Teacher of the Year Archives

A Teacher's Journal 48: Thank You for Listening!

I've been putting this journal off for hours this weekend because it's the last that I'll write as the Wake County Teacher of the Year.

Isn't that amazing?

It seems like only yesterday that I wrote my first entry, beginning a weekly routine that I have honestly enjoyed. On a personal level, writing here has been a source of great pleasure for me. I've used my time behind the keyboard to reflect on my beliefs and to refine and revise my own thinking. It has been a quiet, creative process, feeding me and helping me to grow as both a teacher and as a leader.

Professionally, this forum has allowed me to spark the minds and hearts of all of education's stakeholders. It became clear early on that I was touching nerves as parents, teachers, business leaders and community activists left messages of support and criticism time and again. I checked my feedback comments every day to see how others had reacted to my thinking. Creating work that resonated with others was my single motivation and my greatest reward.

Having my ideas picked up by local newspapers and discussed on radio stations left me jazzed time and again. As a passionate advocate for educators whose email auto-reply has often been "Hear our Voices, Honor What We Know," lending a teacher's understandings to conversations defining our profession has been an opportunity that has given me great satisfaction.

Now, it is an opportunity that is ending and I'm feeling a strange sense of sadness. I'm not quite sure what I'll do with two extra hours I'll have now that I don't have a weekly column to create. I'll miss modeling writing for my sixth grade students and the chance to share their successes with you. I'll miss celebrating teaching and documenting what it is that we do each day. I'll miss the chance to speak out about challenges facing our district and to shape our direction in some small way.

What I am sure of, however, is that like every ending, my last entry marks a new beginning!

In the upcoming months, we'll have the chance to hear from other Wake County teachers, looking into their classrooms and learning from their experiences. I look forward to watching "A Teacher's Journal" continue to grow over the next few years and hope it will be joined by "A Principal's Journal," and "A Parent's Journal." Adding additional viewpoints can provide new perspectives, helping each of us to make informed decisions that are in the best interests of our children and our schools.

For me, all that is left to say is, "Thank you for listening!"

Posted by William Ferriter at 11:21 AM on May 08, 2006 | Leave Feedback

A Teacher's Journal 47: Every Child Deserves Our Best

When I was growing up, I loved my neighborhood school. Northwoods Elementary in Western New York was a place where I felt safe, where my classmates were the same year after year, and where parents were actively involved as tutors and PTA volunteers. It was a place that neighbors could rally around and come together for events, building a sense of unity that spread across subdivisions and throughout our community.

The teachers at Northwoods were nothing short of outstanding. I remember being involved in creative activities designed by Mr. Nowak and Mr. Tribula. Mr. Earl, who was my band teacher, challenged me time and again. Our school was consistently recognized for academic success because of the commitment of our teachers to continual growth, to one another, and to their students.

There was a feeling of belonging at Northwoods, and no one --teachers, parents, or students -- ever wanted to leave. I wouldn't have traded my time there for anything and I still drive by it when I'm home simply to remember. Every time I smile and get chills --sometimes I cry because my memories are so powerful.

What I couldn't have known as a child was that not all schools were like mine. I couldn't have known that there were schools on the other side of town where families struggled with poverty, and where those struggles bled into classrooms in the form of almost insurmountable personal and academic challenges for children.

As a child, I never knew that there were homeless children or families that couldn't provide basic supplies like books and calculators for their sons and daughters. No one came to my school cold or hungry. No one had moms and dads who couldn't help with homework at night because they were busy with their second (or third) jobs. I would never have guessed that there were children who had never been to a museum or who didn't visit the library every week.

And you know, I'm not sure anyone in my neighborhood knew how hard it was for teachers working in these other schools. Their days were demanding. Not only did they bear responsibility for teaching basic skills like reading and mathematics, they struggled to help students facing a myriad of disadvantages in buildings that were crumbling and in communities that didn't have the social power or financial resources to support them. There were fewer Mr. Nowaks, Mr. Tribulas or Mr. Earls in these schools -- and all but the most self-sacrificing left after a few years, looking for jobs in communities like mine.

What I know now is that these same challenges face teachers in many North Carolina schools today. Students of poverty need significant amounts of individual time and attention in order to master skills. To do this job well takes long hours and incredible personal sacrifice. As one of my colleagues working in a North Carolina high-needs school recently wrote, "We constantly all stay late and go home exhausted from strategizing and planning for our students. Even small changes can collapse our fragile house of cards some days."

As a result, high-poverty schools struggle to attract and retain accomplished educators. Despite what we know about the impact that quality teaching has on student achievement, students of poverty are still less likely to be taught by our best educators than students of wealth. Often, even when teachers feel strongly called to these schools, they cannot find the critical mass of like-minded professionals they need to build a community committed to excellence. Working in high-poverty schools often proves to be too demanding for all but the most committed members of the teaching profession.

How can we bring change to high needs schools? How can we ensure that an accomplished teacher works with every child in North Carolina?

The answer is both obvious and elusive -- By making schools of poverty places where accomplished teachers want to teach.

We need to begin by ensuring that our highest needs schools are led by our most accomplished administrators. When principals work to develop a positive relationship with their faculties, the entire school benefits from the sense of collegiality. As researcher Linda Darling-Hammond has written, effective school leadership has a "magnetic" effect, attracting accomplished teachers who are searching for environments that will allow them to reach their peak performance level. Data from the North Carolina Teacher Working Conditions Survey supports Darling-Hammond's assertions -- fully 30% of our state's teachers cite school leadership as a significant factor in their decision to stay or to leave their current buildings.

We can also provide accomplished teachers with the professional flexibility to do what it is that they do best: identify needs and then design instruction tailored for the students in their classrooms. Rigid attempts to control the work of teachers in high-needs schools chase away motivated educators who thrive on the mental creativity of the act of teaching. As another colleague recently wrote, "If I'm allowed to utilize my teaching expertise -- to draw from what it is that I know will engage and stimulate my students -- then students will achieve at levels that no one could dream of. It is only when I'm hampered that I can't do what it is that I do best."

We can provide additional time and training to teachers in our highest needs schools and communities. Meeting the academic and social demands of children living in poverty requires a set of skills that few educators -- regardless of level of experience -- are prepared for. Opportunities to engage in high quality, teacher-driven professional development during the course of the school day and year will help to ensure that teachers in high needs communities experience success with economically and culturally diverse student populations.

We can restructure high needs schools as learning communities where collaboration is valued and encouraged. Our most accomplished practitioners are dynamic and thoughtful, driven by a desire to examine and perfect their craft. Fear of stagnation is great, causing especially proficient teachers to seek out settings where professional growth is valued and where teachers have ample time to work together with a shared sense of purpose and commitment. Schools with poor working conditions rarely have a strong core of highly adept teachers and have little capacity to attract them.

Finally, we can reconsider the use of external accountability models that result in schools of poverty being labeled "failures" in the eyes of the community. We do little to emotionally reward teachers who work in high-needs buildings and our current bonus system is loaded in favor of teachers in less demanding schools. Such systems only serve to demoralize teachers and to discourage them from accepting difficult assignments.

Looking back, I'm challenged by my neighborhood school experience. Sometimes I wonder, "Was I successful only because my parents were able to move into the right home in the right neighborhood with the right school?"

Neighborhood schools worked for my family but who did they fail? Wouldn't every parent -- if they could -- have chosen to move into my neighborhood? I don't know the answers to these haunting questions, but I do know that we have a responsibility to all children.

Meeting that responsibility will require that students of poverty attend outstanding schools with accomplished teachers -- just like I did. Meeting that responsibility will require creative thinking and additional support for high priority buildings and communities. Finally, meeting that responsibility will also require that education's stakeholders -- parents, teachers, policymakers and community leaders alike -- commit our best energies to an effort that is too important to overlook.

Posted by William Ferriter at 01:17 PM on May 03, 2006 | Leave Feedback

A Teacher's Journal 46: Political Arithmetic

My students are intrigued by Evo Morales, Bolivia's recently elected leader and self-proclaimed "nightmare for the US." We've tracked Evo's rise to power over the past several months, fascinated by his unpredictability and his disdain for wearing suits when meeting world leaders!

Also interesting to my students was the fact that Mr. Morales was the first indigenous candidate to ever be elected leader of a modern South American nation. We talked about the vast differences in the economic standing of the native people in Bolivia and the descendents of European settlers. We compared the lifestyles of native Bolivians to Native Americans, and imagined a day when a Sioux, Iroquois or Lumbee Indian would rise to the top of the political world in America.

While somewhat frightened by the links developing between Morales and Hugo Chavez of Venezuela (who has turned us off with his unrelenting criticism of the United States), the majority of my children thought that it was neat that a native Bolivian had become president. They truly believed that Evo would do great things for the indigenous tribes of his nation and that representation for the poor was not only fair but also essential.

That belief led to one of the most interesting lessons I've taught all year. During one of our classroom current events, I introduced students to an article titled "Bolivian President Halves his own Salary." (http://news.bbc.co.uk/2/hi/americas/4652940.stm) As we read through the story, we learned that during his campaign, Morales had promised to cut his salary -- if elected -- in half to symbolically "share the burden of the poor." What's more, he had promised to use the savings to increase the number of doctors and teachers in his nation. True to his word, Evo had cut his salary by 57% -- to $1,800 a month.

My students were enamored with the decision, instantly convinced that Morales had a depth of character unmatched by the world leaders of other nations and were ready to start a letter writing campaign to President Bush, Governor Easley and Senator Dole calling for cuts in the salaries of America's elected officials in order to pay for more teachers and doctors here! "See, he really is a good guy Mr. Ferriter," they argued.

On the surface, my students were right. Morales had certainly made what appeared to be a courageous decision in the interest of helping the people of his nation. My children were making a critical mistake, though. They were accepting a statistic as convincing evidence without digging below the surface. and that was a mistake that I wasn't about to allow them to make! We've worked hard this year to look critically at news articles and to ask challenging questions before making decisions.

"Guys, before we can truly know if Morales is truly interested in 'sharing the burden of the poor,' what else would we need to know?" I asked. "I mean, Evo's claims sound really good, but should we just believe everything he's saying without question?"

Ideas started to fly immediately. "We'd need to know how much the poor really make in Bolivia," James* answered.

With a little online research and some simple math we learned that even after cutting his salary, Evo Morales would be making almost 23 times as much money per year as the average Bolivian -- who makes $960 dollars annually. "Wow Mr. Ferriter, he's making twice as much every month as most people make every year. That's not sharing the burden of the poor," one child noted.

"Yeah, but I'll bet that George Bush makes tons more than the average American does too. Can we look that up now, Mr. Ferriter?" asked Anthony*

What we found destroyed the warm feelings that my students had developed for Mr. Morales. You see, while President Bush's annual salary of $400,000 sounds relatively impressive compared to Evo's, it is still only 10 times as much as the $42,000 that the average American earns annually. Annah* summarized the thoughts of the group when she said, "He's ripping his people off but looking really good while doing it! That's not sharing the burden of the poor!"

This discovery was almost electric to my students! They were completely jazzed to learn that people could use statistics to paint tarnished pictures of reality. It was a lesson that I'm sure they will remember for years to come and it was a significant step towards becoming a critical consumer of information that I'm glad that I was able to facilitate.

What I worry about is that far too many Americans have yet to make this discovery. Our tendency is to read a statistic and to accept it without question. We have an almost dangerous level of blind faith that a numerical representation of reality holds an undeniable level of truth. As a result, our ability to make informed decisions is greatly compromised by the differences between what we believe to be true and what is reality.

I see evidence of this all-too human weakness in the misuse of education statistics nearly every week. Consider the recent conversation that one of my colleagues had with a neighbor who passionately argued that Wake County didn't need any additional funds to build schools because of the new education lottery in our state. "You got your lottery," she stated, "So you won't get another dime from me. I'll never vote in favor of a bond. Period!"

What she failed to understand was that the lottery in North Carolina is likely to generate a total of $400 million dollars statewide this year. Of that $400 million, Wake County is likely to get $9.2 million dollars. While $9 million dollars is not an insignificant amount of money, it is less than half of the costs of building one elementary school ($23 million) and in a county that adds over 6,000 students a year, it is woefully insufficient!

National education statistics are no less immune to misinterpretation. A good example is the growing wave of panic building (http://www.edweek.org/ew/articles/2006/01/04/16engineer.h25.html?querystring=engineering%20graduates) behind the idea that the United States is losing its competitive edge in engineering to China and India. While numbers vary depending on how you define "graduates," fair comparisons have the US trailing China by over 200,000 engineers annually -- 137,400 to 351,500.

Looking only at these numbers would give anyone a reason to pause. But when you take total population into account -- China has over 1.3 billion citizens while the US has slightly fewer than 300 million -- is there any surprise that China leads in the number of engineering graduates? Using simple totals for comparison, it's likely that China leads in every category of graduates -- and probably in dropouts too!

I'm also constantly frustrated by the overuse of rankings as a common form of statistical comparison. They are quick and easy numbers that people immediately accept as true -- and they make for great headlines! Take SAT scores for example. Would a headline reading "North Carolina ranks 41st in the Nation on the SAT college entrance exam" get your attention?

Technically, that statistic is accurate (http://www.midwestsites.com/stellent2/groups/public/documents/pub/mws_am_ed_000924.hcsp). In 2005, our state's 1010 SAT score was only better than that of nine other states. Should we begin ratchet up the pressure on our high schools? Many would argue yes!

When you look closer though, you'll notice that out of the top twenty-five ranked states, only two tested more than 30% of their high school seniors. In Iowa (the top ranked state with a 1204 score), only 5% of seniors took the exam. How would that affect comparisons with North Carolina, where almost 75% of our high school seniors took the exam?

