technology! It is integrated nicely into our curriculum.
Progressive with technology
Going well:Accessibility to technolgy
Doing well:Technology
Going well:Incorporating technology into everyday learning
Doing well:technology
Going well:Utilizing technology in the classroom. Going well:Incorporating technology into lessons Going well:Commitment to technology for students 1 to 1 computers after 6th grade. Going well:Availability of technology Going well:Implementation of new hardware Going well:Technology I think technology is really helping to reach all students with the curriculum. I am piloting PearDeck and loving the inter active format! Going well:Implementation of new software
Doing well:Technology Doing well:one to one technology initiative - very well-organized, great tech department, kids and teachers learn and use the computers and equipment quite extensively Our school has excellent opportunities with technology and innovative new ideas. Doing well:We utilize technology Doing well:students are kept informed through canvas (if they will use it) i am using more technology and this is favored by students Technology resources allow for all sorts of creative learning. Our technology coach is very helpful.
Going well:Use of Technology Going well:Use of technology Going well: use of technology (when it works) Going well:Implementation of technology
Doing well:Integrating provided technology Doing well:technology Challenge:High use of computers / strong emphasis on computers/internet as learning tools Doing well:Providing computers for all students and teachers
Going well:New technology Going well:Use of the latest technology
Elementary Critiques
Providing technology to our students Doing well:Integration of technology into core subject areas Doing well:Technology resources continue updating and using technology Doing well:Technology integration
Successful:using the RAZ kids reading program through technology Going well:Computer and tech support Successful:Acess to technology in the classroom that engages students Going well:The use of technology
Doing well:Integration of technology in schools Doing well:technology availability Doing well:Allocates money to being up with technology Challenge:Time to implement new programs, mapping, technology, my own ideas Doing well:Providing technology to teachers and students
Going well:Use of technology. However, my laptop is 3 years old and having issues. We need to replace those more often than 5 years! Going well:Implementing technology in the classrooms. Going well:Intuous Pens bought by the Park City Education Foundation Going well:Use of technology Going well:Online access to ConnectED Math for students and parents.
Successful: using technology Doing well:technology
Challenge:Protecting child when using technology Challenge:Proper use of technology by staff members
Doing well:Technology
Going well:Offering technology to all students
Doing well:Technology Doing well:Technology Doing well:Technology Doing well:Funding technology Doing well:Providing technology Doing well:Access to technology Doing well:Ready to invest in technology Doing well:technology Doing well:Technology Technology is available, supported systemically, and students love it. Successful:Added technology makes learning more interesting Doing well:Staying up to date with technology and providing teachers with technology resources. I believe we are incorporating technology to the highest degree. Students in our grade have their own laptops and we use it for various subjects, and we also teach technology skills. I think our students will be well prepared in the technology world. Successful:Student tech skills Doing well:tech integration
One to one initiative has been successful in creating access for all students. Doing well:Technology rich classrooms Doing well:technology (ie. 1 to 1) Challenge:Keeping up with technology and keeping the students engaged PowerSchool has not worked effectively this year. Technology is very limited (too strict filter, not allowing devices on network, hoops to jump through to use new technologies) When the internet is down, students can't access Canvas. Powerschool has been running very slowly this year adding to our time challenges. Problems with technology (powerschool,Canvas, internet service, etc.). They never work! Poor technology in mission critical systems
Going well:Use of technology Going well:Tech coaches to assist with application of tech Going well:Technology and the support from tech department
Technology - the 1-to-1 is really REALLY good for students and teachers Going well:Technology access and grants This year specifically- powerschool and network issues. We have worked countless overtime, evening,and weekend hours to make up for the hours at school when these vital components of our jobs were not working. Internet implementation is archaic Challenge:technology not working Internet implementation is archaic Internet implementation is archaic Challenge:Letting Tech make curricular and pedagogical issues (gradebook closing, kids return computers
Program/Topic Verbatim Technology Elementary Recommendations KEEP implementing technology for our new generation of learners Start:Have more technology inservice meeting for those who need it. Continue learning more about technology instruction need more training on technology programs the district wants the teacher to be using
EHMS
PCHS Keep doing:technology
Keep doing:1:1 - Technology
Stop:Accepting poor IT systems....mission critical is mission critical Stop trying to lock down technology so tight it actually interferes with learning/teaching
Keep doing:Provide quality technology.
fix the technology. School makes me want to tear out my hair
Start:Looking at our technology issues. Fix the Internet outsource it to someone who has the expertise our IT Staff doesn't!!
