Explaining the job to a friend who might apply:
You work from home most days. In the beginning you are calling the families. Then hopefully you will be communicating througth email. You have to support a wide range of classes. I support math from fifth grade to geometry. For other subjects is it all subjects 6th to 8th. But you don't have to know every word of all of that. Just able to answer a question when it comes but.
It's like having a caseload of 40 kids. In the beginning it's a lot of custom services type of things. Then it gets to more case load management and mentor teacher.
The curriculum is really good. Very scripted and very complete. You will not worry about what to teach at all. You will not be teaching - the parents do that. The program is 75% working in textbooks and notebooks and 25% taking quizes on line.
In away I am a principal of parents.
Saturday, September 29, 2012
Friday, September 28, 2012
Weekly reflection
My job does not give you grey hairs; it makes them go away!
Translation: I can dye my hair while working.
This week saw enrollment climb yet again. 180 to 230 to 318 with another 20 still in the pipeline. We are the size of the elementary that my kids went too.
I am at 47 in my homeroom. What I like about working for a quality organization is they reward you for stepping up. I get $50/ kid/week for anyone over 40. There will be 7 this week. Nothing like Madison, where they viewed their teachers are "Get blood more a stone, then squeeze for more!"
This week I was on a high. Enrollment is climbing. Carol called me to work with Karla on getting activities that they can do without books because the money window open Monday ( count day ). MEAP is riding up on us. Carol called me to be a MEAP site supervisor.
I realized I like to have a leadership role in projects. In fact I can be very judgmental of projects I am not given leadership roles in. I was passed over for the SLC leader. I really felt I could do a good job. I expressed interest but the union said do say anything. And they cornered someone else for it. Then I was put in a team with the only person in the school I asked not to be with. Between those two events, I had a very hard time participating in the program. I hope I did not show it.
The leadership piece is the same as the two computer training firms I worked at. The same as getting all those long term sub jobs. the same as all the extras Madison asked me to do. I have been in enough work places that I am seeing patterns. I like the leadership and I am pretty good at it. Better then when I was younger.
I am physically adjusting to the new job. Sitting all day is hard. I take recess at 10:30 and do ten minutes of house work. I have been good about taking a shower everyday and walking most days.
Some other teachers are expressing doubts that this is the job for them to me. They feel disconnected to students. I do not . I think I am young enough that i can feel that connection on line. I also balance that with feeling more connected and "there" for my own kids. But I totally respect their feelings. This is not the type of teaching for everyone.
Translation: I can dye my hair while working.
This week saw enrollment climb yet again. 180 to 230 to 318 with another 20 still in the pipeline. We are the size of the elementary that my kids went too.
I am at 47 in my homeroom. What I like about working for a quality organization is they reward you for stepping up. I get $50/ kid/week for anyone over 40. There will be 7 this week. Nothing like Madison, where they viewed their teachers are "Get blood more a stone, then squeeze for more!"
This week I was on a high. Enrollment is climbing. Carol called me to work with Karla on getting activities that they can do without books because the money window open Monday ( count day ). MEAP is riding up on us. Carol called me to be a MEAP site supervisor.
I realized I like to have a leadership role in projects. In fact I can be very judgmental of projects I am not given leadership roles in. I was passed over for the SLC leader. I really felt I could do a good job. I expressed interest but the union said do say anything. And they cornered someone else for it. Then I was put in a team with the only person in the school I asked not to be with. Between those two events, I had a very hard time participating in the program. I hope I did not show it.
The leadership piece is the same as the two computer training firms I worked at. The same as getting all those long term sub jobs. the same as all the extras Madison asked me to do. I have been in enough work places that I am seeing patterns. I like the leadership and I am pretty good at it. Better then when I was younger.
I am physically adjusting to the new job. Sitting all day is hard. I take recess at 10:30 and do ten minutes of house work. I have been good about taking a shower everyday and walking most days.
