Comments for The ETA http://theeta.org Elgin Teachers Association Wed, 15 Feb 2012 17:35:08 +0000 hourly 1 http://wordpress.org/?v=3.2.1 Comment on Secondary Grading Committee by Judith Arman http://theeta.org/2012/02/05/secondary-grading-committee/#comment-33 Judith Arman Wed, 15 Feb 2012 17:35:08 +0000 http://theeta.org/?p=1119#comment-33 Gary, I do hope that after all the time and effort this committee has put into creating a document around grading practices, that all stakeholders would embrace the new culture around grades and grading. The ETA members on this committee have worked long and hard to make sure that the final document is one we all can be proud of and we have not taken this task lightly. I would also hope that our fellow members take seriously the efforts of all involved and implement these practices as part of the learning environment. We must continue to use our professionism and our professional voice to work toward creating a successful learning environment. Judi Gary,
I do hope that after all the time and effort this committee has put into creating a document around grading practices, that all stakeholders would embrace the new culture around grades and grading. The ETA members on this committee have worked long and hard to make sure that the final document is one we all can be proud of and we have not taken this task lightly. I would also hope that our fellow members take seriously the efforts of all involved and implement these practices as part of the learning environment. We must continue to use our professionism and our professional voice to work toward creating a successful learning environment.

Judi

]]> Comment on Secondary Grading Committee by Gary Lorber http://theeta.org/2012/02/05/secondary-grading-committee/#comment-30 Gary Lorber Fri, 10 Feb 2012 16:19:29 +0000 http://theeta.org/?p=1119#comment-30 Thanks Judy. I appreciate your efforts on this committee. This is a difficult subject. I completely agree that we have a culture problem around grades that leads to serious problems. There is no doubt that the differences in grading from teachers within a building (let alone building to building) is a very serious professional problem. I imagine administration wants an easy answer and is likely dismissive of important discussions and valuable research. Equally problematic will be how we all embrace (or not) a new system. Thanks Judy.

I appreciate your efforts on this committee. This is a difficult subject. I completely agree that we have a culture problem around grades that leads to serious problems. There is no doubt that the differences in grading from teachers within a building (let alone building to building) is a very serious professional problem. I imagine administration wants an easy answer and is likely dismissive of important discussions and valuable research. Equally problematic will be how we all embrace (or not) a new system.

]]> Comment on Secondary Grading Committee by Judith Arman http://theeta.org/2012/02/05/secondary-grading-committee/#comment-29 Judith Arman Tue, 07 Feb 2012 20:13:06 +0000 http://theeta.org/?p=1119#comment-29 To answer your first question, there has been plenty discussion around the concept of "0". It has been and probably will always be a hot bed for us. It is my understanding we are to give students multiple opportunities to demonstrate their knowledge, as a grade should represent knowledge and not behavior. At some point if they are not working or have missed a deadline, I would assume a "0" would represent that you were unable to access. This has not been determined. Secondly, to the best of my knowledge, Infinite Campus has not been pre-determined in regards to 0's. There has been discussion about the district setting percenatges used for homework, finals, classwork. There was a break down in communication to this idea as the administration felt the need to dicate these percentages to us. I personally felt offended by the lack of respect for my professionalism and ability to create a fair and accurate grading scale. This discussion will continue on February 17. The purpose of this committee is to bring forward some grading principles that are consistant throughout the district. As you can see, there is inconsistency in grading within your own building, imagine how different it is in the entire district. Changing the way grades and grading are viewed by our stakeholders is going to be a very difficult task. We not only have to change the way we do business but we now will have to change the culture around grades and grading. To answer your first question, there has been plenty discussion around the concept of “0″. It has been and probably will always be a hot bed for us. It is my understanding we are to give students multiple opportunities to demonstrate their knowledge, as a grade should represent knowledge and not behavior. At some point if they are not working or have missed a deadline, I would assume a “0″ would represent that you were unable to access. This has not been determined.
Secondly, to the best of my knowledge, Infinite Campus has not been pre-determined in regards to 0′s. There has been discussion about the district setting percenatges used for homework, finals, classwork. There was a break down in communication to this idea as the administration felt the need to dicate these percentages to us. I personally felt offended by the lack of respect for my professionalism and ability to create a fair and accurate grading scale. This discussion will continue on February 17.
The purpose of this committee is to bring forward some grading principles that are consistant throughout the district. As you can see, there is inconsistency in grading within your own building, imagine how different it is in the entire district. Changing the way grades and grading are viewed by our stakeholders is going to be a very difficult task. We not only have to change the way we do business but we now will have to change the culture around grades and grading.