Continue:Technology use Keep doing:One to one technology Start:Provide more time for teachers to learn how to use the technology they have in their classrooms Continue to focus on technology which is so relevant for our students' future. Continue:Funding technology Stop:Spending so much on technology Start:updating technology in the classrooms and buildings. projectors, document cameras, laptops instead of desktops for all grades Continue doing:providing technology Offer PD for staff on using technology in innovative ways beyond word processing and quiz taking Continue:Technology district wide Continue:Providing each student with technology Continue doing:technology support Continue doing:Putting money in technology. Continue doing:Adding technology Total Responses
TMJH
Start:Investigating new forms of technology that will enhance the educational process Start:Replacing antiquated non-operational systems Start:Increasing the available of tech courses at all levels Open up the technology: Filter, network, and new purchases by teachers Keep doing:Tech support, however, bring our techie back to our school! Hold Pearson/PowerSchool accountable
Continue:Technology Keep investing in technology. It's awesome. We need more tools to keep students focused and not on videos or gaming sites. ContinueTechnology Continue:Abundant tech tools and support staff related to technology
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Keep doing:Supporting technology in the classroom.
Continuing their commitment to technology and resources.
Program/Topic Verbatim Testing Elementary Critiques Finding time to instruct during testing window. I figure instruction is interrupted for 6 or more weeks during testing windows. Extremely high and sometimes unrealistic expectations for ALL students to achieve on Galileo, SAGE and Summative tests Challenge:testing, as a first year teacher, I don't feel well informed or prepared to help students achieve their best in the test. Teachers and students are more than just test scores and data points. Test scores tell something, but not everything.
EHMS
TMJH
The amount of required TESTING...it is over the top
Too much testing. The students are expected to take too many standardized tests, which Challenge:Testing- Galileo on top of SAGE, etc. contribute to decreased learning time. Challenge:The amount of standardized testing students are subjected to during Challenge:Not understanding or agreeing with the test emphasis put upon the the year students - too much testing/test fatigue Challenge:Stress brought on to students and staff about excessive test taking. Challenge:So much testing and inordinate focus on testing results aligned with teacher performance Challenge:Galileo tests Challegne:Excessive testing outside of what is needed to assess students within the class setting. Challenge:So much testing and inordinate focus on testing results aligned with teacher performance
Challenge:TESTING students ad nauseum. Too much time spent on unnecessary testing of students.
PCHS
Challenge:So much formal testing Challenge:TESTING; Galileo, Sage, ACT, etc etc etc Challenge: encroachment on instructional time by Galileo testing ( what 3 days of material should I dismiss?) Challenge:Testing w/out student accountability Too much instructional time spent testing, and not enough time given to observation and collaboration (or at the very least, responding to the data). Challenge:Frequent testing Too much testing Too much class time taken away for various reasons (primarily related to standardized testing) too many testing Intense pressure for student achievement on standardized tests and GPAs Too much time testing outside of my class- Sage, Galileo, AP, ESL testing Challenge:Time taken out of classes for testing Challenge:AP test results year after year - the pressure to keep them producing.
Recommendations
decrease testing at the elementary level
Stop:Overemphasizing testing.
lobby state for less testing Look at the balance between instructional time and testing time
Stop:Using Galileo Stop:Testing students so often
Too many tests. The Galileo testing is simply not a useful tool. The questions are not well aligned (if not off ) and yet this test is given 3 times a year and valuable class time is lost. Then to add insult the scores are used to falsely state what learning is occurring in class. It is not a valid measure of what is going on. It is simply just a measure that someone bought.to the SAGE Testing. This is done for all teachers. The onus on just "some" teachers to be tight in instruction is truly hard to understand how this can occur in the year 2015-16. Stop:Using one test score to evaluate teachers
We test the kids too much! We need to get rid of Galileo testing, we get enough information from SAGE. testing...testing...testing...testing...testing is important and gives data to help guide instruction...however, testing does not tell the WHOLE story of the child...we have to move past this! Stop:using testing at another data point...don't use testing as a tool to DEFINE a student....
Stop:focusing only on standardized test scores as an indicator of growth and/or success
Stop doing all of the tests, pick one.
Stop:Focusing on the Galileo as the only relevant form of measurement for student growth.
Teachers should be able to hold students accountable for Galileo so they take testing testing testing. trust teachers & our assessments- we are professionals. it more seriously if teachers are going to be held accountable for their data
Start:less testing
Reduce the amount of testing. Galileo! Has anyone at the district level actually read the questions on this test???? Not only is it too much testing but it is REALLY not a good test! When we go to those meeting to change the questions, they are not changed! Why are we married to this test??????