Some other teachers are expressing doubts that this is the job for them to me. They feel disconnected to students. I do not . I think I am young enough that i can feel that connection on line. I also balance that with feeling more connected and "there" for my own kids. But I totally respect their feelings. This is not the type of teaching for everyone.
Friday, September 21, 2012
Weekly Reflection
I was proud of our response to enrollment this last week. Friday we had 202 kids enrolled. Carol told the staff Wednesday the numbers were there to move one of the "on deck" teachers to full time. She said she was looking at experience to see who she was bringing on. I liked the way she kept the team informed by did not give not gossip information. It was a good level of information for me. Friday we learned Cortney was coming on board. the other teachers were called and let know. Carol was very clear about still wanting them if they were here next year and using them as help when we had extra work. It was a good tone to leave the relationship on. But then Friday I had about 12 new kids appear. Monday Carol said she had the numbers to bring on Meredith.
This created a big "dust storm" of moving kids around. We had a plan that would involved creating many new sections. There was a conference call with Calvert Tuesday afternoon. Calvert reacted to our plan with less then positive moves. They went off phone and said that no one else does it that way. Carol adapted to Calvert's standard messier solution that would require more behavior shaping on our part. She stayed up all night and did a spreadsheet she brought back to the staff meeting the next day.
We called Calvert again with more questions. We doubled checked that everyone was placed. And sent the list to Calvert.
What I liked about this "crisis" is that it did not feel like a crisis. There was a huge problem and we were changing direction but I never felt stressed. I think that is because we were informed. Reflecting on this week it was crazy but because I was informed and listened to I did not feel as stressed. There were two phone calls with Carol where I had questions and she created a conference call with Calvert and let me ask my questions directly. I was careful not to be reactive or alarmist. I thought my questions through. But I was listened to and never dictated to. I think it's because we are all learning. We are in uncharted waters.
Reflecting on the way communications went this week makes me think about my own communications. In my own communications I step on the end of what people are saying and rush myself into verbal mistakes. I am trying to ease this. I see someone else's sentence as a sprig board and I just want to jump off of what they are saying. I feel I am listening and responding. But I still feel I am stepping on them. Working on that one.
Thursday, September 13, 2012
seat time is as dead as a mouse
The concept of seat time in education is as dead as the mouse in computers. The mouse is a dead interface. With touch screens on ipod, smart phones and tablets, it is just a matter of evolution before you will not use a mouse.
The same is happening with the evolution of education. This the moment towards evaluations tied to student performance and the "Any Time, Any Place, Any Way, Any Pace" learning model . Seat time is an antiqued funding system.
What is better? A quality based funding system. Not assessment based. Not sco-economically base. But where schools that implement research based best practices with high fidelity are rewarded for creating quality learning environments.
What is quality?
There is a misdirection towards Wall Street for these answers. If they can build a better business, some believe they can build a better child. Not true. For profit companies to not have the .....
more later but look at these links
http://www.miamiherald.com/2012/09/11/2996093/online-educator-k12-under-investigation.html
Pod cast of oakland Schools opinion
The same is happening with the evolution of education. This the moment towards evaluations tied to student performance and the "Any Time, Any Place, Any Way, Any Pace" learning model . Seat time is an antiqued funding system.
What is better? A quality based funding system. Not assessment based. Not sco-economically base. But where schools that implement research based best practices with high fidelity are rewarded for creating quality learning environments.
What is quality?
There is a misdirection towards Wall Street for these answers. If they can build a better business, some believe they can build a better child. Not true. For profit companies to not have the .....
more later but look at these links
http://www.miamiherald.com/2012/09/11/2996093/online-educator-k12-under-investigation.html
Pod cast of oakland Schools opinion
ahead of the law
I love when politicians get ahead of themselves. Gov. Snider has this
"Any Time, Any Place, Any Way, Any Pace" learning model of education. Which is making our k-8 virtual program possible. However the funding model is based on butt in seats. Virtual programs have to obtain seat time waivers. The current standard for issues seat time waivers requires a two way interaction between student and mentor teacher on a weekly basis. This is based on research showing programs with the best success have this level of contact. Which is best practices.