]]> Comment on Secondary Grading Committee by Gary Lorber http://theeta.org/2012/02/05/secondary-grading-committee/#comment-28 Gary Lorber Tue, 07 Feb 2012 17:16:38 +0000 http://theeta.org/?p=1119#comment-28 Is there any indication that Infinite Campus will limit the grades we are allowed to input--for instance, would we be unable to input a "0" score? What has the committee considered with regard to students receiving "0"s when they do not do work? Apparently, different teachers look at quarter and semester grades differently. Some of us look at the first and third quarter grades as progress reports, but others use a formula that is something like 1st quarter x 40%, 2nd quarter x 40%, and final exam x 20%. Has this been discussed and has infinite campus been setup in a particular way regarding this idea? Is there any indication that Infinite Campus will limit the grades we are allowed to input–for instance, would we be unable to input a “0″ score? What has the committee considered with regard to students receiving “0″s when they do not do work?

Apparently, different teachers look at quarter and semester grades differently. Some of us look at the first and third quarter grades as progress reports, but others use a formula that is something like 1st quarter x 40%, 2nd quarter x 40%, and final exam x 20%. Has this been discussed and has infinite campus been setup in a particular way regarding this idea?

]]> Comment on TWE Hosts Documentary by Phil http://theeta.org/2012/01/09/twe-hosts-documentary/#comment-25 Phil Thu, 19 Jan 2012 02:55:46 +0000 http://theeta.org/?p=1074#comment-25 As a concerned citizen, I find it difficult to believe that U-46 teachers are still is without a contract. When you respect teachers, you respect their contract. If you look at the recent audit (ISBE 50-36) the fund balances that provide professional wages and benefits and hire teachers to lower class size, are as follows: Education Fund: nearly $30 million; Working Casah Fund: nearly $90 million. That's almost $120 million sitting in the bank. Is the community aware of this excessive cash sitting in the bank? If not that shold be used by your union as a tool to a contract. As a concerned citizen, I find it difficult to believe that U-46 teachers are still is without a contract. When you respect teachers, you respect their contract. If you look at the recent audit (ISBE 50-36) the fund balances that provide professional wages and benefits and hire teachers to lower class size, are as follows: Education Fund: nearly $30 million; Working Casah Fund: nearly $90 million. That’s almost $120 million sitting in the bank. Is the community aware of this excessive cash sitting in the bank? If not that shold be used by your union as a tool to a contract.

]]> Comment on Thank you for your service by Judith Arman http://theeta.org/2011/11/21/thank-you-for-your-service/#comment-24 Judith Arman Tue, 29 Nov 2011 18:12:01 +0000 http://theeta.org/?p=1039#comment-24 Keep up the great fight, Your effort to lead and advocate for us allows us the time we all need to be the best teachers we can possibly be. It is comforting to know that you are our advocate and leader. Thank you, Judi Arman Proud ETA member Keep up the great fight, Your effort to lead and advocate for us allows us the time we all need to be the best teachers we can possibly be. It is comforting to know that you are our advocate and leader.
Thank you,
Judi Arman
Proud ETA member

]]> Comment on Thank you for your service by Mel Smith http://theeta.org/2011/11/21/thank-you-for-your-service/#comment-19 Mel Smith Tue, 22 Nov 2011 07:09:23 +0000 http://theeta.org/?p=1039#comment-19 Dear President Keep up the great work of ETA. Just caught your blog. You are part of a great tradition. Mel Smith, ETA President. 73-76 Dear President
Keep up the great work of ETA. Just caught your blog. You are part of a great tradition.