Gerald Bracey traces the origins of the term statistic in his new book Reading Educational Research (http://books.heinemann.com/products/E00858.aspx). What he found was fascinating to me: "In seventeenth-century England and France, some people took to collecting numbers that they thought reflected the health of the state....They came to be called statists and the numbers they collected were first called political arithmetic and then statistics."

Political arithmetic seems to be a painfully appropriate description of the way that statistics are being used in today's world! Regardless of where they fall on the political spectrum, writers are resorting to the careless use of numbers to influence people's opinions. Partial truths that support a particular viewpoint have become the norm, muddying the quality of conversations that communities can have about essential issues.

We have an obligation to work through this bias to determine the truth before rushing to critical decisions -- especially when considering the performance and the needs of our schools!

Posted by William Ferriter at 08:35 AM on April 24, 2006 | Leave Feedback

A Teacher's Journal 45: The Power of Professional Conversations

I am an outstanding teacher. Period. End of conversation. My college professors told me that I was, my students over the past 12 years have told me that I was, and my administrators have told me that I was. Who am I to argue?

And if you haven't already figured it out, I struggle with humility. I like being good at what I do and I feel that I've earned the right to be confident -- all right, confident times ten -- because of the time and energy that I have invested in my own professional growth. The countless hours of reading and reflecting have given me the unique ability to be right about 99 percent of the time when it comes to professional decisions.

But I was wrong the other day -- incredibly wrong. What's worse is that I was wrong about something that I was pretty sure that I was right about! Confused yet? Let me explain.

For the first time in my career, I am working in a school that is functioning as a professional learning community. We are committed to looking carefully at our instructional practices with the goal of pinpointing what works with our students. When we identify the best of what we are doing, we try to amplify that knowledge by sharing it.

A current focus for my professional learning team (which consists of 4 other sixth grade language arts and social studies teachers) has been on the best ways to engage children in challenging classroom conversations. We have decided that we want our students to be active creators, rather than passive recipients, of new understandings.

In the course of our planning meetings, my colleagues had proposed that we begin to use Paideia seminars with our students. I almost choked when I heard the idea proposed and switched almost immediately into attack mode!

You see, over the years I've grown to see Paideia as an educational buzzword. I'd heard about this wonderful "innovation" nearly ten years ago. After sitting through some terrifically ineffective staff development sessions and watching some even more ineffective seminars carried out by well-intentioned colleagues, I'd made up my mind that Paideia was something that my students could live without.

As we planned, I threw every objection that I could think of out immediately. "Students can't effectively moderate their own conversations," I argued. "The students in the outer circle are completely disengaged during seminars. What's more, the size of the inner circle allows students to sit and do nothing." My teammates, however, didn't budge.

"If the teacher has to sit on the sidelines during the conversation, who is going to challenge the students' thinking?" I continued. "What's more, who is going to challenge their incorrect statements? What are we supposed to do...allow kids to talk about incorrect information for 50 minutes? What damage will that do to their understanding of content? I just don't buy this Paideia stuff," I said at the end of a very difficult planning meeting.

That's when the women that I work with went into a full court Paideia press that would have made Mortimer Adler and Socrates himself proud! For a week, I found copies of articles about the value of seminars in my box. I got email from colleagues in other departments about how successful seminars could be. My principal dropped a copy of The Paideia Proposal in my box, and most incredibly, my assistant principal's mom (a staff developer in another county that uses Paideia regularly) contacted me to offer support.

When my team continued to stand against my position, the real truth came out: "Besides," I said, "I have a better way of doing classroom conversations." My stand against Paideia had little to do with any real understanding of the practice. My stand was based on my belief that the classroom conversations that I had been conducting for years were effective and on my unwillingness to change something that I was comfortable with.

I was stuck at an important crossroads. I really enjoy the collaborative work that we have been doing in our building this year. I believe in the power of sharing best practices and know that if we are to succeed as a learning team, each of us has to reexamine what it is that we have done for years -- including me. We have to trust one another and be willing to take risks.

And that is what I decided to do. I took an instructional risk. I read as much as I could about Paideia (although I still refuse to use the term...to me, Socratic Seminars are less "buzz-wordy"). I listened to how my colleagues implemented seminars and looked at the materials they used with their classes. I asked countless questions from teachers that had finished their seminars. "Did it work?" I wondered. "Were the kids in the outer circle bored? Were the kids in the inner circle able to carry the conversation? What about your low-performers?" I probably spent 20 hours thinking about that one lesson.

When the day of my first seminar came, I was still doubtful. I knew that I had prepared my students for the format of the lesson and had done as much as I could to prepare myself. I had all kinds of contingency plans in place. I knew what I would do if the kids weren't able to moderate their own conversation. I knew what I would do if the outer circle looked bored and I knew what I would do if kids started to argue or share information that was inaccurate.

But none of those things happened! My students greatly enjoyed our seminar and were able to do all of the things that I was convinced that they wouldn't be able to do. They engaged each other in meaningful ways, questioned their peers and worked together to examine content and create knowledge without me! In the past month, we've done two additional seminars with even more success, and I'm officially a self-professed Paideia convert!

I've taken some friendly abuse from my co-teachers lately. They love to remind me of my ardent anti-Paideia position any chance they get. And I'll admit, I've been humbled. I'm not used to being wrong, you know. But what I'm most amazed by is the realization that if I had not come to my current school, Paideia would never have become a part of my instructional practice.

In the traditional schools where I spent the first 11 years of my career, teachers were isolated. While they might occasionally share ideas and talk about what they are doing in their classrooms, there is no formalized expectation that teachers will work together to identify and amplify best practices. Each individual makes decisions, over time falling into predictable patterns using strategies that they are comfortable with.

Professional learning communities are different. Teachers agree to work together to examine and to reflect, collaborating in ways that are often foreign in our profession. The focus of teacher learning teams is on identifying what works for students. Shared knowledge is valued above all, and teachers have to be willing to open their practice to review and revision. This collaboration leads to growth and to change -- even in those of us who know that we're right -- and holds great power to reform what happens in our schools.

If PLC's have the power to improve the instructional practice of our most accomplished and experienced teachers, hasn't the time come for all schools to begin functioning as professional learning communities?

Posted by William Ferriter at 11:31 AM on April 17, 2006 | Leave Feedback

A Teacher's Journal 44: One Teacher's Point of View on Year-Round Schooling

I got an interesting phone call this week. A reporter got me on the line and asked, "So I've been following your blog and haven't seen you write anything about year-round schools. How do you think most teachers will respond to the possibility of a large-scale conversion to year-round education in Wake County?"

Talk about a challenging question, huh?!

Even though I've worked on a traditional calendar for my entire career, I wasn't sure I even knew where to begin. After all, I'm only one teacher with one point of view that is heavily influenced by my life-circumstances. I'm not a parent yet, I'm deeply committed to teaching as a profession, and I've got 17 years until I can retire! Each of those factors shape the way that I look at all issues. I'm certainly not capable of speaking for teachers who find themselves at different points in their lives or careers, but personally, I see many advantages in the year-round schedule.

First and foremost, I believe that year-round calendars provide a built in opportunity to offer remediation experiences for students struggling to master basic skills or enrichment opportunities that extend learning for high-achievers. In many ways, I wonder if we've limited our capacity by holding to a 180-day school schedule designed for an earlier time. Whether offered by the school system or companies interested in capitalizing on a new market, intersession academic programs hold real promise. They may also create new opportunities for teachers to supplement their incomes, addressing a major concern that many young teachers have with a year-round schedule.

I also know that by the end of each school year, I'm mentally and physically spent from the grind! Believe it or not, teaching is demanding work. We are constantly "on," working with roomfuls of children who each bring their own set of strengths and weaknesses. Finding ways to individually tailor instruction to each child is our most important -- and difficult -- task. As one of my colleagues recently wrote, "We constantly stay late and leave exhausted from strategizing and planning for our students. Even small changes can collapse our fragile house of cards some days." As a result, I think the built in breaks provided by a year-round schedule would extend my career in the classroom.

When I look at three-week intersession periods from a teacher's perspective, I see other opportunities as well. What if interested teachers could choose to work 11-month contracts and spend time engaged in meaningful professional development over the course of these "breaks"? Could we build the intellectual capacity and human capital of our system in this way? I know that I'd jump at the chance to examine and perfect my craft throughout the course of a school year and add a month's pay to my salary at the same time!

Are there weaknesses in a year-round schedule for teachers who are used to a traditional calendar?

Sure.

We need to consider the needs of specialists and physical education teachers who often automatically become twelve-month employees when schools are converted. Teachers in these positions don't enjoy the same opportunities for time off as core area teachers and serve increased student populations as well. Burnout and increased turnover rates for these experts are a very real threat that cannot be underestimated.

We also need to ensure that there are ample opportunities for faculties to work together to build a shared sense of purpose and commitment. Without a unified vision and direction, schools will struggle to produce the kinds of gains that we have grown to expect in our community. Because there are few times that all staff members in a year-round school can work as one, extra attention will have to be paid by administrators to developing a strong core of faculty leaders that can bring continuity to the teachers of different tracks.

Other details are also essential to address. Teachers must be guaranteed the opportunity to work on the same track as their children or spouses. While this may pose initial challenges because of the number of teachers involved, to do otherwise would be a significant issue. Colleges must adapt too, developing continuing learning opportunities tailored to the changing schedules of educational professionals. A change that will affect thousands of school employees is bound to have other "ripple effects" that will require flexibility and creative thinking to resolve as they arise.

All in all, though, I'm convinced that Wake County's traditional-calendar teaching force will approach any changes in scheduling with a sense of optimism. Collectively, we will adjust and continue to provide the high-quality instruction that has drawn national attention to our system over the past decade.

Now how will parents or taxpayers respond to a large-scale conversion to a year-round schedule?

That's a blog for someone else to write!

Posted by William Ferriter at 05:10 PM on April 10, 2006 | Leave Feedback

A Teacher's Journal 43: Marty Berry

I was a pretty typical 15-year-old boy, I think. On the outside, I was a hard-working, studious well-mannered kid. I did my homework, participated in class and followed the rules of my teachers and my principal. I was involved in several out of school activities, had supportive parents and a small group of friends that I valued greatly.

But below the surface, I was something else completely. I was an insecure kid looking for a place to belong in the social nightmare that was high school! I never felt quite comfortable in the halls and would have given anything to have a place to "hang out" in between classes, looking cool and feeling as if I were a part of something bigger than myself. Between classes, I would walk past groups of athletes, preps, hoods and cheerleaders, envying the "togetherness" that they seemed to share. I would have traded most anything for their popularity and friendships.

That's why I was totally jazzed when Marty Berry*, one of the biggest freakers in the school, warmed up to me in English class one day. "Hey Billy Bob," he said as he sat down on my desk, "What's shakin'?" Trying to play it cool, I shot the breeze with him for ten minutes before class started. By the time Mr. Marong showed up and told us to dig out our textbooks, he'd offered me a spot at his lunch table.

The next week was a blur. I found myself following Marty and his pals wherever I could, but I never quite felt comfortable. It would have been easy for anyone to figure out that I didn't belong in the freaker crowd -- they were fighters, drug users, and poor students while I was neatly dressed, wouldn't think of using drugs and had never been late for a class. To me though, even an awkward peer group was better than none. At least I finally had a place to "be" in the hallways between classes.

What I couldn't see was that Marty and the boys were only using me for entertainment. What could be more fun than having a geek hanging around! It's even more fun when the geek has no clue that you're laughing at him each time he walks away, right?

The fun for me ended quicker than I had planned. Marty came to English class one day with a can of "body odor" spray he'd picked up at a gag store hidden under his shirt. Twenty minutes into class, I was soaked with the foulest odor imaginable and the class was in stitches. I'd gone from being on the fringes of popularity to being a laughingstock in front of an entire room of my peers. It was nothing short of humiliating.

But my pain didn't end there. Word spread through the ninth grade as fast as the stink. Girls turned up their noses, pretending to be completely offended by my hygiene habits and guys celebrated what they thought was one of the best pranks of the year. The worst was walking past Marty and his gang in the hallway. They were merciless and I had never felt more alone.

It would be easy to argue that the pain of that event hasn't ever ended for me. After all, Marty is still on my mind nearly twenty years later. While physically I was never threatened by his actions, the sense of betrayal was equally damaging and has never been forgotten. His is a story that I share with my students every year. I want them to realize that the moments of meanness that happen between students in schools every day are hurtful and that they have a responsibility to stand up to the Martys of the world.

As parents and teachers, we share that responsibility. By working to raise awareness of bullying and to support safe schools, we can ensure that fewer children experience the meanness that in many ways shaped my high school experience.

*Name has been changed by the author.

Posted by William Ferriter at 08:56 AM on April 03, 2006 | Leave Feedback

A Teacher's Journal 42: Paying Teachers Differently

One of the great debates that remain in public education revolves around teacher compensation. Ask anyone about teacher pay, and they'll have a passionate opinion ranging from "teachers are woefully underpaid," to "teachers aren't earning their keep!"

Florida jumped head first into the debate recently passing a controversial new teacher compensation program called E-Comp. Under E-Comp, all Florida school districts must "identify the top 10 percent of each variety of teacher and award them a 5 percent salary supplement." Student growth scores on Florida's end of grade tests will determine the top educators in tested subjects, and new standardized measures will be developed for subjects not yet tested. Designed to introduce "competitive pressures" to education, the plan is seen as a "landmark in the efforts to restructure American schools."