The rub
What do you do when the student is unable or unwillingly to use email or phones. In our program we have a great challenge getting that two way interaction. It's a two fold problem. One it's not developmental appropriate for a kindergartner to be emailing. Their curriculum is learning letters. Two our client base is the home school community. These parents are protective of their children. Many of them no not allow children to email or talk on the phone to strangers. And we did to support their choices.
But there is a documentation standard to meet the funding. And the requirement is based on research. It's a good idea.
So in our meeting with pupil accounting we had questions that went all the way to MDE pupil accounting. And then over to MDE learning services. Where it will take some time.
This is like the medical field getting ahead of what the laws allow. However in this situation it was not a scientist that opened Pandora's Box but the governor himself.
The rub
What do you do when the student is unable or unwillingly to use email or phones. In our program we have a great challenge getting that two way interaction. It's a two fold problem. One it's not developmental appropriate for a kindergartner to be emailing. Their curriculum is learning letters. Two our client base is the home school community. These parents are protective of their children. Many of them no not allow children to email or talk on the phone to strangers. And we did to support their choices.
But there is a documentation standard to meet the funding. And the requirement is based on research. It's a good idea.
So in our meeting with pupil accounting we had questions that went all the way to MDE pupil accounting. And then over to MDE learning services. Where it will take some time.
This is like the medical field getting ahead of what the laws allow. However in this situation it was not a scientist that opened Pandora's Box but the governor himself.
Tuesday, September 11, 2012
What today brought
Today was a defining day in our paradigm shift. It was fascinating to have three different conversations with each team member that were all about the same thing. The reality of what is our job is and how we conduct ourselves differently in this role.
Concerns I heard today were about "overload" of students, how to manage contacting, and management of documentation. It's interesting to see where team members in processing this. It has hit some more then others. It think the ones it has hit the least our the least flexibly and least mature.
Today I had to let go on being a content wizard.Of knowing every dot on every page of what I am teaching. Because the goal is not my knowledge the goal is developing the student knowledge. Goodbye Sage on the Stage. Many teachers are frustrated actors. Attention hogs. Captains of Control. That's not the skill set we need.
Carol suggested that we support ( well to say it a bad way) more grades. I will be supporting all subjects sixth to eight grade and two levels higher of math. That's five years of math. Now let's look at that a different way. Carol suggested we more our focus from the grade to the student. This will minize contacts for the student and "teacher" The teacher would keep that student for more years building a stronger relationship. Again we do this in Special Ed. Gen. Ed. teachers might not feel as much this way.
I am calling on my special education skills much more then I thought I would. The skills I developed working with parents. Understanding their point of view. Their concerns. And the position they come from.
My role is more that caseload teacher who created the environment for that child to develop.
"Two way interaction" VS intrusion/ unmanageable communication is what we struggle with now. The contract with have with our parents. The way we manage that communication so it does not kill us and interfere with them.
Ahhhh here we go the special ed background:
We have a range of needs in our program so we need a range of support for those families. We need to define the legal requirements of count day, MEAP, and seat time waiver.
Concerns I heard today were about "overload" of students, how to manage contacting, and management of documentation. It's interesting to see where team members in processing this. It has hit some more then others. It think the ones it has hit the least our the least flexibly and least mature.
Today I had to let go on being a content wizard.Of knowing every dot on every page of what I am teaching. Because the goal is not my knowledge the goal is developing the student knowledge. Goodbye Sage on the Stage. Many teachers are frustrated actors. Attention hogs. Captains of Control. That's not the skill set we need.
Carol suggested that we support ( well to say it a bad way) more grades. I will be supporting all subjects sixth to eight grade and two levels higher of math. That's five years of math. Now let's look at that a different way. Carol suggested we more our focus from the grade to the student. This will minize contacts for the student and "teacher" The teacher would keep that student for more years building a stronger relationship. Again we do this in Special Ed. Gen. Ed. teachers might not feel as much this way.