Stop:Implementing new testing
Stop:Requiring so many standardized tests. Stop overvaluing tests for the students and respect teacher instructional time. Stop Galileo testing. Trust in the common formative assessments - as they are useful to us in the classroom and Galileo is not. Let's lead the way with backing off on standardized tests that do not inform us. We don't need an unrelated test to tell us how little a particular students cares, or how they are struggling. In doing so, we add to the stress and take away from instructional time. Stop:Galileo (this district initiated standardized test is not providing any information we don't already get in other ways - it just provides stress for students and detracts from meaningful instruction) Pitting core subject teachers against non-tested subjects with an inordinate amount of focus on test scores Stop:Use SAGE tests as a measure of teacher instructional success. Monitor whether SAGE is being used for a grade or an incentive in other schools. Monitor proctoring of SAGE. Too much testing Stop:Evaluating teachers on standardized tests that the students are not invested in. The minute I start the test, they ask, is this a grade? When I say no, they admit to not trying. Stop:Being so data driven. I'm not a data analyst, and all of the time I spend analyzing bogus data on standardized test scores of students who don't give a crap about standardized tests, isn't going to make me a better teacher.
Stop standardized testing Excessive standardized testing
Stop:Galileo Testing Stop:Excessive testing that does not match instruction/learning (ex: Galileo)
Start:less focus on data Stop:So much testing Please allow the Common Formative Assessments to drive progress monitoring of student growth rather than using Gallileo. Stop:Putting more emphasis on testing Stop:Constant focus on plotting students in a data graph
Stop:Say they are not going to look at scores when in actuality that is all they do. We hired a person to do data analysis yet at a district meeting this fall
Stop:Galileo testing! District should evaluate student progress beyond test results
Start:Less testing Too much testing and too many interuptions in our curriculum! We are testing our poor students to death. We need more time to teach, not test and have assemblies....
Stop:Galileo testing! Stop:Say they are not going to look at scores when in actuality that is all they do. We hired a person to do data analysis yet at a district meeting this fall Stop:Encouraging developmentally inappropriate practices in the primary grades for short term gains (i.e. scoring well on a test/assessment). consider decreasing student testing get rid of mid or end of year Galileo testing testing less, teaching more
reduce student standardized testing Challenge:Implementing new ideas without providing all the materials, support, education. Reduce the amount of testing!! Start:realizing that more testing and more new program= less teaching time and less effective teaaching and that is NOT what is best for students TAKE A STAND AGAINST SAGE TESTING AND OTHER TESTING
Stop:using galileo tests stop -or really decrease - the standardized testing Stop:Galileo testing Stop treating people as data points. Of course, information is absolutely necessary, but we have gone too far in boiling everything down to just that. We educate the whole child - not just their brains. We need to invest in engaging experiences that spark curiosity and connect people to one another - then academics will follow. Stop focusing on a test score as the measure of teacher/school/district worth Cancel Galileo. Start:More teacher input on testing & start a testing committee to take input . Less standard tests
Galileo testing - let us teach!!! - the EOY test is scheduled before much of the material has even been covered Stop limiting amazing opportunities for guests, first-hand experiences, field trips, and the like - due to standardized testing schedules - kids learn more and remember more from experiences Stop:Galileo Since we are so invested in developing essential standards and common formative assessments for our GVC, why do we have to use Galileo and SAGE? especially with students in specialized math class like my students.
Too many hoops to jump through that the state of Utah doesn't require such as PGP; using SAGE as part of our 20% evaluation; requiring teachers to combine Galileo with an SLO when the state only requires one SLO.
SAGE testing OR Galileo testing. We do not have time for both
Stop standardized testing Limit the number of required assessments Stop:Galileo for high school! Students are over tested Stop:SAGE/GALILEO Stop:GALILEO
Stop:Galileo
Stop:excessive testing
Stop:less focus on test score Stop mandating all the testing Start:recognizing that we are over testing our students (especially at the elementary level) Stop:Galileo/Sage recognize that there is too much time wasted on testing and that there are better ways to collect and disseminate data Look at other indicators other than testing results to see student learning and achievement
Stop:Focusing on data so much Start using something like Sage Formative and not Galileo. Two tests instead of four. Better test? Watch trends on decreasing standardized testing and lead the way! Lead the way in the state for getting back to teaching and learning and away from standardized testing. Total Responses