So how do I feel about Florida's plan?

I think we've been lulled again into believing that standardized testing is the quick-fix solution for all of education's ills.

Like anything that seems "too good to be true," assessing teacher performance solely through standardized testing results is on oversimplified approach to an incredibly complex task. A reliance on testing overlooks other forms of "achievement" that parents and communities expect from their children. How do we measure intangibles like increased motivation or creativity that teachers impart to students each day? What about artistic growth? Character development? Do these traits get pushed even further aside when standardized testing becomes an important part of teacher compensation decisions?

What's more, I worry about the damage that will be done to the culture and climate of schools where teachers are competing with one another for bonuses. Some of the most significant growth opportunities that I have had in my twelve-year career have come from the collaborative work that I do with the teachers on my hallway. We regularly introduce one another to new instructional practices and work in tandem to improve on what it is that we do with students. We share data, look at new strategies, and push one another daily. In fact, my peers shared two of my most effective instructional strategies --Socratic seminars and digital current event instruction -- with me in the past two years.

I question whether or not any of these positive behaviors would continue under Florida's plan. Instead, teachers would tend to keep successes with students to themselves in order to protect their place in "the top ten." Amplifying instructional accomplishments across entire grade levels or schools -- something that happens regularly in my building -- wouldn't make sense in a competitive workforce. While high-flyers would be rewarded, their impact on colleagues would be diminished significantly. Schools will become more isolated and teachers would see one another as adversaries rather than peers.

Finally, standardized test results simply are not "fool-proof." Ask anyone who has been wrapped up in the recent SAT struggles! No fewer than 5,000 student scores were incorrectly reported in the last administration of the exam with errors ranging from 10-450 points. If an exam that is often described as the "Cadillac of standardized testing," can be flawed, then we must be cautious when using test scores as the only source of data to make any high-stakes decision.

Don't get me wrong: The time has come for revising the way that we compensate teachers. The single salary schedule, where raises are predetermined and based solely on years of experience and college courses taken, isn't serving anyone -- taxpayers, teachers or students -- anymore.

And I believe that teachers must be willing to accept accountability for student achievement. For too long, we have resisted the idea that we bear responsibility for the academic success of our students. We are quick to point out that children come to us from different backgrounds and with different sets of skills, claiming that these variables trump any kind of impact that we may be able to have as teachers. "It's my job to present information," some teachers say. "It's not my job to guarantee that students learn."

Such arguments against using student achievement as a component of teacher evaluation and compensation cheapen our profession. They are admissions that we aren't sure of our abilities to shape students in positive ways regardless of personal circumstances and they overlook one of the single greatest variables influencing student success-- the quality of a child's classroom teacher.

I just want to see new plans for paying teachers developed that reward collaboration and promote positive practices in schools. By doing so, we're more likely to benefit all students -- rather than just those served by the top ten percent of our profession.

Posted by William Ferriter at 01:15 PM on March 27, 2006 | Leave Feedback

A Teacher's Journal 41: Teacher Working Conditions Survey

Fill in the blank:

One of the single most important factors to a child's success in schools is _______________.

Did you answer "the quality of his/her classroom teacher?"

If so, does it shock you that North Carolina has to replace nearly 12,000 teachers every single year due to turnover?

The magnitude of this number is amplified by the fact that North Carolina's teacher preparation programs supply only about 60% of our teachers. We are in the unenviable position of having to hire almost 40% of our teachers from out of state. What's more, turnover rates for teachers in the first five years of their careers hover slightly above 50%. Needless to say, staffing our classrooms with highly accomplished educators is becoming an issue that we can no longer ignore.

So why do teachers leave the profession?

Many would argue that low salaries drive teachers from our classrooms, and in many ways I would agree. Teachers do professional work and deserve professional compensation. Increasing salaries would likely attract more candidates to education and keep motivated young educators in our classrooms. Despite great success in my career, I still struggle to make ends meet and that is incredibly frustrating.

But national level research on teacher attrition has discovered that poor salaries are only one source of dissatisfaction listed by teachers who leave the profession. Factors such as poor administrative support, lack of faculty influence, constant classroom intrusions, and inadequate facilities and resources are often cited by educators as equally frustrating. Improving these working conditions could help to staunch the flow of teachers out of our classrooms.

These findings were supported eloquently by one of my colleagues in the Teacher Leaders Network who said:

"While I'd love to be paid more, no amount of money could make me teach if these conditions (effective school leaders, professional flexibility and a culture of collaboration) are not present in the schools where I work."

Thankfully, our state's leaders have created a tool to address these conditions! Since 2001, teachers and principals have had the opportunity to complete a biannual "Teacher Working Conditions" survey designed to identify the workplace factors that most affect a teacher's decision to stay or to leave. 68 questions cover teacher perceptions in five general domains critical to workplace satisfaction: time available to complete essential tasks, teacher empowerment, school leadership, professional development, and school facilities and resources. Scores are collected on a five point scale ranging from strongly agree to strongly disagree. Then, responses are averaged by question and domain for analysis and reporting.

The findings from the survey have been incredibly convincing. Perhaps most importantly, direct correlations have been found between teacher working conditions and student achievement. Specific examples include:

1. For every 1 point increase in the average for the questions covering professional development, middle schools were 12.4 times more likely to move up one growth category (not meeting expected growth to meeting expected growth, or meeting expected growth to exceeding expected growth) in the North Carolina ABC accountability program.

2. For every 1 point increase in the average for questions covering school leadership, high schools were 48 times as likely to be in one of the top designation categories (Schools of Distinction, Schools of Excellence) under the North Carolina ABC accountability program.

3. For every 1 point increase in the average for questions covering facilities and resources, all schools were 2.8 times as likely to make adequate yearly progress under the federal No Child Left Behind accountability program.

To me, these findings make perfect sense because schools with the best working conditions are less likely to lose the "resource" that has the greatest impact on student achievement: accomplished educators.

Perhaps the most powerful aspect of North Carolina's Teacher Working Conditions survey is that data is collected at the school, district and state level. This level of customization allows individual communities to identify the strengths and weaknesses of each and every school serving their students. Business alliances, PTAs, school improvement teams and district level leadership can then work with the resources available in their communities to set priorities for improvement that are targeted and specific.

What's more, an online toolkit, funded by the Bellsouth Foundation, has been created to provide access to recommendations and resources that all of education's stakeholders can use to improve working conditions in each of the five domains. Using school level reports in conjunction with this toolkit, real change can happen with creative thinking and a willingness to work.

The next 2006 Teacher Working Conditions Survey will be completed between March 27th and May 1st. Teachers and school level administrators will receive access codes from their building's NCAE representative or Teacher of the Year. Additional information about the survey -- including school, district and state level reports from the 2004 survey -- is also available online.

What can you do to help?

If you are a teacher...

If you are a teacher, it is incredibly important that you complete the survey! In 2004, almost 34,000 teachers took advantage of this opportunity to speak out about the kinds of working conditions that currently exist in our schools. Without our voices, real change is impossible. It is also incredibly important for teachers to visit the Working Conditions Toolkit to learn about steps that you can take to improve working conditions on your own.

Critical details for teachers:

• The survey takes approximately 17 minutes to fill out.

• Your answers will remain completely confidential. The access code that you will receive is only designed to ensure that each person takes the survey one time. You can literally trade codes with another teacher before completing the survey if it makes you feel more confident!

• If you need more information about the survey, you can email the Governor's office directly at governor.education.policy@ncmail.net.

If you are a principal...

If you are a principal, it is incredibly important that you encourage your teachers to complete the Teacher Working Conditions survey. Schools with less than a 40% response rate will not receive a customized school level report. Consider taking time during a faculty meeting to complete the survey together. Also, visit the teacher working conditions website daily to monitor the percentage of your teachers that have completed the survey.

Critical details for principals:

• Teacher working conditions are the responsibility of all of a school's stakeholders! Engage parents, teachers and community leaders in the effort to improve the working conditions in your building. Strategies for each group are available online.

• Your school level report will be available online by the end of May. Consider making teacher working conditions a part of your next school improvement plan.

If you are a community member...

If you are a community member, it is incredibly important that you make yourself aware of the many roles that parents and businesses can play in improving teacher working conditions in your communities. Across America, PTAs and business alliances are working creatively to address the challenge of teacher turnover. Educate yourself about the survey and offer your time and energy to ensure that your local school can offer students capable and confident teachers!

Critical details for community members:

• A school will not receive a customized working conditions report unless at least 40% of its faculty members respond to the survey. Be sure to encourage the educators that you know to complete the survey. Let them know how important teacher working conditions are to you and your organization.

• Be an active participant in efforts to improve teacher working conditions in your town. Creative alliances in other communities have resulted in volunteer substitute programs providing release time for teachers, "Teacher in Residence" programs offering opportunities for educators to engage in real-world professional development, and professional mentoring programs supporting new principals. Find ways to support your schools -- students will be the ultimate beneficiaries!

Posted by William Ferriter at 11:42 AM on March 20, 2006 | Leave Feedback

A Teacher's Journal 40: What I Learned from Anthony

I lost my patience with a former student named Anthony* more than once. He was an intelligent kid who frustrated me by failing to do most of his homework and many of his major projects day after day. I spent a lot of time scolding him for being careless and had thought of him as lazy more than once.

So I wasn't surprised when he came to class one Monday without the writing assignment that we'd been working on for weeks. I sent him to the room across the hall to complete the work, fussing again. On the way out the door, he mumbled something under his breath. I stopped him in the hallway, intent on "having a warm conversation" with this irresponsible young man.

What I found in hallway surprised me. Through tears, Anthony told me that he struggled to get his homework done because he cared for his little brother each day after school while his mother was at work. He also helped with cleaning and other chores. With all of these other responsibilities, he just couldn't get his homework assignments finished. As he put it, "There's just too much to do."

I was ashamed that it took me so long to learn about Anthony's home life. I never took the time to ask why he wasn't doing his work, and took his failure to produce personally. His missing work often made me mad. I simply couldn't understand why a child wouldn't do ANY homework or projects despite my constant prodding. I even questioned his mother's interest and intent. After all, how could a parent fail to take action when her child had so much missing work?

Teachers have long taken this willful stance towards children like Anthony. We expect students and their parents to get things done regardless of life's challenges. We selfishly believe that there is nothing more important than our assignments. We preach perfection, saying things like, "There are no excuses for forgetting your homework," and, "Missing work is unacceptable in the real world!"

What we often forget is that the real world can be a challenging place for parents and students. Families are stretched. Parents work long hours to provide basic needs and children are often left to raise themselves. The "real world" is far from perfect, and succeeding in it is not easy for many.

Teachers must begin to truly listen to children, rather than making unfair assumptions. We must help children to find ways to succeed regardless of life circumstances. We must rethink the way that we grade our students, separating work behaviors from academics. We must recognize that every child (including those who seem the most uninterested) has a desire to do well and that no child wants to fail.

I learned a valuable lesson from Anthony. I learned to replace my willfulness with a willing, open approach to my classroom and my students -- to do otherwise would be to fail the students who need me the most.

*Student's name has been changed by the author.

Posted by William Ferriter at 09:57 AM on March 13, 2006 | Leave Feedback

A Teacher's Journal 39: Limiting Our Understandings

During the course of the sixth grade year, students learn to look at written works with a critical eye. We identify an author's position on topics and recognize elements of bias in pieces. We also practice making inferences -- drawing reasonable conclusions based on evidence in texts and our own background knowledge.

All of these skills are essential for developing readers, especially in a world where bias is everywhere! Commercials, advertisements, political speeches, and even news articles all seem to be heavily slanted at times. Without an awareness of how bias is used to influence an audience, children would be woefully unprepared to effectively participate in society.

To teach these objectives, I have begun sharing political cartoons with my students on topics related to the current events that we study each day. We've looked at cartoons related to the recent outbreaks of the avian flu in Europe, the struggles that the world community is currently having with Iran, and the continuing conflict between Hugo Chavez and the United States.

Besides providing unique opportunities for my students to identify attempts to influence others through the use of bias, political cartoons have proven to be incredibly motivating to my students. This excitement was probably best captured by one of my students who recently wrote, "Current events is, to me, addictive…I read the back of the News and Observer every day now (or at least the days the newspaper dude comes.) I have been going home and wasting ALL my computer time on political cartoons and trying to make inferences."

What my students seem to enjoy the most is seeing the different perspectives held by artists around the world on the same issue! I intentionally show students cartoons that express viewpoints on opposite sides of the same issue. "I like how every day we look at political cartoons," said one student, "because it shows how other countries feel about events that are happening in the world."

On Friday, we looked at a cartoon that my students found particularly engaging. In it, George Bush was portrayed as a mechanic trying to fix a car that was painted in a stars and stripes pattern. Unfortunately, the tool that the president had chosen to fix the car was a hammer and his efforts were doing more damage than good. A door labeled "deficits" had fallen off, the engine labeled "Iraq" hung by a thin cord and a tire labeled "floods" was cast aside.

Immediately my students broke into smaller groups to infer the artist's bias and to identify the ways that he was conveying his message to the viewers. Animated conversations happened in nearly every corner of my room and hands shot up quickly. The resulting conversation was nothing short of remarkable for a group of twelve year olds. It began when I asked, "Jim*, what did your group come up with?"

"Well, we think the artist is being critical of the way that America is trying to solve problems."

"How do you know? What in the illustration tells you that?" I pressed.

"George Bush is using the wrong 'tool' to fix the car in the picture," Jim replied. "We think that means that the artist believes he's using the wrong 'tool' to fix problems in Iraq too -- like he could have used compromise instead of war."