I am calling on my special education skills much more then I thought I would. The skills I developed working with parents. Understanding their point of view. Their concerns. And the position they come from.
My role is more that caseload teacher who created the environment for that child to develop.
"Two way interaction" VS intrusion/ unmanageable communication is what we struggle with now. The contract with have with our parents. The way we manage that communication so it does not kill us and interfere with them.
Ahhhh here we go the special ed background:
We have a range of needs in our program so we need a range of support for those families. We need to define the legal requirements of count day, MEAP, and seat time waiver.
I figured out my job!
I have three roles
Account Manager
Monitoring Mentor
Content Expert Resource
Only three days of mulling it over.
Type of students
I am catching up
I am headed back to public schools
I am a homeschooler
I am an sport player
I am a non traditional learner ( needed an IEP in school but not here)
I was kicked out
I am moving at my own pace ( faster or slower)
Account Manager
Monitoring Mentor
Content Expert Resource
Only three days of mulling it over.
Type of students
I am catching up
I am headed back to public schools
I am a homeschooler
I am an sport player
I am a non traditional learner ( needed an IEP in school but not here)
I was kicked out
I am moving at my own pace ( faster or slower)
Saturday, September 8, 2012
What is my job?
Carol kept repeating we are living with amiability. That was so true. I really cannot explain what my job is to people. one reason is the start up pharse will be different
Currently I am a support tech.
Currently I am a support tech.
Advice to new VLAC teachers for the first week
In the beginning we will be doing mainly start up support.
You need to contact your families to see where they are in a process.
Do they have username and login?
Did they get a email tracking the shipment? Normally it will take five days.
Have you logged in?
Do you have materials?
For you as teachers
Do you have their contact information?
Are they in the right sections?
Once they have the materials, you need to help the parents deal with all the stuff. I have a quick here's where you start speech.
You will need to keep detailed documentation.We must log everything in Connexus. I would recommend an unofficial log also with personal details to help you remember and connect to each student/family/parent.
You will have MANY open issue. You need to keep track on them also. A spreadsheet. A list. Post it Notes. Whatever works for you.
You need to contact your families to see where they are in a process.
Do they have username and login?
Did they get a email tracking the shipment? Normally it will take five days.
Have you logged in?
Do you have materials?
For you as teachers
Do you have their contact information?
Are they in the right sections?
Once they have the materials, you need to help the parents deal with all the stuff. I have a quick here's where you start speech.
You will need to keep detailed documentation.We must log everything in Connexus. I would recommend an unofficial log also with personal details to help you remember and connect to each student/family/parent.
You will have MANY open issue. You need to keep track on them also. A spreadsheet. A list. Post it Notes. Whatever works for you.
Connecting
I am starting a new program at OU and a brand new program/job/school. I am noticing the building of relationship. In both classes and at work, we are doing "true colors" type of self assessment. I do not find it uniting. I do find value in the introspection factor.
Rather then talk about what divides us into different types, I would rather do connecting activities. The group resume we did at VLAC was team building.
My Idea:
I would like to develop a bubble map connection builder. With areas to write your features then draw circles to connect. Each person takes a different marker and answer the questions. If your word is already there, just circle it. If you feel your answer connects to another answer then draw a line to it. This would be a do not talk activity. Then we would talk it out.
Places I have worked
Communities I have lived in
Hobbies/Interest I have
words that describe me
Rather then talk about what divides us into different types, I would rather do connecting activities. The group resume we did at VLAC was team building.
My Idea:
I would like to develop a bubble map connection builder. With areas to write your features then draw circles to connect. Each person takes a different marker and answer the questions. If your word is already there, just circle it. If you feel your answer connects to another answer then draw a line to it. This would be a do not talk activity. Then we would talk it out.
Places I have worked
Communities I have lived in
Hobbies/Interest I have
words that describe me
When staff meeting are conference calls.
The end of the meeting is completely different. In a traditional staff meeting, the administrator will close the meeting. Staff will approach the admin for their own issues. Other staff will hang out and talk to each other. That hang out time is a bonding connecting time. Early arrivals can have that same connecting time.
