QUOTE(Roger Kaputnik @ Jan 22 2008, 10:33 PM)
I am picturing a "Loyal Opposition" to keep the Board honest and honorable.
Let's tackle this one step at a time, shall we? There are many difficult parts to this equation, a lot of state laws about budgeting that come into play, and limited resources. But, like any difficult but worthwhile endeavor, it can be attacked best by breaking it into small pieces. So...
First, teachers need more help in the classroom and also need to be held more accountable for their performance.
Easy to say, but the devil is in the "How?" If budgeting limitations, space, and existing laws restrict how much we can affect teacher-to-student ratio; we can still provide the teachers more help in terms of discipline, resources, training, planning time, and classroom "helpers." The Alternative School and certain Title I programs for at-risk students need to be brought back; and that may mean making some cuts at the Pre-School, without eliminating it completely. We do need to prioritize our spending to put more emphasis on what goes on in our classrooms and less on how many people we can have working on Carroll Avenue. Teachers need to be given the tools they request and not "tasked" with extra busy work. Arbitration and resolution need to happen quickly in the case of grievances. Contract negotiations should be fair and happen at the negotiating table, not in the media. A respected and consensus-building leader must be brought in as our Superintendent. Qualified parents must be enlisted to help throughout the schools in order to allow funds to be reallocated and give teachers more planning time. Available funds should be directed more toward classroom work and less toward new buildings. Our efforts should be shifted towards strengthening our parent-teacher organizations and working with neighborhood groups, the Boys and Girls Club, Hope and other like-minded organizations that have something to offer. Our school system must develop a network and system of tutoring that provides at least three times the amount that we do now. Suspension rates can not be lowered simply by not handing them out to student's whose behavior calls for them, but there should be "in-school" working suspensions. And the basics -- redefined as reading, writing, math, the arts, and health -- must come first.
We also need to look closely at teacher compensation to put it on par with other jobs where employees are evaluated and rewarded based on performance. Performance should be clearly defined to focus on those "basics" mentioned above. We should look closely at how tenure affects teacher performance and how we can better pair up our slower students with our more gifted teachers. We need to hire motivated teachers, and help them take advantage of local resources (at PNC, the National Park, and private schools) to give our students with initiative and creativity more opportunities to use them. And we need to diversify our teaching ranks to more accurately reflect the look of our community.
I know that's not all of the answers. I don't have them all. However, that's a start, and it comes from a teacher with 3 and 1/2 years of experience at a private school and hundreds of hours (cumulative) teaching as a substitute at every school in our system, as a father with an eight year old, and as a very concerned and involved citizen. At least some of that is in the strategic plan, but it is pretty well hidden.
Next: the administration.