"And the engine is hanging by just a thin cord," added Paul. "Do you think that means that the artist thinks the situation in Iraq is about to totally fall apart?"

"Yeah!" said Rich, "and the sun is setting in the background. That probably means that something is coming to an end too. Maybe Bush's popularity?"

Then I pushed my students further. "Hey guys, what if this artist wanted to praise America's efforts in the world -- what would he have drawn then?"

Answers came immediately from every direction, "Oh, I know! He would have drawn a super nice looking car with a picture of the whole earth on it."

"And George Bush would look strong and brave and proud, too!"

"Or George Bush could have been drawn protecting the earth with a big USA shield and all of the problems could have been like missiles blasting into the shield."

For a teacher, moments like these are electric. Watching my students unpack a difficult topic with ease is exciting. More importantly, I was convinced that my students could identify bias, recognize how authors use analogies to share a viewpoint, and understand that pieces -- both written and drawn -- are often designed to persuade and influence, rather than objectively share facts.

What frustrates me, however, is that these same students have yet to "demonstrate mastery" on these objectives on the multiple-choice assessments that we regularly use to gauge progress over the course of the school year. In fact, looking only at the results of these practice assessments you could reasonably conclude that my instruction of these objectives has been faulty as our classroom average on such questions hovers at just above 50%!

How does this happen?

How can children who engage in deep and meaningful classroom conversations about bias and the use of analogies to express a viewpoint struggle to answer similar questions on multiple choice reading quizzes?

There are probably a variety of reasons including:

1. The level of background knowledge that students have about a particular topic: My students are deeply aware of current events because it is a significant part of my classroom instruction. This level of awareness helps them to "tease out" the underlying messages that authors are trying to share. Students rarely possess this same level of background knowledge about reading selections presented in standardized assessments designed beyond individual classrooms.

2. The level of motivation that students have for a particular activity: I never have to worry about the level of motivation that my students have when working with political cartoons. In fact, in a recent classroom survey 100% of my students agreed with the statement, "I enjoy looking at political cartoons about current events." Students rarely possess this same level of motivation about reading selections presented in standardized assessments designed beyond individual classrooms.

3. The "shades of gray" answers presented by standardized reading assessments: Have you ever taken a multiple-choice exam and struggled to choose "the best answer" from the options given? Inevitably, there will be two possible answers that seem to make sense, right? Determining which of these two selections is the correct answer is incredibly challenging for twelve-year olds!

I sometimes worry that we limit our understanding of what knowledge and skills a child has mastered when we place a disproportionate emphasis on standardized assessments as a measure of achievement.

And I often wish that others could see what I do nearly every day -- because there is little doubt that my students are learning regardless of what "the tests" say!

* Editor's note: Students' names have been changed.

Posted by William Ferriter at 10:31 AM on March 07, 2006 | Leave Feedback

A Teacher's Journal 38: Are We Failing Our Boys?

I received an email earlier this week from a parent drawing my attention to an article that ran in the News and Observer about an experiment in a local district to separate boys and girls in core area classes. The thinking behind the plan was that boys and girls might actually perform better in single gender classrooms.

As I read the article, I was deeply engaged. Over the years, I've read extensively about the brain-based differences between boys and girls and been intrigued by the possibility of serving students separately. I decided that I would do some research and write my journal entry on the topic this week.

Later in the article, however, my mind changed after reading a quote that bothered me as an educator who also happens to be a man! In response to the separate gender classroom experiment, Anna Worthen, the president of the North Carolina chapter of the National Organization for Women, said, "I really feel this is dangerous. What if you're a little girl that doesn't learn the 'girl way'?"

That's a fair question, isn't it? Clearly you can't say that instructional approaches that work for the majority will work for all girls, can you? If you pigeonhole all girls into classrooms delivering instruction in the same ways, you will be failing someone, right?

And we've worked hard for decades to draw attention to the needs of the girls in our classrooms with promising results. More girls take advanced placement courses than ever before. More girls take challenging science and math courses than ever before. More girls are attending prestigious universities than ever before. No one wants to see that progress wasted.

But what about our boys?

Are our efforts in education meeting their needs as well?

I would argue that they aren't. In fact, the majority of classrooms in our country are structured to reward students who learn "the little girl way." Skills and behaviors like compassion and empathy are celebrated. Verbal ability and collaboration are valued. Many of these skills and behaviors develop quickly and naturally for girls. Others are socially reinforced as positives for young ladies from an early age.

Many boys, on the other hand, are naturally competitive from an early age. My parents used this trait against me at dinnertime. "I'll bet you can't clean your whole plate in ten minutes," they'd say, "And don't forget the green beans!" I'd happily race the clock, unknowingly being tricked into eating a food that I despised! My brain simply couldn't resist a good challenge.

Boys are also more tactile and active than girls from an early age. Movement is essential. Watch your sons -- they can't sit still, can they? They stand at the dinner table or while watching television, right? They bounce on their beds, they wrestle, they run and they roll in the grass, don't they? Have you ever seen two boys sprinting to the front door of the church (or their sister's dance recital or cotillion class) after having been dragged out of bed by their moms and dads?

In schools, their bodies are constantly moving too. Boys in my classroom play drums with their pencils, whistle, lean back in their chairs, take trips to the bathroom, stand up, and sit down in a yearlong game of musical bodies. Paper wads, dinner rolls and Gatorade bottles become basketballs and the trashcan becomes the hoop. Impromptu games of pig happen all the time!

Because verbal ability doesn't develop as quickly in boys, this competitiveness and activity is often expressed through aggressive actions shunned in classrooms. My boys race to see who will be first in the lunch line. They shout out answers. They push when someone takes something that belongs to them. They grab anything set in front of them -- whether it is snacks or dictionaries -- and they are completely unable to describe their feelings when made angry or sad.

What's more, society sends messages to boys that compassion, empathy and collaboration are not traits to be valued in men. Men are supposed to be decisive. They are supposed to be risk takers -- "Make it happen" guys. Think about how many times you've heard the following statements made to -- or about -- the boys and men in your life:

"I never saw my father cry."
"Bullying is just a part of life. Deal with it."
"That's just boys being boys."
"Winning isn't everything. It's the only thing."
"Winners never quit and quitters never win."
"Come on Johnny, tough it out now. You'll be fine."
"No excuses, son. Just get it done."

Or my personal favorite:

"My son is just a little sensitive. He'll get over it."

In reality, all boys are "a little sensitive." They're just taught to mask their sensitivity from an early age. To live up to society's expectations -- and the expectations of their peers -- boys have to work in ways that are not recognized or valued in most classrooms.

And as a result, boys are struggling in nearly every statistical category. Fewer boys make the honor roll than girls. More boys fail core academic classes than girls. Fewer boys are admitted to four-year universities than girls. More boys get in fights than girls. More boys are suspended from school than girls. Boys drop out of school at a higher rate than girls. Boys commit suicide at a higher rate than girls and commit most acts of school-based violence as well.

Let's continue to advocate for instructional practices that meet the needs of our girls, but let's not close our eyes to the very real challenges of raising our boys.

To do so would be just as dangerous.

Posted by William Ferriter at 10:21 AM on February 27, 2006 | Leave Feedback

A Teacher's Journal 37: A Great Day for Wake

Almost three months ago to the day, I sat here almost in shock over the announcement that Bill McNeal had decided to retire. As I wrote, a sense of sadness surrounded me because I knew that we were losing a man greatly respected and admired by the teachers of our school system. It was a sad day for the Wake County Public School System.

And almost immediately, conversation started in our workrooms and our meeting places over who would be chosen as his replacement. From the beginning, there was a nervous tension among teachers, knowing that the tone of a system and the very nature of our work is set by the man or woman who holds that "top spot." Many of us remember working for other superintendents and feeling "overlooked" or "underappreciated." We've all heard horror stories from colleagues across the nation about superintendents who have failed miserably, damaging systems beyond repair.

Perhaps most frightening for us, this transition was coming at a critical time in the development of our schools. We've experienced great success during the tenure of Superintendent McNeal, seeing our system recognized on the national level and seeing our students succeed at almost unheard of rates. Few urban districts even dream of having over 90 percent of their students perform at or above grade level. In fewer still would reaching 90 percent be falling short of stated goals, yet that is the reality here in Wake County. Ambition and determination have characterized our work for the past six years.

But in some ways, we're struggling. While all recognize the positive impact that the success of our schools has had on our regional economy, success is proving to be a double-edged sword as we strain to keep up with the rapid growth bringing thousands of new students to our classrooms each year. Simply building enough new schools to house every child -- and then designing plans to populate those schools -- is a constant battle. Tension in the community over solutions is worrisome.

On top of that, the actions of a few deceitful employees have tarnished our district's reputation in the eyes of some within our community. Despite repeated audits over several years that laud the fiscal responsibility of our system, letters to the editor and vocal public critics still question the ability of our district to properly manage the billion-dollar budget that we are entrusted with. Moving out from under this cloud of suspicion has proven to be a significant challenge.

Recognizing these realities, teachers were nervous from the beginning. We understood that there was a very real chance that the tone and direction of our system could change dramatically depending on the criteria set by the school board when interviewing applicants. "Do you think they'll pick someone from outside education?" many wondered. "Do you think they'll try to find someone to change who we are and what we've done?"

And from the beginning, long time teachers were talking about Del Burns as a favored choice. It was amazing to me how many times his name came up in conversations with the people that I spoke with. "Is Dr. Burns being considered?" they'd ask. "Do you know if Dr. Burns has a chance?" It was clear that many fingers were crossed for him.

You see, much like Bill McNeal, Dr. Burns inspires teachers. His commitment to education and to our county over the course of his career as a teacher, assistant principal, principal and deputy superintendent speaks volumes to those of us who are in classrooms every day. He understands our work because he as walked in our shoes. Following him is natural for us because he leads with an understanding of what it means to do our work.

Needless to say, the announcement of his selection has been celebrated within our ranks! We honestly believe in what our county has achieved, and see in Dr. Burns the opportunity to continue to move forward with confidence. Our children will experience success because our new superintendent has the support of the 7,000 teachers who are asked to make a difference each day. The power of that support to bring positive change cannot be underestimated.

From our eyes, February 16 was truly a great day for Wake!

Posted by William Ferriter at 10:10 AM on February 20, 2006 | Leave Feedback

A Teacher's Journal 36: The Next Great Crisis

I'm tired.

Does that surprise you? Do you find it hard to believe that a guy who works "only 180 days a year" can be wiped out after only 100? Is it hard to believe that teaching is a profession that can be described as exhausting?

It shouldn't.

On top of the daily challenge of planning, instructing, assessing, remediating, and enriching to meet the individual needs of the 50-plus children that roll through my classroom each day, I wrestle with the constant mental pressure applied by a country caught in the grips of a "crisis mentality."

Each new week seems to bring headlines highlighting a major flaw that needs to be addressed by teachers immediately. In the past month alone, I've read articles about how schools are overlooking boys, flunking in math and science instruction, neglecting to teach healthy living habits to an increasingly obese America, and failing to close the achievement gap between rich and poor students.

My favorite recent crisis: a passionate plea from an Atlanta author for schools to begin emphasizing the basics of bathroom hygiene with our students. To do so, he argued, would be a simple and logical task for teachers who already have access to and influence over America's youth.

The constant state of panic over education has just plain worn me out!

And that surprises me because I work in an incredibly accomplished school in one of the top urban districts in America. Wake County's SAT scores are well above the state and national average, the number of students in advanced placement classes has risen consistently year after year, and over 90 percent of our students demonstrate mastery on their end of grade exams.

Clearly, good things are happening in our system. Because of our proven success, teachers in our system should be able to move forward in confidence.

Yet warning bells are constantly sounding across our country. Activists demand a "renewed focus" on the part of educators and administrators. Elected officials campaign on promises to "reform education" and "restore America's competitive edge again." And parents fret over the fear that their child is being academically neglected.

And where does the responsibility for addressing each of these issues inevitably seem to end up falling? In the true spirit of the trickle-down theory, right on the shoulders of classroom teachers!

Now don't get me wrong. I can see the value in each of the areas of focus listed above. Who would argue against closing the achievement gap or teaching healthy living habits? Even I would love to see conscientious students with an awareness of the importance of restroom hygiene!

What I am saying is that bearing up under the weight of each new national crisis is becoming more and more difficult for me each year. As a close friend once said, we're being asked to work towards goals that are "simultaneously important and impossible to reach."

Subtly, the message is being sent that if teachers would work harder, America's "educational crisis" could be solved. If only all teachers were "highly qualified," we'd lead the world again. If only all teachers held "advanced degrees in the subjects they were teaching," we wouldn't fall behind China, Japan and India in engineers and scientists. If only we could recruit "our best and our brightest" to our nation's classrooms, no child would be left behind.

I think successfully educating all children in America requires something more than sounding warning bells and asking teachers to "pull up their boot straps" time and again. I wonder if we will ever be willing to significantly rethink how "school" is done in our country?

What if we extended the school day or year to take into account the ever expanding curriculum that we expect students to master? What if we experimented with electronic learning to extend opportunities or to provide remediation? What if we emphasized critical thinking rather than standardized testing in our assessment programs? What if we lowered class sizes and increased access to technology for all students?

What if we provided more time for teachers to collaborate with one another or to master new instructional strategies and skills? What if we raised teaching salaries to compete with the private sector jobs that lure accomplished educators away from our classrooms? What if we created a menu of compensation packages that appealed to teachers at different points in their careers or stratified the profession, providing opportunities to advance?

What if we renewed America's war on poverty and guaranteed economic opportunity for all of our citizens?

As a teacher and a citizen, I believe in our public schools and their mission.

