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Post by retired on Sept 17, 2016 6:36:04 GMT -6
gentsandpios The previous thread was locked but I just wanted to address your comment. Yes, absolutely administration and faculty CAN and DO impact a school's performance and culture. You had just mentioned "macro" and "micro" levels and as I said, sadly, when viewed on a macro level, the #1 determinant of a school's performance is the socioeconomic classification of its students. Put another (and scarier way for those in the teaching profession) an argument could be made that within the United States current education paradigm , teachers/teaching doesn't really matter.
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Post by Deleted on Sept 17, 2016 6:53:41 GMT -6
gentsandpios The previous thread was locked but I just wanted to address your comment. Yes, absolutely administration and faculty CAN and DO impact a school's performance and culture. You had just mentioned "macro" and "micro" levels and as I said, sadly, when viewed on a macro level, the #1 determinant of a school's performance is the socioeconomic classification of its students. Put another (and scarier way for those in the teaching profession) an argument could be made that within the United States current education paradigm , teachers/teaching doesn't really matter. Or you could say the teaching in most schools is about the same, and "smart, wealthy" kids will thrive no matter what school they are in.
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Post by btown on Sept 17, 2016 8:07:58 GMT -6
gentsandpios The previous thread was locked but I just wanted to address your comment. Yes, absolutely administration and faculty CAN and DO impact a school's performance and culture. You had just mentioned "macro" and "micro" levels and as I said, sadly, when viewed on a macro level, the #1 determinant of a school's performance is the socioeconomic classification of its students. Put another (and scarier way for those in the teaching profession) an argument could be made that within the United States current education paradigm , teachers/teaching doesn't really matter. Or you could say the teaching in most schools is about the same, and "smart, wealthy" kids will thrive no matter what school they are in. Do not like the words "smart, weathly". That is saying that is the only two group that will be successful. Parent support I think would better way of saying it. If the Parent supports their their child and supports the school the student will be more successful. But what I see is parents look for schools that have adminstrators that will work with them and want there kids in that type of enviroment. Schools with discipline, parents that are involved with move into those schools and parents that blame their kids problems on the school and teacher move their kids out of those schools.
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Post by gentsandpios on Sept 18, 2016 16:06:04 GMT -6
gentsandpios The previous thread was locked but I just wanted to address your comment. Yes, absolutely administration and faculty CAN and DO impact a school's performance and culture. You had just mentioned "macro" and "micro" levels and as I said, sadly, when viewed on a macro level, the #1 determinant of a school's performance is the socioeconomic classification of its students. Put another (and scarier way for those in the teaching profession) an argument could be made that within the United States current education paradigm , teachers/teaching doesn't really matter. Retired I understand your point and grasp of the larger body of research data. However I have seen locally where administrators don't address discipline issues in the class that teachers report because they say "that is the way those kids act and needs to be accepted not to hurt their self esteem". This leads to teacher frustration and burnout. When new administrator brought in to the same school and behavior is not tolerated those same teachers are reenergized and the overall scores of the school improved. Now I don't know what happened to little Johnny that couldn't act appropriately under first administration. It could be he towed the line and improved or it could be he fell through the cracks and will never be successful. But when I referred to macro level I was speaking within that one school environment which in hindsight is micro level within the school system. Thanks for chance to have rationale conversation on this topic.
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Post by btown on Sept 19, 2016 9:36:55 GMT -6
gentsandpios The previous thread was locked but I just wanted to address your comment. Yes, absolutely administration and faculty CAN and DO impact a school's performance and culture. You had just mentioned "macro" and "micro" levels and as I said, sadly, when viewed on a macro level, the #1 determinant of a school's performance is the socioeconomic classification of its students. Put another (and scarier way for those in the teaching profession) an argument could be made that within the United States current education paradigm , teachers/teaching doesn't really matter. Retired I understand your point and grasp of the larger body of research data. However I have seen locally where administrators don't address discipline issues in the class that teachers report because they say "that is the way those kids act and needs to be accepted not to hurt their self esteem". This leads to teacher frustration and burnout. When new administrator brought in to the same school and behavior is not tolerated those same teachers are reenergized and the overall scores of the school improved. Now I don't know what happened to little Johnny that couldn't act appropriately under first administration. It could be he towed the line and improved or it could be he fell through the cracks and will never be successful. But when I referred to macro level I was speaking within that one school environment which in hindsight is micro level within the school system. Thanks for chance to have rationale conversation on this topic. Little Johnny either falls through the cracks or parents move and say administration is picking on their son.
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Post by iknownuthing on Sept 23, 2016 12:02:27 GMT -6
Retired I understand your point and grasp of the larger body of research data. However I have seen locally where administrators don't address discipline issues in the class that teachers report because they say "that is the way those kids act and needs to be accepted not to hurt their self esteem". This leads to teacher frustration and burnout. When new administrator brought in to the same school and behavior is not tolerated those same teachers are reenergized and the overall scores of the school improved. Now I don't know what happened to little Johnny that couldn't act appropriately under first administration. It could be he towed the line and improved or it could be he fell through the cracks and will never be successful. But when I referred to macro level I was speaking within that one school environment which in hindsight is micro level within the school system. Thanks for chance to have rationale conversation on this topic. Little Johnny either falls through the cracks or parents move and say administration is picking on their son. Little Johnny does not fall through "the cracks", he drops out of school in broad daylight a social deviant of his own decision and accord, ends up in Angola because he has been lead to believe the world is against him, unfair and nothing is his responsibility. It's not my fault!!!!!!! I am not guilty!!!!!!
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