Mel Smith, ETA President. 73-76

]]> Comment on The legislature is NOT informed. Are you? by Judith http://theeta.org/2011/10/20/the-legislature-is-not-informed-are-you/#comment-16 Judith Sun, 30 Oct 2011 16:44:41 +0000 http://theeta.org/?p=943#comment-16 Thanks to Will Lovitt and all the IEA Lobbyist for their hard work and dedication to keeping quality education a priority in Illinois. Thanks to Will Lovitt and all the IEA Lobbyist for their hard work and dedication to keeping quality education a priority in Illinois.

]]> Comment on An Open Letter to the Board of Education by Jim Krambeer http://theeta.org/2011/09/09/an-open-letter-to-the-board-of-education/#comment-15 Jim Krambeer Mon, 12 Sep 2011 22:00:38 +0000 http://theeta.org/?p=811#comment-15 Last year, I readily spoke up in support of our friends, neighbors, and constituants to whom our service is dedicated. Had I seen then, what I so clearly percieve now, I would have likely offered commentary to the diametricly opposite end. Supporting the consequences that come with a closed and waining economy, I heartily urged a vote in favor of a freeze, despite the long-term consequences to us as a result. With so many families loosing homes, succomming to foreclosure, and simply walking away due to the overburden of debt incurred, and the greatly reduced housing evaluations; it appeared that we, as the body of education for our population's children, could perhaps ease the constraints of a tighter state and local budget. Instead, what we have seen is an increase in class size, increase in new programs and fundamental reshaping of our district based on data. The removal of positions, only to reopen them under new titles and hiring out of union (secretarial at central office for 2 years now), the "changes" to retiree's opportunities and their pay in district , as well as the hiring of more consultants and new administrators reflects a lack of civility to the compassion, concern and caring of our teaching staff. We once again find ourselves taken advantage of by our district leadership. Further, we have been asked, at least in the elementary schools, to load our classes, chart more data, give individual testing to our children in classrooms where it is virtually impossible to place children with serious and special needs ( this from friends in special ed.) without any assistance or support. But hey, it's all about working smarter, not harder. Isn't that reassurring? For Pete's sake! Data driven? What data? I contend, rather, there is no viable data upon which we may rely. Identifiable data relating to success in reading, writing or math successes or improvements cannot be scientificly correllated as a direct effect to one curriculum change or another. Albeit success may have been observed in some places, we cannot draw a direct line of cause and effect. Any scientific methodology requires adherence to a strict and particular process: The Scientific Method. Any child (from fifth grade on, I would venture to guess) could tell you that once you have introduced multiple variables, your experimentation is found to be faulty. Last year, I asked at a District training about the Common Core Standards. The response was that we in U-46 were not addressing it at the time. Streamliined, easier to manage and adopted in a majority of states, these standard more practically apply to the process of learning. It had already been identified that we would have to impliment these standards in short order, but, hey, we weren't ready. How about the work being done without talking about performance-based evaluations? We aren't allowed to hear this will happen until the Dist is ready to implement because the law reads that once this is spoken about by the Dist. to teachers, they have a few short months to to implement. Are we proactively preparing for this to give our ideas and insist upon equitable use of data based on populations? I highly suspect we all know the answer to this. I will regretably not support any further freeze unless the district is willing to greatly and severely reduce the administration. I would hope that our population of custodians, who have been undermined for years; clerical and secretarial, who are hard working and overextended doing more than ever before; and our bus drivers, pushed to the limit; will all join with us in asking for serious consideration and explanations to not only justify, but then recognize, the needs of our children in U-46. If we don't, my question is what's next? Thanks for your time, Jim Last year, I readily spoke up in support of our friends, neighbors, and constituants to whom our service is dedicated. Had I seen then, what I so clearly percieve now, I would have likely offered commentary to the diametricly opposite end. Supporting the consequences that come with a closed and waining economy, I heartily urged a vote in favor of a freeze, despite the long-term consequences