I just can't handle the next great crisis alone!

Posted by William Ferriter at 02:42 PM on February 13, 2006 | Leave Feedback

A Teacher's Journal 35: Cutting Back on the "Extras"!

Now that all my W2 and 1099 forms have finally arrived, I sat down yesterday to complete the yearly chore that we all know and love: doing taxes! What better way to spend a dreary Saturday afternoon than figuring out exactly how much I still have yet to pay to my favorite Uncle Sam, right?

Without a doubt, the most interesting part of tax time for me is totaling up the amount of money that I spend on my profession over the course of a year. As the pile of purchases grows, I save every receipt so that I can get some portion of those expenses back come April.

And every year, I'm blown away by how much I really spend. This year's grand total: $3,058.

So where did all of that money go?

1. To my classroom: I think many people would be surprised at how much money teachers spend on general materials for their classrooms. While schools and systems do a great job providing basic materials to teachers and students, there is generally little money available to reimburse teachers for the "extras" that they purchase -- and those extras can add up quickly!

   Magazine subscriptions and books for classroom library shelves are common expenses for me, as are office supplies that help me to stay organized. This year, I've bought low tech items like a heavy duty three hole punch, bins to store student writing folders, fine liners for a classroom project, and dry erase markers in various colors. Mechanical pencils and Post-it notes are always on my shopping list, as are magnets, markers and grading pens.

   I've also purchased high-tech items like a wireless remote allowing me to move around the room while delivering PowerPoint presentations, speakers for my classroom laptop, and a jump drive to move files between my school and home computer. All totaled, I spent over $700 on these kinds of classroom supplies this year.

2. Directly to my students and my athletes: Like most teachers, I have always had a soft spot for the students of my classes and the athletes on my teams -- and I have always worked to recognize their achievements in special ways. As a result, I spend a significant amount of money on awards and celebrations. Certificate holders, picture developing, photo frames, special gifts are yearly expenses for me. Combine those purchases with the pizzas, cakes, chips and Cokes that I inevitably buy and the costs of recognizing my students exceeds $250.

3. To my own professional growth: Without exception, I spend more on my own professional growth each year than any other category of school related spending. The largest single expense that I had this year was the $1,150 that it cost me to apply to renew my certificate from the National Board for Professional Teaching Standards. While this is a one-time fee that I have to pay every 10 years, it certainly isn't something I looked forward to! Add on another $225 of non-reimbursed expenses to attend the Board's annual conference in July, and certification alone cost me almost $1,400 this year.

   I also spend almost $500 annually on memberships to professional organizations that help me to stay current. As a member of groups like the Association for Supervision and Curriculum Development, the National Council of Teachers of English and the North Carolina Association of Educators, my thinking is constantly challenged and my teaching improves.

   Finally, I've spent close to $200 on professional books that have improved my understanding of teaching and learning. I've purchased titles on topics ranging from integrating reading into the content areas, differentiating instruction for learners of all ability levels, and developing classroom assessments that accurately measure student ability. Ideas from each title have changed who I am as an educator and impacted my students in positive ways.

Is my spending unique?

To some degree. Because I haven't had children of my own yet, I have more disposable income to invest in my profession and my classroom. What's more, I truly want to be the best at what I do and like highly accomplished professionals in any field, I am willing to make the investments necessary to get there.

Is my spending necessary?

Not to provide a basic education to my students or to keep my skills at a minimal level. But going beyond the "bare necessities" does require some measure of additional investment on my part. I'm not sure what my room would look like without the books or supplies that I provide on a regular basis or how effective my teaching would be without the professional development that I pay for on my own.

I just have to start cutting back on those "extras!"

Posted by William Ferriter at 01:43 PM on February 06, 2006 | Leave Feedback

A Teacher's Journal 34: A Memoir You Can Trust

It sure has been an interesting week in the writing world, hasn't it? I mean, every time that I turn around, a hot new memoirist is being torn apart for "inaccuracies" in his/her work. Discoveries about convicts who never spent time in prison and Native Americans who weren't Native American have literally destroyed confidence in an entire genre over the past month. Oprah's offended, Larry King is embarrassed, and millions of readers feel duped.

Who would have thought that writing a story about one's life -- and getting it right -- could be so difficult!

I'll have to admit that I'm not a big fan of memoirs. I tend to spend my time too wrapped up in biographies or historical accounts of military battles to pick up confessionals about the lives of others. While I've read a few memoirs, it is generally a genre that I avoid.

What's more, I never read memoirs written by teachers -- never! I just can't stand them. You see, books about teachers never seem to be accurate portrayals of our work. While they are often inspirational, sharing stories about the deep influence that educators have on students and communities, they also tend to overlook the incredible complexities of our profession.

Now don't get me wrong -- teaching is inspirational. That is why so many of us wake up each morning excited to get to school and see our students. We make lifelong connections that are significant and meaningful, changing lives and shaping futures.

Teaching is also energizing. There is nothing like the feeling that I get when I know that my instruction is reaching my students. Watching children construct knowledge and make sense of the world because of my actions is simply remarkable. Creating those moments leaves me mentally charged and professionally challenged.

And teaching is humbling. Sometimes when my students are silently reading, I'll look out over my classroom and "get wet in the eyes," (I won't admit to crying in front anyone) both in awe of and thankful for the incredible responsibility that I've been entrusted with.

But teaching is also frustrating. We struggle each day doing the best that we can to meet goals that are simultaneously important and impossible to reach. Despite investing our whole selves into finding ways for every child -- regardless of personal circumstance -- to succeed, there are often students that are left behind. Those failures weigh heavily on our hearts and minds.

Believe it or not, teaching can be demeaning. I can't tell you the number of times that I've been spoken down to by well intentioned others who don't consider me to be their intellectual or social equal because of my chosen career. "Hey, Bill," they'll say, "Why don't you go back to school to be a principal? You seem like a smart guy. You're not lazy, are you?" Or one of my all time favorite comments: "Why would you choose to waste your life away as a teacher when you could be so much more?"

And teaching is lonely. While others believe they know what our profession is like based on their experiences as students, few truly understand the daily challenges -- both personal and professional -- that teachers wrestle with throughout their careers. It would be easy to argue that no profession in America requires the mental stamina and commitment of education, yet no one knows that except for those of us who walk through the doors of classrooms each morning.

Needless to say, I was a skeptic when I picked up Frank McCourt's new work Teacher Man last month. Convinced that I would find yet another one-dimensional "feel-good" story that painted a warm, but inaccurate view of my work, I read only because I had been asked to introduce McCourt to an audience at a local book signing. "How am I going to say something positive about a work that I'm going to despise?" I thought.

It wasn't long, however, until I realized that McCourt's work was different. His ability to touch on every emotion -- both positive and negative -- that I have felt during the course of my teaching career was remarkably validating. I finally felt as if someone was writing about what it is that I do each day.

Like a well-worn friend, my copy bears evidence of the connections that I felt while reading. Dog-eared pages and annotations are everywhere, as are intensely personal reflections scrawled in margins. I nodded when he spoke of giving up his love of Shakespeare and Chaucer because he was too busy with the work of the up and coming authors -- and students -- like Susan and Jonathan. I laughed out loud as he tried to figure out the right course of action after a bologna sandwich flew across the front of his classroom – an event they don't prepare you for in "teacher school." And I felt the chill of emotion when he left the classroom for the last time, knowing that someday that moment would come for me as well.

Now, can I vouch for Teacher Man as an accurate reflection of McCourt's life?

No. I don't know the man at all.

But there is no doubt that Teacher Man is an accurate reflection of what it means to teach. The events included will resonate with educators and give outsiders an intimate look into the hearts and minds of those who choose to spend their lives in our classrooms.

Posted by William Ferriter at 09:38 AM on January 30, 2006 | Leave Feedback

A Teacher's Journal 33: Stay Current with Your Kids

I had an almost "out of body" experience earlier this school year when a news crew came to my classroom to see how I integrate technology into instruction. The activity observed was a reading skills lesson using an international current event found online that we do first thing every class period.

As the lesson was wrapping up, the reporter casually asked if she could interview a few of my students for a separate "What's your Beef?" segment that her station airs during the course of each week. The concept is that viewers share concerns with local, state, national or world events in a brief statement.

Now, I'll admit openly that I was anxious. "Will my students sound intelligent?" I worried. After all, their ability is a direct reflection on my work. If they couldn't express themselves in an articulate way, I would have been somewhat embarrassed. "Do I really want them to do this?" I wondered.

It was too late to change my mind, however, because several children volunteered immediately and the camera was rolling. With no real preparation time, several of my twelve year olds stepped up and expressed "beefs" that blew me away:

"My beef is that the government of Venezuela is criticizing the United States unfairly."

"My beef is that the majority of citizens in South America live in extreme poverty."

"My beef is that Muslim citizens in Paris are being discriminated against because of their race and religion."

"You've got to be kidding?" I thought, "My students have been paying attention?!"

I think it was that moment that convinced me of the importance and value in daily current events as a part of classroom instruction. You see, Mike Hutchinson, a colleague and a friend, had been pressuring me to incorporate current events in my classroom for years. "It's one of my favorite activities," he's always said.

It took some time for me to warm up to the idea, though. "Kids aren't interested in world events," I argued. "Besides, I have too many other things to do!"

The thing is, kids are interested -- incredibly interested! Every day, my students dart to the world map hanging in the back of my room to see what our current event is going to be. Interesting titles start them talking long before the morning bell rings. "Vampire bats attack," "Camel farm planned for Norway," and "Brazilian town passes ban on dying," sparked interesting conversations. We've even got our favorite world leaders -- Evo Morales of Bolivia and Hugo Chavez of Venezula -- because of their unpredictability…and interesting choice of clothing!

Better yet, every time that I teach a current event, I'm directly teaching one of our social studies objectives! My students have begun to understand how various countries choose their governments and how natural resources have made the world increasingly interdependent. They've learned how wars have caused people to migrate and how newcomers shape cultures. Most importantly, they've learned that in many ways people living thousands of miles away really aren't that different from the people who live just down the street.

So how can parents learn from my discovery?

Make current events a regular part of your family's life. Pick up a newspaper on the way home from work each day and choose an article to share with your child. Find a website that provides current event coverage and let your child select the headline that is most interesting to them -- we get our articles from the BBC and CBBC Newsround (which provides a children's version of world events). Visit the North Carolina Department of Public Instruction's website and review the social studies goals that have been set for your child's grade level to help shape the conversations that you have.

I think you'll find -- like I did -- that staying current with your kids will become one of the best parts of your daily routine!

Posted by William Ferriter at 10:57 AM on January 23, 2006 | Leave Feedback

A Teacher's Journal 32: John Stossel's "Stupid in America"

When I got home from school on Friday night, my wife told me that 20/20 was going to do a special on the failures of the public school system in America. "Do you want to watch it?" she asked.

"Nope," I replied, "I'm sure I've heard it all before."

Isn't that true for all of us? Think about it: When was the last time that you heard a positive story from a major newspaper or television program about public schools in America? It seems like every week, a new report comes out pointing out the "glaring weaknesses" in our educational system -- and they are all incredibly discouraging to me as an educator. It's difficult to overcome the prevailing sense of gloom that blankets my chosen career.

But I have to admit that curiosity got the best of me this morning. I popped a few blood pressure pills (negative education stories tend to get my heart racing) and tracked the story down online to see exactly what the mainstream media is saying about teaching. After all, you can't engage in an effective dialogue about something as important as education without studying all sides of the issue, right?

I was immediately jarred by title of the piece -- "Stupid in America: How We are Cheating our Kids." While derogatory headlines seem to be increasingly common in news coverage about education (shock value does sell, after all), this title seemed like an emotionally loaded phrase, elevating the level of criticism to an entirely new level.

And this piece lived up to its headline! In one segment, host John Stossel administered a test to two classes of high school students -- one in Belgium and one in the United States. As expected on a program titled "Stupid in America," the Belgian students easily outperformed the American students.

To everyone interviewed by Stossel, this was proof positive that American schools are failing students. "I'm shocked, because it just shows how advanced they are compared to us," said one American high school student. A Belgian student was more abrupt: "If the kids in America couldn't do this, then they must be really stupid." And a choir of parents chimed in with "It's a joke…It's insane…they're not learning anything."

The piece was oddly fascinating to me. You see, I'm a pretty open minded guy who is incredibly interested in finding ways to improve our schools, so I scoured Stossel's piece looking for conclusions that we could draw from his experiment. "What," I wondered, "did he learn about education in Belgium that we could borrow? How can we best improve our schools?"

His conclusion: America's public school system is a failure because it is a monopoly. Lack of school choice breeds mediocrity, and that mediocrity is what is failing our students. In Belgium, he explained, parents act more like "clients," carefully selecting schools for their children. Principals work diligently to impress parents and to improve their program -- otherwise their schools close.

Stossel's solution was simple: Break the government monopoly on schools by allowing families to choose the schools that they send their students to. The resulting competition will lead to an improvement in performance for every child.

Now, I've been around long enough to be leery of anyone who proposes one "quick fix" solution to any problem as complex as educating the 54 million children from diverse backgrounds and personal circumstances who attend public schools in our country each day. While it is comforting to believe that there is a "silver bullet" just waiting to be discovered, most countries that successfully educate their children take a series of interrelated actions addressing variety of factors influencing student achievement.

So besides school choice, what else does Belgium do to make its schools successful?

