instructional coaches & class size

from anonymous:

In my district out here in California we are cutting K-2 class size reduction (back up to 30 from 20), middle and high school counselors, and numerous other supports. We are however, KEEPING our 3.5 "literacy coaches" in our small district of 3 elementary schools, 1 middle and 1 high school.

Part of the argument is that coaches support new teachers. Problem is we are laying off all the new teachers. These lit coaches actually represent a hidden administrative cost, as it's the admins who want them. They are de facto assistant principals for principals who have next-to-no curriculum expertise. We've had coach positions for 12 years now... yet we are still seen as needing continuous prof. development. Unlike puberty, one never gets to the end of one's (professional) development.

Ironically, our current coach is less experienced than most of the staff at our school. The coaching thing has become a sacred cow that should have dried up long ago.

Tri-State Consortium la la la

So I was saying that all of Westchester County, of a sudden, is gripped by the conviction that a high-quality school means a school with in-house, embedded professional development & plenty of it.

In-house, embedded professional development = instructional coaches. Teachers for the teachers. Tenured teachers for the teachers, no less.

Come to find out, Concerned Parent has seen the same over in CT:

...it's that stupid tri-state consortium mind-set. It's all the same buzzwords in my district: professional development, math coaches, no perfect curriculum, 21st century skills. My district actually believes we're falling behind because we have no math coaches-- it has nothing to do with Everyday Math and CMP2 and balanced literacy. Nothing.

Swell.

palisadesk on the math police - & parents teaching math facts

A propos of Kindergarten children being asked to write journals and stories without any instruction in spelling (or even in pencil grip or how to form the letters), and also children being taught -- or not -- number facts and algorithms, this discussion has come up on a couple of other boards I read. One important issue stands out: there is enormous variability in what is required and/or permitted to be taught in these areas.

I advise all parents to get a copy of your district's curriculum documents, if you can (many have them online) and see what teachers are being told to do. It may surprise you. In many places, expectations for teaching the mechanics of writing -- pencil grip, letter formation, manuscript or cursive writing styles, even spelling -- have been *completely* removed from the curriculum. Teachers can of course model them or give instructions en passant, but cannot actually focus on these things as objects of lessons.

Catherine has brought up the use of "instructional coaches." This is becoming more and more common, and one of their (unstated) roles is to act as "literacy police" or "numeracy police." If they see teachers doing spelling, or printing, or teaching math facts systematically, they are to discourage these things and also discuss it with school administration. My district no longer requires math facts to be taught, and teachers have actually been forbidden to practice them in class. They can assign math fact practice for "homework" which is another way of outsourcing to parents, as Catherine has pointed out in the past. This disproportionately penalizes low-SES kids whose parents don't have the time or sometimes the expertise to teach these things to their children.

It's very often not a matter of teachers not wanting to teach "the basics," but of their being prevented from doing so. Many of my colleagues grumble quietly about it, but because it is ordered from on high it can't be openly flouted. It's not clear to me who makes these curriculum decisions higher up the ladder, but sometimes it does seem (as an anonymous person said earlier) that the goal might just be to keep the proles in their place! In my darker moments I am tempted to think this is so.

Outsourcing math facts to parents handicaps all children. I know we've talked about this a lot over the years, but I don't have the patience to go hunting the posts. Easier to write a new post now---

At least two high-SES, highly-educated parents we know told us they were never able to remediate their sons' deficiencies in math facts or in long division. One of these parents went to Harvard. They tried, but they did not get the job done. Even Kumon didn't get the job done for one of the kids. (Not sure why -- possibly because the parents realized what the situation was too late -- ?)

I was lucky because the Saxon Math "Fast Fact" sheets worked for C. after 2 other approaches I tried failed outright: flash cards and flash card software. When I switched to the Saxon worksheets, he learned rapidly.

I had no idea what to make of it. Can't learn his math facts using flash cards? Can learn them practically overnight using worksheets?

Later on, I read a Rafe Esquith passage advising parents that students need to practice material in the format they'll use it on the test. That makes sense. It's consistent with everything I know about animal training and with Dan Willingham's explanation of flexible and inflexible knowledge.

But how many parents know this?

I sure didn't.

At a board meeting recently, our new part-time Interim Director of Curriculum and Instruction made one fantastic observation. She said she'd told teachers that "If we were serving a low-SES population, with parents working two jobs to make ends meet, we wouldn't expect parents to be skilling and drilling the math facts. Our parents have busy lives and many demands on their time, and we shouldn't expect them to do it, either."

Then she added, diplomatically, that in fact parents here, nearly all of whom are high-SES and well-educated, are not getting the job done.

Last year, the 6th grade accelerated math class had to stop dead in its tracks so the teacher could teach math facts & the standard algorithms. The kids were all high-SES and their parents are well-educated.

Teaching math facts isn't simple or obvious. Skilled teachers do it far better than most parents.

my 2 cents

on Response to Intervention