to us as a result. With so many families loosing homes, succomming to foreclosure, and simply walking away due to the overburden of debt incurred, and the greatly reduced housing evaluations; it appeared that we, as the body of education for our population’s children, could perhaps ease the constraints of a tighter state and local budget. Instead, what we have seen is an increase in class size, increase in new programs and fundamental reshaping of our district based on data. The removal of positions, only to reopen them under new titles and hiring out of union (secretarial at central office for 2 years now), the “changes” to retiree’s opportunities and their pay in district , as well as the hiring of more consultants and new administrators reflects a lack of civility to the compassion, concern and caring of our teaching staff. We once again find ourselves taken advantage of by our district leadership.
Further, we have been asked, at least in the elementary schools, to load our classes, chart more data, give individual testing to our children in classrooms where it is virtually impossible to place children with serious and special needs ( this from friends in special ed.) without any assistance or support. But hey, it’s all about working smarter, not harder. Isn’t that reassurring? For Pete’s sake!
Data driven? What data? I contend, rather, there is no viable data upon which we may rely. Identifiable data relating to success in reading, writing or math successes or improvements cannot be scientificly correllated as a direct effect to one curriculum change or another. Albeit success may have been observed in some places, we cannot draw a direct line of cause and effect. Any scientific methodology requires adherence to a strict and particular process: The Scientific Method. Any child (from fifth grade on, I would venture to guess) could tell you that once you have introduced multiple variables, your experimentation is found to be faulty.
Last year, I asked at a District training about the Common Core Standards. The response was that we in U-46 were not addressing it at the time. Streamliined, easier to manage and adopted in a majority of states, these standard more practically apply to the process of learning. It had already been identified that we would have to impliment these standards in short order, but, hey, we weren’t ready.
How about the work being done without talking about performance-based evaluations? We aren’t allowed to hear this will happen until the Dist is ready to implement because the law reads that once this is spoken about by the Dist. to teachers, they have a few short months to to implement. Are we proactively preparing for this to give our ideas and insist upon equitable use of data based on populations? I highly suspect we all know the answer to this.
I will regretably not support any further freeze unless the district is willing to greatly and severely reduce the administration. I would hope that our population of custodians, who have been undermined for years; clerical and secretarial, who are hard working and overextended doing more than ever before; and our bus drivers, pushed to the limit; will all join with us in asking for serious consideration and explanations to not only justify, but then recognize, the needs of our children in U-46. If we don’t, my question is what’s next?
Thanks for your time,
Jim

]]> Comment on An Open Letter to the Board of Education by Caring Teacher http://theeta.org/2011/09/09/an-open-letter-to-the-board-of-education/#comment-14 Caring Teacher Mon, 12 Sep 2011 19:38:06 +0000 http://theeta.org/?p=811#comment-14 Many teachers said: “lets not complain, we are lucky that we have a job” I am one of those lucky teachers that have a job in this district, but let’s walk inside every building and the ESC office, and lets see how many people are getting paid for doing nothing. Many years in this district, I have seen salaries going to some people…????Talking on the phone and walking on the school hallways; looking busy. That money can be more beneficial going somewhere else. I want to ask a question: Did Doctor Torres salary increase? Unfair to whom and how come People in higher positions do but TEACHERS don’t… what is the message here. Many teachers said: “lets not complain, we are lucky that we have a job” I am one of those lucky teachers that have a job in this district, but let’s walk inside every building and the ESC office, and lets see how many people are getting paid for doing nothing. Many years in this district, I have seen salaries going to some people…????Talking on the phone and walking on the school hallways; looking busy. That money can be more beneficial going somewhere else. I want to ask a question: Did Doctor Torres salary increase? Unfair to whom and how come
People in higher positions do but TEACHERS don’t… what is the message here.

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