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Outliers New Teachers in Particular are overwhelmed Negatives: look at the amount of work put on the newest teachers Overwhelming new teachers Limit the level of expectations for new teachers through PCEYE- this is overwhelming new teachers and we are going to lose good ones We are overwhelming new teachers with extra things STOP EYE requirements. Many of us come with high credentials and experience, yet we are treated like student teachers because we are new Park City teachers. lower the amount of work/trainings/expectations put on new teachers Making new teachers (teachers not new to the profession) do the same PCEYE classes as brand new teachers Needing to enter the new teacher program as a veteran teacher because I moved into state later in career. Modify the new teacher professional development so not to be overwhelming. district standards for new teachers/PC-eye, etc. overwhelmed with all the information that is placed on new teachers, plus planning for classwork. Burdensome expectations (PCEye, ELL, SIOP) for new teachers requiring so many PC EYE demands for new teachers Many of the EYE policies are redundant and although meant to assist new educators in their positions, simply add more meetings and requirements which make the 60-hour work week the norm rather than the exception. Although having a building coach is helpful as a new teacher, having a mentor who would be helpful in navigating the procedural waters would be even more helpful. I don't feel that I have anyone to turn to when I have procedural questions about how things are or should be done. Giving new teachers to the district more time in their classrooms The extra burden imposed on new teachers - ESL endorsement and PCEYE requirements PC Eye, ESL, and all the other things new teachers have to deal with along with regular duties Overloading new teachers with the PCEYE program Cut requirements for new teachers As an entry level licensed teacher, the amount of extra work required on top of being a new teacher, is a challenge, especially requiring ESL endorsement to be completed. Excessive training for teachers who are new to the district, but not new to teaching. Assess new teacher background knowledge/experience prior to PCEYE trainings. Too much stuff for the new teachers to do. They need time to prepare for their classes. Reduce the amount of extra things new teachers need to do...PCEYE AND ELL...or at least make sure differentiation is followed for these programs. Stop killing our new teachers. Treat them as endangered species and give them support - like mentor teachers, fewer preps and lower class loads. Stop hiring people who are not teachers. Time. Not enough to do everything I am required. As a new teacher and in ESL, I am working well over 50 hours a week and dont feel that I have sufficient planning time. Discontinue institutionalized hazing of new teachers. Placing so much pressure on new teachers who already have too much on their plates. Requiring more than the state as far as EYE, SLOs etc. ESL homework, PCEYE requirements, SLOs, ARPs...
Positives: I think the new teacher training was terrific Support for new teachers with the coaching model support for new teachers
All Departments are Not Equally Valued It is challenging to work where all departments are not equally valued (ie. some have an expectation of excellence, others are allowed to let 'slide' or sort of disregarded as an area for achievement or high expectations) Never knowing if I (or other elective teachers) will be full time. There seems to be no job security, we have to constantly recruit and justify our positions. Being told that my position is not valued or needed. Social Studies is sometimes ignored because it is not a core tested subject Pitting core subject teachers against non-tested subjects with an inordinate amount of focus on test scores Better incentives for those of us who teach core classes. We are the ones under pressure to perform, and we are the ones who have the most to lose....recognize that it's a lot of pressure.
Outliers Parent Involvement Positives: involved parents Parent Involvement The school has a positive relationship and interacts well with parents. parent involvement Parents are very supportive of the teacher's decisions We manage parent expectations well and communicate effectively, for the most part Parent Involvement Program/ After School Program Parental involvement Communicating with parents school-wide. Student and parent engagement Connecting with all parents and getting them involved Involved Parents Creating a sense of community-I think parents are generally pleased with our school.
Negatives: focus on parent participation beyond PTO/PTA. They are not the be all end all Challenging students/parents Dealing with difficult parents Parent Pressure Poor perceptions and opinions made by uniformed, uneducated parents. Too much time following up on non-issues from helicopter parents Addressing the new extreme-entitlement culture among our youngest students/parents. They don't want to do any assignments, and there doesn't seem to be a pos or neg consequence system that makes a difference. It is alarming! The parents voice seems to win over teachers when making education decisions in the district. Students who give up when challenged instead of increasing their effort, and their quitting is supported by parents, counselors, and admin. Entitled/pushy parents and students who only want a grade, and not the hard-work to EARN the grade Kowtowing to complaining parents without hearing both sides of the story. Allowing parents to go above the teacher and speak to administration without first trying to work it out with the teacher. It is challenging to manage, in any effective way, and almost daily, the demands of highly entitled students and parents. Stop appeasing the entitled and vocal parents of the community - stand up to them and stand up for what you/we are doing rather than giving in to their whims and pressures. Small percentage of parents not supporting student learning Saying no when a teacher/parent whines to get their way, when it's not in the best interest of the district. The teachers who want every new thing but don't really need it. quit giving in to helicopter parents Parents/kids expect A's but don't want to put in the work. district having to side with parents and kids over educational value or teachers parents not allowing students to accept responsibility of their actions/choices-
Teacher Safety Concerns Provide teachers a safer work environment regarding violent students. Violent students being allowed to remain in the classroom at the risk of others. Ignoring or allowing violent behavior. Allowing teachers to feel safe by removing violent students from a classroom.
Parent Release District should not allow Parent release. District should not allow Parent Release (students with below Cs) Parent release for students who have ever failed or earned a D
