We Could Do A Better Job at This

As an educational consultant, a good portion of my time in August is spent talking to families about teacher assignments. This can be heartbreakingly stressful for families, and I am happy to be an ear for people who need it. However, generally in schools (especially public schools) there isn't much control that families have over their child's placement in a classroom at this point in the game - which can be a hard thing for someone to hear, and it isn't my favorite message to deliver.

What echoes through my head mainly this time of year (other than empathy for families) is one message, over and over.

WE COULD DO A MUCH BETTER JOB AT THIS.  

What I mean by we is really all of us - parents, teachers, and administrators. I truly believe that student assignment could be done in a way that makes more sense - for everyone. But we would really have to work together, change a few things - and prioritize the needs of children in the process. Sounds good to you? Here's one thought:

Announce the student assignments in early August. Now, I know why many schools don't do this. (1) Class lists can (and do) change in a month's time. New kids can enroll, other kids can leave. Teachers can be hired late in the month. Principals want to give themselves the ability to move kids around if needed at the last minute. And (2) They don't want to give families a huge amount of time to complain about their assignments. If they announce them two days before school (on a Friday afternoon like they do around here), people don't have the opportunity to "express themselves" in this process. It is a win-win for administration - greater flexibility and fewer complaints.

However, this policy is really rough on kids. In most schools in the US, kids have to change classrooms every year, with new relationships to build, new rules to learn, new personalities to navigate, even a new physical environment. It would be like changing departments in a workplace every year for a grown up - except without the adult coping skills to support you in that change. Some kids do this change great. Some kids (lots of kids) are very stressed by the change each year and without knowing what classroom they are in, knowing what friends will be with them, or knowing who their teacher will be. Without any information, we are taking away families' ability's to help children in their transition. We can't show them their classroom. We can't schedule play dates to help them make a new friend. We can't show them a picture of their teacher on the school website. Nothing except help them manage their stress created by the unknown.

This policy is also not super supportive of teachers either, BTW. Every year, the teacher needs to spend time building new relationships with families and kids, understanding social dynamics between children in the classroom, and figuring out past educational histories and what has been done to help - and what hasn't been done. For their special education students, they need to get up to date on each individual student's IEP document, their specialized program, and their support team. This is a huge amount of time to spend every fall. And with the class lists being finalized so late in August, the work gets piled into September - making the beginning of the year a stressful time for everyone.

Here are few thoughts on making this whole situation better, but everyone needs to step up a little. There is a little tough love below - but I think it is worth it.

--To solve "the hiring at the last minute" problem:

Districts could: Start hiring processes earlier in the year to make sure that hiring is completed before August. This can be impacted by union contracts that allow teachers ample time to turn in their letters of resignation, but would could start this process in January or February to allow for everyone (teachers and administrations) to have more time to find new work and hire for the following year. This would take more human resources personnel and administrative support in schools. Which takes money. 

Teachers could: Give their notice earlier in the year if they know that they are leaving. It is better for kids, truly.

Families could: Vote for more money to be allocated to schools. Really. Don't argue with me. The lack of money in schools causes so many more problems than most people understand. Having too few, poorly paid HR people makes the hiring in urban districts beyond slow. Better training, better working conditions, and the development of better systems would help smooth the hiring process, which brings great teachers to your kid's school in August.


--To solve the "teachers leaving" problem:

Districts could: Develop teacher retention policies. You don't even hear about that in the news any more. But here's a thought I am bringing back -  the creation of policies that support teachers to stay in their schools and grow as professionals, instead of leaving to find a better work environment. This could include increases in salary, but for most of the teachers I know, it is about creating a work environment that is supportive of them growing as professionals - through encouragement, growth mindset thinking, professional development, and having positive, supportive relationships at their site.

Teachers could: Say what you need in order to stay. Given the poor working conditions that many teachers work within, I think that many people feel that it is useless to speak up - to ask for what you need. But how do people know unless you tell them? Maybe there is a grant coming up that would support you in your classroom management skills? Maybe there is a little room in the lead teacher's schedule to observe you and provide feedback? Maybe another staff member could help you with a student that is particularly challenging. Tell people what you need, and maybe they will provide it.

Families could: Take time to emotionally support teachers when you can. This means you see them as individuals partnering with you to support your child. Give them a warm smile in the morning, speak kindly of them to others, bring them a flower from your garden, say thank you to them when they answer a late night email. See them as people with lives - so don't email them at midnight and expect them to have read it and responded by 8 a.m. (They need their sleep.) And if you are feeling not appreciative of your child's teacher at this moment - volunteer in the classroom. Notice what they are doing that is hard, that is interesting, that is complex, that is caring. Notice their intention to teach well, notice what could be stressful for them in their workplace. See things from their perspective before complaining - it will help you advocate in a way that respectful and empathetic, if advocacy is needed.


--To solve the "last minute registration" problem:

Districts could: Advertise and remind people to register their kids earlier in the summer - or spring. I am sure we could get local radio/TV stations involved in this process and make people aware that early registration is better for schools and kids. Oh - and set your registration dates earlier. :) Why can't we do this in June? May? April?

Families could: Register at your new school as soon as you know where your child will be attending. If you are deciding between two schools, or you end up moving in the summertime, please call the school/district you will not be registering your child at this upcoming year. It will help families on the waiting lists and help administrators make better plans for the fall.


--To solve the "families complaining about the class list" problem:

Administrators could: Suck it up a little.  Families have every right to express what they think their child needs. They could be right, they could be wrong, they could be crazy. But it is their kid. At the end of the day, they are responsible for who that kid grows up to be. You don't have to change the child's placement - you just have to listen and see if what they are saying makes sense. Set up structures around complaints for keeping you sane (I like this one by ex-Crocker Highland principal Beth Rhine), but open avenues for listening and learning from families.