Stossel didn't say, so I went looking. What I found in several papers on schooling in Belgium released by the Organization for Economic Cooperation and Development and Ministry of the Flemish Community's Education Department was rather interesting. Perhaps these four school-related factors also influence student success rates in Belgium -- and hold promise for America:

1. Students entering high school can choose from four different secondary school curriculums: School choice in Belgium means far more than simply guaranteeing that children can attend any public school within a reasonable distance of their home. Families can also choose from four different secondary school curriculums when their children turn 13, helping to shape their future career paths.

   The course of study that seemed most similar to a traditional US high school curriculum is known as a General Secondary Education. This curriculum prepares students for a university education by examining subjects at a theoretical level. Unlike American high schools, less than half (39%)of Belgian students enroll in these programs -- which may explain why the students in Stossel's experiment were so successful.

   The other 60% of Belgian secondary school students -- who may or may not be motivated by pursuing a university degree -- attend schools that offer technical, vocational and artistic courses of study. Students can study a variety of subjects from electronics and mechanics to accounting, construction, agronomics, food sciences and tourism.

   When students complete technical, vocational or artistic programs, they receive a diploma that certifies them for employment in their field of study. Some enter the workforce immediately, while others choose to move on to higher levels of theoretical study in their chosen field. By providing these options for high school students, Belgians are allowing children to pursue education and training that appeals to their interests and abilities.

   Perhaps developing a variety of high school curriculums would allow us to better serve groups of students that are struggling with the traditional high school programs offered in America.

2. Students who have "learning difficulties due to their social background and situation" receive support from Pupil Guidance Centers: There is little doubt that a family's economic background can influence student success. Quite simply, children of poverty face a set of educational barriers that children of wealth do not.

   To address these inequities, Belgium has created Pupil Guidance Centers that are free of charge and available to any student upon request by parents. These centers teach students important study skills and focus on the social and emotional development of children. They also assist families with preventative health care issues that may otherwise be neglected, positively impacting student attendance and achievement.

   Perhaps developing a similar system of guidance centers would help American schools to better meet the needs of children who struggle because of family circumstance and poverty.

3. Student/teacher ratios in secondary schools are small: Most teachers will tell you that smaller class sizes are critical to meeting the needs of all students. In Belgian secondary schools, the average is one teacher for every 9.8 students. This ratio is even lower than the student/teacher ratio in Belgian primary schools (1:20) -- and, interestingly enough, wasn't mentioned in the 20/20 segment Friday night.

   The Belgians have decided to invest significant resources into ensuring that secondary students attempting to master difficult concepts have the attention and support that they deserve. Perhaps we should rethink student/teacher ratios in American high schools as well.

4. Teacher/student contact hours are low: One way to measure demands on teachers is to analyze the number of hours spent in front of students. In the United States, the average primary school teacher spends 958 hours teaching during the course of a year. In Belgium, primary school teachers spend 832 hours a year with students. Secondary school teachers, responsible for 680 hours of instruction each year, have an even lighter workload.

   Reducing contact hours serves two purposes. First, it makes the teaching profession more appealing to college graduates. Second, it provides teachers with time built into their workday to accomplish school related tasks and to pursue professional growth, improving their effectiveness. Perhaps reducing the number of hours that American teachers spend with students would help our schools attract and retain more accomplished candidates to our classrooms.

In the end, I'm glad I watched Stossel's piece. It motivated me to spend some time looking carefully at a country that is succeeding with students. What worries me, however, is that wasn't the original intent of his work. Instead, his goal was to appeal to viewers with a shocking title and a message of fear and failure that has become all too common in reporting on education in America.

I wonder what impact this kind of emotionally charged reporting has on our efforts to improve schooling in America? Are accomplished college graduates chased away from education as a career because of the constant criticism? Do existing teachers leave classrooms out of frustration with negativity?

Have parents and communities lost faith in the purpose and plan of public education?

Are people saturated in stories like "Stupid in America" starting to believe that our schools are simply beyond repair?

How can we change their minds?

Posted by William Ferriter at 05:03 PM on January 17, 2006 | Leave Feedback

A Teacher's Journal 31: Ode to the Band Director

Yesterday was an interesting day for me. At 5:30 in the morning, I found myself driving a school bus full of excited Salem Middle School band students to their all district auditions outside of High Point. During the course of the day, I made several "discoveries" that reinforced beliefs that I had long held about a subject that I technically know very little about. Those discoveries include:

1. That no amount of money could be sufficient compensation for the work that Band Directors do each day! As I sat talking with Bobby Hinson, the band director at our school, I realized how incredibly complicated his teaching position is. During any given class period, he can have upwards of 40 students in his room -- all playing different instruments with different levels of proficiency!

   As a language arts teacher, if you were to place over 40 students in my room who were speaking several different languages and expect me to provide competent instruction to each of them, I'd quit. Who am I kidding -- I sometimes struggle to meet the needs of the 25 students who come to my room looking to master their own native tongue!

   What's more, having once been a sixth grade clarinet player myself, I can attest to the challenge of spending any length of time in a confined space with a novice musician. Patiently teaching a twelve-year-old how to use complicated combinations of finger placements over dozens of buttons and holes to convert spit and wind into beautiful sound ought to guarantee anyone a free ticket to paradise.

   Doing it day after day for an entire career with hundreds of children playing dozens of instruments ought to guarantee a room with a view!

2. That Band Directors develop incredible connections with their students: For years, I have had my students write letters of thanks to their favorite teachers during the holidays. We fill the letters with words of kindness, something teachers thrive on. And for some strange reason, regardless of school the band teacher has always gotten the largest stack of letters. Students pour out praise, expressing appreciation for everything from help mastering new skills to acts of compassion and humor that seem to be a regular part of band classes across our county.

   Yesterday's experience provided visual evidence of these connections. Band directors had the rapt attention of their students whenever they spoke and seemed genuinely excited to spend their Saturday with their students. Children told me stories about why their band directors were so incredible and parents expressed positive feelings about their children's teachers time and again. In fact, one parent abruptly cut me off in mid-sentence when he saw his daughter's band teacher arriving. "I've just got to go and say hello," he explained, "I'm sure you'll understand."

3. That Art, Music and Band programs play a vital role in the education of our children: In today's educational climate, it is easy to overlook the impact that elective programs have on the lives of students. With the federal No Child Left Behind legislation requiring that all students meet expected levels of academic progress in mathematics and reading each year, it is tempting for schools, districts, and states to focus only on those subjects.

   In fact, communities across the nation facing tight budgets and strict monitoring of performance in core academic classes have been eliminating or scaling back arts programs for years even when the Department of Education has made strong statements in support of arts education as essential for our students.

   What I saw yesterday would suggest that we as a country should be providing more opportunities for all students to share in artistic and interpretive experiences rather than eliminating them from our curriculums. Literally hundreds of students jazzed by their study of music were engaged in the process of creation. Entire gyms were filled with groups of young musicians riffing short tunes and playing original compositions with one another. That kind of inventive thinking and motivation can -- and does -- translate into success in every classroom.

Let's make a commitment to protect -- and to celebrate -- arts education at all costs here in Wake County!

Posted by William Ferriter at 12:16 PM on January 09, 2006 | Leave Feedback

A Teacher's Journal 30: We Hereby Resolve...

So, you want to know how teachers celebrate New Year's Day?

Well, thanks to my ever-so-dependable internal alarm clock that wakes me up -- regardless of what the calendar says -- at 5 AM to prepare for the wave of 12-year olds that rolls into my classroom at 7 every morning, I'm sitting here half-awake at the local McDonalds eating a "Big Breakfast" and considering my personal resolutions for 2006. I like the tradition of setting personal resolutions on New Year's Day because I see it as a way to center my efforts for the upcoming year.

And my list is getting longer by the minute. Like many, I'm resolving to lose a little weight. Teaching doesn't leave a lot of free time and I struggled to get to the gym on a regular basis in 2005. I'm also resolving to find more time for myself. I get so wrapped up in the day-to-day demands of a busy schedule that I often forget that life is more than what gets done within the walls of my classroom. While I'm proud of what I've accomplished as a teacher, I want to be proud of what I accomplish as a person too. The most unique resolution on my list is to drink less Diet Coke. My 13-can a day habit is starting to become a drain on my wallet -- and I can't imagine it's doing much for my stomach lining either!

I often wonder if New Year's Day resolution setting would work for our community? Could we collectively benefit from choosing a few specific goals to examine with open minds, honest effort and genuine resolve?

We'd definitely need experts from many areas -- and many differing viewpoints -- involved in the resolution-setting process. After all, the scope of tasks that a community wrestles with is immense. We'd need resolutions for managing growth and building new infrastructure. We'd need resolutions for improving mental health, police and fire services. We'd need resolutions for protecting our environment, balancing our budget and growing our economy.

We'd need resolutions for public education as well. Few would argue that a strong system of free education is essential for protecting our place in the world and providing all Americans with a quality of life unparalleled around the globe. There is also little doubt that education is even more essential in 2006 than ever before. While we may remain the world's lone military power, we are no longer the world's lone intellectual power. As the globe becomes increasingly interconnected economically, countries once overlooked are becoming competitors.

So what New Year's resolutions could we set for our public schools? Here are a few that I would recommend:

As a community interested in the well being of our citizens, we hereby resolve to:

1. Ensure that all children have access to highly accomplished teachers: Perhaps one of the greatest disappointments in public education is the unequal distribution of our best educators. The schools that serve our highest-need populations struggle to recruit and retain experienced, talented teachers because challenges in these schools are immense and often overwhelming. We must redesign education to make positions in all schools -- especially those serving high-needs populations -- more attractive. Models for increasing compensation, improving working conditions, and implementing high-quality professional development exist hold potential for bringing highly qualified teachers to all classrooms.

2. Look at education through a new lens: It's amazing how much our world has changed in the past several decades. There are less manufacturing jobs and a greater reliance on technology for everything from communication to production. Corporations are global and expect employees to be efficient and innovative.

   Despite these changes, schools look much like they did when I was a student. Students still attend classes for 6 hours a day, 180 days a year. Teachers still spend the majority of their day in front of classes with limited time built in for planning, reflection or professional development. Standardized tests still dominate student assessment and evaluation.

   To keep up with our "new and improved" world, we must rethink how we educate our children, questioning the traditional structures that -- while serving us well -- may need revising. Innovation relies on creative thinking and a willingness to change.

3. See opponents as equals -- not adversaries: I'm often blown away by the animosity that enters educational debate within our community. Even in the feedback that I've received in response to my writings, an unhealthy hate can pervade. Some of my favorites: "This guy should be fired immediately," "This article shows the author's complete detachment from reality," "The dribble that you spew is misguided and inappropriate," "You are a disgrace to the teaching profession," "This is proof of why the whole Wake County Public School System should be blown up." There is no doubt that conversations about education evoke passion from nearly everyone.

   The problem is that people allow that passion to interfere with open dialogue. We must commit ourselves to a spirit of cooperation in order to move forward, and that requires a respect for the thoughts of others that is often missing. As Roland Barth, noted educational expert, once wrote, "The relationship among the adults in the schoolhouse [parents, teachers, administrators, community leaders] has more impact on the quality and the character of the schoolhouse -- and on the accomplishments of youngsters -- than any other factor."

In the end, everyone with an interest in America has an interest in seeing our public school system succeed, and everyone -- regardless of viewpoint -- wants "what's best for children." With focus, we can start walking in that direction over the next 365 days, making 2006 a truly "Happy New Year!"

Posted by William Ferriter at 10:33 PM on January 01, 2006 | Leave Feedback

A Teacher's Journal 29: Striking Pedagogical Pay Dirt

I'm reading Frank McCourt's new book Teacher Man right now and find myself nodding in agreement every time that he talks about his thirty-year career in New York City's classrooms. While the student populations in the inner city vocational high schools where McCourt taught English are far different from my own, he accurately describes many of the daily challenges and rewards of teaching.

In one anecdote, McCourt described a lesson that he taught on sentence structure. His students, a group less than interested in traditional diagramming or worksheets, were struggling to stay interested in this essential concept. Realizing that his lesson was failing, he changed direction and used the mechanical construction of a ballpoint pen as a metaphor for the essential elements of a properly constructed sentence. The shell of the pen became the subject of the sentence and the spring became the predicate. Like a sentence missing a subject or a predicate, a pen is useless when it is missing one of its mechanical parts. His students caught on quickly and mastered content that they could not originally understand.

During another lesson, McCourt noticed that his high school writers excelled in one particular genre: forged absent notes. While they often ignored more meaningful pieces, their efforts to craft false excuses after skipping school were nothing less than masterful. Imaginative scenarios, advanced vocabulary and mature sentence structures appeared in the writings of students generally uninterested in language arts. McCourt capitalized on this discovery by having his classes write excuse notes for major figures in literature and history known for their mistakes. His students, challenged by the assignment, carefully analyzed the intentions and decisions made by these "villains" learning lessons about point of view and persuasion without even realizing it!

Neither of these activities were initially planned by McCourt -- and neither match the instructional approaches in more traditional classrooms -- but both were incredibly effective and appropriate for reaching the group of students that he was responsible for teaching. One of McCourt's assistant principals called these moments "striking pedagogical pay dirt."

I call them evidence of accomplished teaching.

You see, McCourt could have stuck to his original plans, insisting that students learn material his way. He could have argued that it is a student's responsibility to learn material regardless of the way it is presented or explained. Instead, he recognized that his students needed something more to succeed and accepted responsibility for creating new opportunities to approach the same content. Working from an understanding of his student population, he revised his instruction and created material that was exciting and motivating to the children of his classroom.