On a conference call, the admin closes the call and CLICK. It's all over. It's a really disconnecting feeling.
If I ran a program there would still be one morning a week we would get together face to face to build those connections. We have planned on doing that once a week for September. Personally I hope it continues.
Thursday, September 6, 2012
starting out
What the first two days were like. Before this week I was overwhelmed with learning all subjects for two grades. Then the first day of school hit. For the last two days it's been all putting out fires. I find it challenging to keep track of all the issues I need to follow up on. I started spreadsheets, check lists and post it notes. Not sure what will come out in the wash for the best system. I am used to the fight fires in tech support. Not the typical first day of school. Prepping curriculum has all but stopped. I hope I can get back to it tomorrow. That was my goal for today too.
Misc.
Note to self.
later you need to write about how establishing relationships with students is so different:
Parents as gateways These parents are great in their involvement. But My requirement is that I need to talk to the students weekly. It's so different from a traditional school. The parents are like a gateway to the student. I appreciate the parents. I think they feel they need to build trust with me before they give my access to their students. Which I understand. I would be the same.
Parent involvement is much greater then traditional schools.
student contact
student impression without the physical piece Another teacher told me she was having a keeping all the kids straight because to us they are just a name on the screen. I was thinking my visual is a name on a screen. All in the same font all in the same color. I am trying to really keep up documentation. I am going to ask the kids to send me pictures and take a screen shoot class picture in adobe connect.
later you need to write about how establishing relationships with students is so different:
Parents as gateways These parents are great in their involvement. But My requirement is that I need to talk to the students weekly. It's so different from a traditional school. The parents are like a gateway to the student. I appreciate the parents. I think they feel they need to build trust with me before they give my access to their students. Which I understand. I would be the same.
Parent involvement is much greater then traditional schools.
student contact
student impression without the physical piece Another teacher told me she was having a keeping all the kids straight because to us they are just a name on the screen. I was thinking my visual is a name on a screen. All in the same font all in the same color. I am trying to really keep up documentation. I am going to ask the kids to send me pictures and take a screen shoot class picture in adobe connect.
Tuesday, September 4, 2012
first day feelings
So it's the first day of school and I am in my dead quiet house answering emails. I have spend two hours on the phone this morning. That's about all I can take. Tons of emailing.
But I miss the face to face interaction. I hope my feelings will change as the year goes on. What really used to make me feel good about being a teacher was the helping out in a crazy situation. The drama and fire fighting of special education. I feel more insulated. I love meeting people outside of my bubble like the hood kids from Detroit and the hippie teachers from Frendale. Today it's just me and my dog.
I hope this sadness passes. Because this is a much better job. It's a better curriculum and a healthier environment. I feel sad but when I think about inventing the lessons/syllabus/textbooks/everything for both functional English and Senior Project, I am glad I am here. Maybe this is the time where I need to grab the laptop and go to the OU student center. Get out in the world. Yeah I am sad about not being at Madison but I am really glad about it too! I am so complicated!
But I miss the face to face interaction. I hope my feelings will change as the year goes on. What really used to make me feel good about being a teacher was the helping out in a crazy situation. The drama and fire fighting of special education. I feel more insulated. I love meeting people outside of my bubble like the hood kids from Detroit and the hippie teachers from Frendale. Today it's just me and my dog.
I hope this sadness passes. Because this is a much better job. It's a better curriculum and a healthier environment. I feel sad but when I think about inventing the lessons/syllabus/textbooks/everything for both functional English and Senior Project, I am glad I am here. Maybe this is the time where I need to grab the laptop and go to the OU student center. Get out in the world. Yeah I am sad about not being at Madison but I am really glad about it too! I am so complicated!
The first day
Again, I am sad I am at not Madison helping out in the hallways. But I am sooo glad that I am not struggling to invent curriculum for two classes. The Calvert curriculum is great. I will just take awhile to adjust to this new teaching.
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