They could also: Soothe people's concerns by hosting "work days" at the school, so families and kids could meet teachers in person before school starts, or scheduling class potlucks so everyone can get to know one another. Fight for time for teachers to make relationships with families through open houses, home visits, and open door policies. Get your PTA involved to support this process, but the more people get to know one another, the fewer complaints you will get - because people will feel more connected and less worried.

Teachers could: How do I say this.....but, maybe try to be a little bit more friendly?  I am sorry. I am not trying to add to your plate.  I know why teachers don't smile in the hallway anymore. You are stressed, tired, overworked...and you don't really feel like smiling. But I really think that sometimes people worry about certain teachers because they don't know them. This disconnect can make people feel concerned about sending their kid to you, which continues a cycle which can create a negative school atmosphere. So get to know a few people. Smile in the morning at people in the hall. Talk to someone who isn't in your class. Stop by the PTA bake sale. Help build your community a little - and I think you would be glad you did.

Families could: Know that class placement has one hundred variables that we can't really understand simply by analyzing the class list from our limited perspective as a parent. There are children with special needs, children with complicated family histories - or children with situational stress (like divorce, homelessness, etc.) that schools are trying to support along with everyone else. Everyone who works in education is trying to support all kids - your kid included. And everyone needs a positive classroom setting - not just your kid.  So let's all work together as a team on this.

If you are really unsure about your child's class placement, then schedule a few minutes of your principal's time, but seek to understand. Explain your concerns and listen to their thoughts. Advocate for change only if there is a very compelling reason to do so. Sure, it would be nice if Susie was in class with her best friend - but she will make new friends and see Susie at recess and after school. Would you have preferred that male teacher for your son - sure. But he may fall in love with his new teacher. Be open to the possibilities that this change could be a good one.


--And to solve the "moving kids around unnecessarily each year" problem:

We could all: Think about changing our one year, one teacher graded system. Just for a second. Let's consider other strategies like multi-aged grading (done intentionally, with support for the classroom teacher) or looping, where a teacher says with a group of children for more than one school year. The reason we move children each year into a new classroom with a new teacher is....oh yeah. There isn't one. It is simply the way it has always been done. Other structures - and outcomes -  are possible with people thinking creatively and with an open mind.

Looking For an East Bay School?

Maybe there is a little help around the corner! I am presenting a two-hour free (yes, I said FREE) workshop on school selection with my fabulous co-host Classroom Matters in Berkeley on Saturday, September 28th from 10-12 a.m.  If you think this will help your family - please RSVP at beyondqualityconsultants@gmail.com. We can't wait to see you!

:

Your Family, Your Child, Your School:

An Individualized Approach to School Selection

We will be talking about: 

--Why there is no perfect school - and why that is OK

--How to examine your personal core values about what makes a quality education

--How prioritizing those values can help you find a "best fit" school

--Leaving plenty of time for questions and answers from an experienced educational consultant

Can't wait to see you!

The Fourth First Day of School

People spend time thinking about their child's first day of Kindergarten. We think about how to make the day not too long so they don't get overtired. We help them make a friend before the first day, so there is a familiar face in the yard to play with before the bell rings. We make sure that one parent takes the morning off to hold their hand on the way in and sit in circle time for a little while - to make the transition a little easier.

But I wonder, if people think about the first day of second grade, or the first day of fifth grade - or even middle school - the same way.

My daughter is getting ready to have her fourth first day of school - the beginning third grade. As I have written about before (here...and here...maybe it is a little bit of a theme) Lily isn't the best at those first days. In fact there is a *WHOLE* warm up routine that she has before a first day begins - even though all her first days have been at the exact same, teeny tiny elementary school (without any known trauma). But for her - it is still hard. Even though she has a friend, even though she knows the school, even though she can find her classroom without help....the fourth first day is still anxiety provoking for her - and others. So I think - what can we do for kids like them?

By treating it like the first, first day of school - with some modifications. (I am pretty sure your middle schooler doesn't want you sitting in on their first English class of the day - so let me explain.)

For example, I think when we drop our kids off at Kindergarten we picture in our heads what we are expecting them to do that day. We are sensitive that we are:

--Dropping them off with unknown adults.
--In a new place.
--With maybe one familiar friend (or maybe none).
--Asking them to "do work" instead of play in the sand all day.
--Do what they are asked to do all day.
--Start something new. Unknown. Exciting. Scary.
--Asking them to be brave.

The "newness" of school is different for an older child - they have a friend, they know where to go to the bathroom, that there will be a schedule and some work to do. They know what school *is*. But if we really consider it - we are still asking them to be brave. To start something new, unknown - that can be scary and exciting at the same time. We are asking them to leave behind some of the freedom of summer and do what they are asked to do - all day. We are asking them to take a risk, to try something that they didn't necessarily sign up for - and that can be hard work.

So we help. We set up a few play dates before school starts so old friendships seem refreshed and strong on the first day. We "drop off some forms" at school with them and spend a little time on campus, noticing new paint on the walls, or a new bulletin board. We listen to them.  Snuggle them as the worries come out about the change -  the new teacher, the new classroom, the new work expected of their new grade. We put them to bed on time - for a whole week before school so they aren't exhausted on the first day of school. We take the day off of work - to linger (at a distance) during the morning drop off, or to hold a hand if necessary. We leave time for a healthy breakfast and pack some favorite food in their lunch to sustain them through the day. We think about what we are asking them to do - and we help make it a little easier.

How are you helping?