Our best teachers adjust, refine and revise their lessons in this way every day based on their observations and knowledge of students. They recognize that instruction must be flexible -- what worked in the past may not work today. They are innovative and creative. Their classrooms don't always look like the classrooms that we sat in as children because children have changed -- and so has our world. They ensure student achievement for all with a persistent refusal to allow any child to be overlooked. They strike pedagogical pay dirt often because they are constantly digging!

Posted by William Ferriter at 08:52 AM on December 19, 2005 | Leave Feedback

A Teacher's Journal 28: Grading Gone Bad?

I read a poem in class with my students on Wednesday called "Whatifs" by Shel Silverstein. The narrator of the poem is a young boy who struggles to sleep because a collection of "what if" worries dance inside his head each night. Silverstein manages to highlight a nearly complete collection of typical teenage fears in just over twenty lines.

When we were finished reading I asked what I thought would be a quickly answered question, "So can anyone relate to this poem? Do you have 'what if' worries in your life?" I figured we would briefly discuss how poets tried to convey emotions that readers could relate to and then move on to a test I was planning to give. My classroom instantly exploded into animated conversation, though! "That's me ALL THE TIME," said one boy. Every child seemed to have something strong to share.

Now, I've been around awhile and one thing that I've learned is that anytime you find a topic that is incredibly motivational to eleven and twelve year olds, you run with it regardless of what you were planning to do next! I asked my students to share their biggest 'what if' worries, figuring that we could write a poem of our own modeled on Silverstein's work.

The list my students created seemed pretty typical for middle school kids:

• What if I don't get my homework done?
• What if I don't give the right answer in class?
• What if I don't make an A on my next test?
• What if I don't pass the EOGs?
• What if I don't do my project the right way?

But the pressure and the tension that they expressed were very real and very powerful -- and that worried me. I've always worked hard to make my classroom a safe and inviting place where risk taking is valued above simply completing tasks and where "Always Wonder" is a slogan to live by. I try to teach my students that school isn't just about giving teachers the answer they are looking for, making As and moving on -- it's about discovering, questioning, refining and revising thoughts and ideas.

I scratched my head a bit on my way home questioning if “doing school” meant something different than I thought it did. Surfing the net after dinner, I read an article about class rankings in high schools that got me wondering even more. In it, students shared stories of giving up lunch in favor of taking more advanced placement courses to raise their GPAs and class rankings. At one area high school, a 3.6 GPA (which is better than I ever made at West Seneca West Senior High) earns you a spot in the bottom half of the class and at another, straight As doesn’t even place you in the top 250 graduating seniors. With class rankings being used as a factor in college admissions, the consequences of classroom performance are clear.

Perhaps less clear, however, are the consequences that these somewhat incredible levels of academic expectation are having on children. I know that the most driven students in my classrooms have always been less interested in discovering something new than in discovering what they thought I wanted to hear. To them, original thinking is often less important than "getting the right answer." At times, this intense drive is obviously a good trait in children -- it allows them to focus on the key elements of my instruction, learn that material thoroughly, and complete related assignments accurately.

But sometimes these same students seem to be academically handcuffed by the pressure that they operate under. They seem to lack the intellectual curiosity and willingness to risk that leads to creativity and inspiration. They are "high performers" in the numerical sense, but will that make them successful?

How is it that we -- as parents, teachers and community leaders -- define success? Is it a GPA above 5.0? Making a 1400 on the SAT? Straight As? A class rank in the top 50? Top 15?

Is it making the honor roll? Joining the honor society? Graduating with honors?

What if these traditional measures of success are failing our students? What if we are unintentionally creating a generation of children who value grades, but not learning? What if the students who graduate know information, but can't create it? What if we're preparing students to succeed in school, but not in life?

Now it seems like I've got my own set of worries!

Posted by William Ferriter at 01:26 PM on December 12, 2005 | Leave Feedback

A Teacher's Journal 27: A Vow of Poverty?

Not long ago, a reporter called to ask for my help. He was working on an article related to the Governor's decision to increase teacher pay and wanted to interview teachers who were working second jobs because their school salaries weren't enough to make ends meet. "Do you know anyone who works a part time job?" he asked.

I had to stifle a laugh! You see, almost every teacher on our hallway works a part time job -- both during the year and over summer break. One works for a temp agency, filling in on nights and weekends at various businesses across the Triangle. Recently she spent several hours at a cultural festival staffing a carnival amusement ride. Another works three nights a week and once on the weekend at a home decorating retailer. Two are waitresses. One drives school buses for an after-school program. One tutors students.

Yes, I certainly know teachers who work part time jobs. Even I do. In fact, much of my "free time" is consumed with work that supplements my income. Some of my work is professional in nature -- I moderate online groups of educators, write articles for professional journals, and do some consulting work for an instructional technology company.

But much of it isn't. I coach as many seasons as I can for our school. Each season demands long hours, but pays a small stipend. I spend three weekends a month supervising our school building for a local Parks and Recreation department's basketball program and drive school buses for as many organizations as I can. (Bus driving is easy work…and it pays well! I usually make $100 for a day trip). I am literally always looking for opportunities to add to my income, regardless of the task.

I often worry about the impact that all of this extra work is having on my ability to teach my students well. I have less time and energy to commit to planning or collaborating with my colleagues or to research effective instructional practices. I'm especially ashamed to admit that I often find myself rushing through the stacks of papers that I have to grade, and wonder how much better I would know the strengths and weaknesses of my students if I wasn't tackling assessment responsibilities late at night after working other jobs.

What's worse is that despite all of these efforts, I still don't make enough money to "feel comfortable." Even though my wife and I live modestly in a small two-bedroom house, drive older model cars, and have no children, we are often "pressed" for cash. I am constantly worried about unexpected expenses that could break our budget because I know that my income cannot cover much more than our basic needs.

And I'm at the top of my profession -- National Board Certified, Master's Degree, Wake County Teacher of the Year, Semi-Finalist for the North Central Teacher of the Year. No wonder we have trouble filling vacancies in our state's classrooms!

Now, don't get me wrong -- I love what I do. I get to change lives every day. Knowing that hundreds of children have been influenced by my work is incredibly rewarding in ways that go far beyond a paycheck. I also have job security and a pension that many corporate positions don't offer. There aren't many who can say that about their careers.

It's just that I'm starting to wonder, like many other teachers, how much longer I can afford to teach.

I hesitated to share these thoughts because every time that I talk about my salary, I end up being shamed by someone. Inevitably, a critic will say, "You knew what you were getting into when you chose teaching as a profession." Sometimes other teachers get into the act with, "If you're in it for the money, you're in it for the wrong reason." Even my brother can be quick to judge. His favorite line: "Do I have to pull out the summer vacation trump card on you?"

The funny part is I'm not looking for anyone's sympathy. I am a highly accomplished and driven individual who could easily find a higher paying job. Over the years, I've been offered positions with various companies in educational publishing, educational policy, and technical writing. All of these positions would have paid starting salaries between $15,000 and $30,000 more per year than I am currently being paid.

My only goal is to raise awareness about the impact that low wages have on our schools -- and our children. There is little doubt that the quality of our teachers is a significant determinant in the success or failure of our schools. Teachers are also often the heartbeat of the community, recognized and valued by parents and students for the contributions that they make both inside and outside the classroom.

And yet accomplished teachers walk away from our schools every year because of salaries that don't allow for the quality of life that professionals with extensive education and training -- not to mention incredible responsibilities and demanding positions -- deserve. Almost 50% of all new teachers leave within the first five years, the point where professionals in other fields are beginning to see their incomes increase significantly and where many are beginning to raise a family -- something difficult to do on a teacher's salary.

What impact does this "revolving door" have on schools? On students? On communities? What kind of talent are we losing each year? What kind of skills and training are we constantly trying to replace?

If we are sincere about the important role that education plays in our society, then we must be sincere about addressing the challenges of teacher compensation. All stakeholders -- taxpayers, elected officials, school representatives, professional organizations, and educators themselves -- must be willing to reexamine the way that teachers are paid.

Without change, we can never hope to retain our best and our brightest.

Without change, we can never hope to provide all of our children with something that they deserve -- a highly accomplished teacher.

Posted by William Ferriter at 11:00 AM on December 05, 2005 | Leave Feedback

A Teacher's Journal 26: Thanks-Giving

As a member of an online group of accomplished teachers who engage in daily electronic conversations about teaching and learning, I have a unique opportunity to "talk to" some of the best educators in our nation. Our members have all experienced great success in their communities and have been recognized for their achievements time and again.

During this holiday week, I asked my colleagues to share what they were thankful for in their schools. Here were some of their answers.

1. I am thankful for my 6th grade students who amuse, baffle, inspire, frustrate, enlighten, challenge, delight and, most of all, teach me every day. Those relationships are what it's all about for me and make me wonder, "How could anyone NOT want to be a teacher?"

2. I am thankful for supportive administrators who promote teacher leadership, innovative teaching, and professional growth.

3. I am thankful for the students who have become friends and the ties that we continue to have with each other. I feel rewarded every time they consider me an important enough part of their past to keep me informed with emails and notes about their latest milestones.

4. I'm thankful for a highly motivated group of colleagues on my professional learning team. Each challenges my thinking regularly and has influenced my instructional practices significantly. My classroom today looks far different than it did two years ago because of my exposure to them.

5. I am thankful for MY family whose love and support enable me to freely offer love and support to others.

6. I am, of course, thankful for my students but I am also thankful for my students' parents. As a teacher of young children I am constantly reminded that I am my students' second teacher even if I am their "first" teacher.

7. I am thankful that no one in the realm of "powers that be" has yet realized we have the greatest job of all, where we get to learn, have fun, and tell kid jokes all day FOR PAY! We get to watch children's faces as they reach "ahah!" We get to bring communities together by cheering for our kids at ballgames and meeting parents in grocery store parking lots for a little 1:1 conference time. We get to make Goop, draw spewing volcanoes, and write silly poetry, all in a days' work.

8. I am thankful for finger-painted pictures, snaggletooth grins, and kindergarten hugs that carry the aroma of peanut butter and playground mulch. Is there a better existence in this world? I think not!!

Reading these responses reminded me of hundreds of teachers that I have gotten to know throughout my career. Most are deeply committed to their profession and deeply aware of the difference that they are making in the lives of others. They willingly give of themselves each day, supporting, guiding, and loving -- and are openly thankful for the opportunity to do such powerful work.

As a community, let's be sure to "give thanks" for them!

Posted by William Ferriter at 10:27 AM on November 28, 2005 | Leave Feedback

A Teacher's Journal 25: Sad Day for Wake

The e-mail's subject line caught my attention almost immediately -- "A Sad Day for Wake." Coming from a friend that stays connected with the happenings in our school system, I knew something important had happened. Inside, I found a link to an online article announcing the decision of Superintendent McNeal to retire.

I sat shocked for a few minutes, reading and rereading the article. Colleagues started pouring through my classroom door asking me if I'd "heard the bad news." We called our principal to see what he knew. Then, we spoke -- almost with sorrow -- about what our system would do without "Bill."

Our reaction is a testament to the qualities of the man who has so freely given of himself to our schools for the past 34 years.

You see, we believe in Bill McNeal. We trust him because he is an educator first, spending his career in the very classrooms where we continue to work and with the families who we continue to serve. His genuine concern for our needs and his constant commitment to equally praising and improving our efforts make him something much more than just "the Superintendent" of the Wake County Public School System. Those who work closely with him leave inspired and empowered -- believing in our ability to bring positive change to our communities.

This ability to inspire has allowed Bill McNeal to push our system to new levels by setting ambitious goals. Goal 2005 and Goal 2008 -- designed to bring 95 percent of all students to grade level -- have refocused our work and made us an academic leader among urban school districts in America. Student assignment plans designed to ensure that every school has accomplished teachers demonstrate a genuine commitment to segments of the population that often go overlooked. Teachers and principals recognize our responsibility to the success of every child and walk confidently, modeling the poise and assurance of "the Sup."

So what comes next for our schools?

In many ways, I'm certain that we'll continue to improve! The core beliefs that Superintendent McNeal has introduced to our system have become a part of who we are. Those who have benefited from his guidance and leadership will ensure that we move forward toward a goal of excellence for all children. His legacy will be seen in the faces of each new student who, regardless of personal challenges, excels in a strong school supported by our strong community.

Come July, we'll just have to do these things without a remarkable man that we have come to respect and admire very much.

It truly is a sad day for Wake!

Posted by William Ferriter at 09:15 AM on November 21, 2005 | Leave Feedback

A Teacher's Journal 24: The Digital Generation!

I'll never forget the moment that I realized that schools had changed drastically since I was a child. It happened late one evening in the media center at Davis Drive Middle. The eighth grade students had earned the chance to be involved in an interactive project with NASA and were spending the evening sending photo requests via email to a special camera aboard one of the Space Shuttles.

The project was truly incredible! It required the students to understand the orbit patterns of the Shuttle in order to learn what locations to request photos of. They also had to use the Internet to research the weather patterns in different countries -- after all, what good would a satellite photo of China do if a layer of thunderstorms obscured the Great Wall!

While trying to send a carefully prepared request for a photo of the Italian peninsula, a boy named Dan grew quickly frustrated. "This connection is so slow!" he cried. "I'll never get this request sent in time. Why can't we have a better Internet connection?!"

"Dan," I said, "Relax -- you're sending an email to the Space Shuttle! Do you realize how incredibly cool that is?"

When he looked at me like I had three heads, I realized that Dan had no clue how cool this opportunity was because he had grown up "plugged in." As child of a digital world, Dan was hard to impress. Accessing information immediately, communicating instantly, and being entertained constantly by the Web had been a part of his life for as long as he had been old enough to "log on."

Isn't that amazing?

I mean, when I was in middle school, school projects meant flipping through the card catalog at the local public library looking for books with really cool pictures. There was no such thing as the Internet. Who am I kidding? There was no such thing as the "personal computer" or the "Space Shuttle" either!

The advent of the Internet and high-speed connections has literally changed our children. My students have an incredibly broad base of knowledge about a variety of subjects built on interactive streaming video and tutorials found in cyberspace! What's more, they have a level of digital literacy that enables them to access information quickly and easily. The running joke around schools is that students know their way around the Web far better than most teachers and parents!

These skills lend children a sense of academic confidence that I never had! No assignment intimidates my students because they know that finding interesting and approachable information on any topic is possible. Anytime we talk about something new someone is bound to say, "Can we Google it, Mr. Ferriter?"

At the same time, electronic exploration requires very little concentrated effort. Children find millions of resources instantly and often flit through a research cycle that was unimaginable when I was 12: Select a resource -- read a few lines -- don't like it -- select another -- look for a video clip -- can't find one -- click on a picture -- click on a link -- find a neat game -- play it -- find a new site.

Focusing for extended periods of time is almost overwhelming for many students because the Internet simply doesn't require it! As a result, children today often lack the level of "mental stamina" necessary for success in demanding classes or situations.

We can all agree that the Web is a powerful tool for exploring the world and expanding the thinking of children. Without guidance, however, it has the potential to weaken minds. One of our greatest opportunities -- and responsibilities -- as parents and teachers rests in introducing children of the digital generation to the Internet.

Posted by William Ferriter at 10:30 AM on November 15, 2005 | Leave Feedback

The Computer Ate His Blog-Work

WCPSS Teacher of the Year Bill Ferriter's regular Monday journal entry will be posted tomorrow due to technical difficulties.

Posted by Chip Sudderth at 01:54 PM on November 14, 2005 | Leave Feedback

A Teacher's Journal 23: The Grading Battle

I have occasionally found myself in the unenviable position of "giving" a student a grade that they -- or their parents -- were not happy with. In each of these situations, the results were painful and damaging for everyone involved. Tears were shed, angry phone calls and emails were exchanged, long parent conferences were held, and relationships were lost -- all over a sixth grade language arts average!

Looking objectively from the outside, these conflicts make perfect sense. After all, teachers are completely invested in their work. We give long hours to preparing lessons and evaluating results. We believe in our ability to accurately "rate" students, and when challenged we often take it personally!

Parents are equally invested in their children. Their aspirations and desires for their sons and daughters are intensely personal. Every parent wants to see their child succeed in every situation and when results don't match expectations, disappointment and frustration is inevitable.

I would argue, however, that conflicts over student grades are not inevitable. Steps can be taken by both groups to ease the seemingly never-ending struggle over student grades.

Suggestions for teachers:

1. Keep parents informed about student progress: While I've never been on "the other side" of a struggle over student grades, I suspect that a major reason that parents are angered by low report card averages is that they are caught off guard by their child's performance. In fact, anger may not even be the best word to describe parental emotions in these situations. Perhaps surprise and disappointment -- maybe even embarrassment -- better explain their feelings.

   A simple step that teachers can take to minimize these negative feelings is to go beyond expectations to keep parents informed about student progress. Consider sending home weekly or bi-weekly grade reports. Consider making phone calls or sending email to parents of struggling students on a regular basis. Operate from the assumption that all parents are interested in seeing their children succeed and would want to know -- before report cards come home -- if they weren't!

2. Be specific about student weaknesses: Did you ever stop to consider how weak traditional letter and number grading systems really are? Think about it: When a student earns a "D," what does that mean? Is he struggling with specific content area skills that can be improved with drill and practice? Is he struggling to process information being shared in class? Is he struggling to turn in quality work or to come to class prepared?

   Teachers should take the time to spell out for parents what specific strengths and weaknesses their children have. Create checklists that document the knowledge and skills that have been mastered -- and that are still developing. Offer "Parent University" sessions designed to give parents the tools necessary to effectively work with children at home. Without this level of detail, parents can feel helpless and uninformed.

Suggestions for parents:

1. Stay informed about your child's progress: Many parents believe that they can "pull back" on school related responsibilities as their children get older. The thinking is that older children are able to monitor their own progress and succeed with little support from mom or dad.

   While this may be the case for some children (and should be the eventual goal for all), most will need attention and support for longer than many parents expect! Parents who stay up-to-date on school happenings, class work and curriculum are far more likely to have successful children -- and fewer report card day surprises.

   Don't wait until the end of a quarter to get an update on your student's progress. Take the time to get to know all of your child's teachers. Look at assignments before and after they are turned in. Ask frequent questions about progress and growth. Remember that success is a result of the constant interest and efforts of everyone involved -- parents too!

2. Trust the professional knowledge of your child's teacher: One of the advantages that teachers have when assigning grades is that we have seen hundreds -- if not thousands -- of assignments over the course of our careers. We are able to draw from this experience when evaluating students. The grades that children earn in our classrooms are generally accurate representations of their skill and ability.

   Trust -- rather than challenge -- this knowledge at report card time! While it may be difficult to hear that your child is not performing at the level that you had hoped, it is likely that there are real issues that need to be addressed. Build a positive working partnership with your child's teacher to tease out weaknesses. Together, you can develop strategies to overcome them.

As a community, let's make a commitment to work as partners -- rather than adversaries -- for student success this year.

Especially when first quarter report cards come out next week!

Posted by William Ferriter at 09:13 AM on November 07, 2005 | Leave Feedback

A Teacher's Journal 22: Our Forgotten Heroes

I've been a little creeped out lately, and it's not because of Halloween. Strange things happen at our school all the time -- things that, at first glance, seem to have no explanation.

For example, our supply room is always stocked. Whenever I need paper clips or overhead pens, they're there. Whenever I need construction paper or computer discs for a classroom project, they're there. It's almost like the supplies order themselves in just the right quantities at just the right times.

Here's another oddity: I never make a single photocopy and yet I always have the copies that I need for my lessons. All I do is put my original in a file cabinet and within a day, the copies somehow end up back in my mailbox. It's totally bizarre.

Still more curious: Our building is always clean, our classrooms are never too hot or too cold, broken railings get fixed, burnt-out light bulbs get replaced, my paycheck is always right, phone messages are automatically placed my mailbox, records are accurate and up-to-date, student meals are carefully prepared and buses run safely all the time. Someone is even cleaning the bathrooms -- and boy do they deserve to be paid more money!

So who's doing all of this mysterious work in my building and in our school system?

Dozens of dedicated men and women whose work often goes overlooked: School secretaries and receptionists, data managers, teacher's assistants, custodians, craftsmen, media assistants, audiology technicians, facilities supervisors, cafeteria managers, mechanics, cooks, cashiers, and bus drivers.

These professionals deserve the admiration and respect of our community because they are essential to our district's success. In fact, it is more than fair to say that the people who are completing these tasks are the backbone of our system and the rock on which student achievement and teacher satisfaction are built.

Think about it: Could children possibly learn in a building that wasn't clean or well maintained? Could they concentrate on an empty stomach or focus if they arrived late every morning? Could teachers possibly teach if materials were never available? Would we be able to tutor struggling students or lead after-school activities if we were responsible for copying and cleaning too? How much time could we spend planning or grading or meeting with parents if all of these other tasks weren't competently completed by others?

What is even more amazing is that these same tasks happen in over one hundred schools across our county with little recognition every single day. While the work of teachers and principals is often celebrated, little public praise is given to the people who make that work possible.

Take a few moments in the upcoming days to celebrate the supporting staff in our schools -- they are the forgotten heroes of the Wake County Public School System!

Posted by William Ferriter at 09:08 AM on October 31, 2005 | Leave Feedback

A Teacher's Journal 21: Nanny 911 to the Rescue!

I'm a bit embarrassed to admit this, but I've started watching Nanny 911 on television lately. The show has a strange draw for me as a teacher -- watching it reminds me of just how hard my job really is!

Take this week's episode for example: A father of three was struggling to keep his boys entertained during a one-hour period of afternoon playtime. Despite having the expert advice of a childcare professional who came to the rescue and an engaging game of baseball on a beautiful summer afternoon, their time together quickly broke down as the boys fought over whose turn it was to bat. After only twenty minutes, the well-intentioned dad surrendered.

Final Score: Three kids, twenty minutes, game over.

I suspect that many parents can relate to the stories presented on Nanny 911. Perhaps you've had a "rainy day" nightmare where your children were almost impossible to keep motivated. Maybe you've hosted a birthday party for your child and his best friends that turned into a grueling two hours where everything that you thought your energetic guests would love went drastically awry. I'll bet you were mentally and physically exhausted by the end of the afternoon, wondering how something that seemed so right could possibly turn out so wrong.

Now imagine those same kinds of situations -- only with dozens and dozens of children -- every day for the next 10 months, and you'll begin to understand the challenges of my job!

Every morning at 7:00, 27 students with different interests and abilities step into my world. From 7:00 until 9:40, it is my responsibility to keep all of them motivated, interested -- and learning! Sometimes the lessons that I've planned are a great hit, keeping everyone engaged for 30 or 40 minutes straight. Of course that means I still have two more hours to fill, but anytime one activity "works," I feel pretty successful because I know that my students are enjoying themselves and exploring the world at the same time.

Sometimes the lessons that I plan flop miserably and I have to make changes on the fly to keep chaos at bay. It's an uncomfortable feeling when this happens, that's for sure. I draw from twelve years of hard-earned experience to make it through these moments. Sometimes I can make small changes to the existing activity to make it more meaningful and entertaining. Other times, I have to scrap the entire task and design something new on the spot that might -- or might not -- work. Either way, there are 27 sets of eyes staring at me during this "rain delay" and if I don't work quickly, my classroom can spiral out of control.

I get a five-minute break at 9:40 as classes are changing. Generally, I use that time to sprint to the bathroom and to grab a Coke. Then, it's back to my classroom -- and a second group of students complete with different interests, abilities and needs that are my responsibility until 12:35!

Any teacher will tell you that working with students is the best part of our jobs. We love the connections that we develop with our students, we love the creativity that goes into our daily work, and we love the content that we teach. Watching children discover and grow is almost magical, and knowing that we are a part of that magic is humbling.

But it can also be overwhelming and exhausting too! Teachers work alone, knowing that they are responsible for everything that happens during their class period. They make thousands of split-second decisions and handle hundreds of different challenges every single day. Meeting the individual academic and social needs of incredibly diverse young people for hours on end takes a measure of patience, skill and workplace stamina that few other professions require.

There is no surrendering for classroom teachers -- and no Nanny 911 coming to the rescue!

Posted by William Ferriter at 09:00 AM on October 24, 2005 | Leave Feedback

A Teacher's Journal 20: Education's Glass Ceiling

I had a reunion the other day with one of my favorite students. Joel was only 10 when I met him as a fifth grader in my first class as a teacher. He was someone that I hit it off with instantly, and I grew to know him and his family quite well over the past 11 years. Joel is now on the edge of graduating from college himself, and we got together to catch up.

As our conversation drifted towards careers, Joel surprised me by asking, "When are you moving out of middle school? You could teach somewhere else easily. Maybe you could go to a high school or college?"

"I'm not," I said. "I really love my sixth graders."

"But is that what you want to be doing when you're 50?" he pressed, "Don't you think it would be weird to still be just a teacher when you're 50?"

And for the first time in my career, I struggled to answer. "Teaching is what I do," was my first reaction. "I love my students, and knowing that I'm making a difference in their lives drives me."

I've even taken steps to make staying in the classroom a better financial decision. Several years ago, I earned National Board Certification, which carries a significant pay raise in our state. I then added a Masters degree, further increasing my pay. Combined, National Board Certification and a Masters degree has almost made staying in the classroom affordable.

But is being "just a teacher" enough? Is it what I want to be doing when I'm 50?

Honestly, the answer is, "I'm just not sure anymore," and that saddens me.

It's not that I'm "burned out," tired by the daily demands of meeting the needs of middle schoolers. In fact, I still thrive on my interactions with my students. It's also not that I feel "disrespected" by society as a whole. While the criticisms of public schooling can be frustrating, I know that I have been successful within my school and community.

What has me doubting my decision to finish my career in the classroom is that despite great successes, I've recognized that I am still "just a teacher" in the eyes of most people. My day-to-day responsibilities haven't changed in 12 years, and are no different than the responsibilities of the first year teachers in my building. While I am currently working for an administrative team that believes in empowering teachers, I still find myself wanting more input over school and system-level decisions.

Teaching is truly a "flat profession." There are no real opportunities for teachers to "advance" and remain classroom teachers at the same time. To get the additional influence that I want, I'm going to have to leave my classroom and lose my connection with my students -- that is incredibly frustrating.

It is time to break education's "glass ceiling" and to stratify teaching. If we hope to retain our most accomplished teachers, we must work to create school-level leadership positions for teachers who want to stay in the classroom and advance as well. There are successful stratification models being tried across the country, and each has the potential to help retain teachers looking for opportunities to grow professionally.

But these initial efforts are slow to develop and to be embraced by a society that largely still views teaching as something slightly less than professional work. Until these perceptions change, teachers will continue to be forced to make the difficult decision to remain "just a teacher" or leave the part of the profession that they love the most.

As for me, what will I be doing when I'm 50?

I don't know. I haven't decided yet.

Posted by William Ferriter at 04:51 PM on October 17, 2005 | Leave Feedback

A Teacher's Journal 19: My Advice -- Ground 'em!

As the Wake County Teacher of the Year, parents are constantly asking me for advice. It's one of the best parts of my job because it reaffirms my belief that all parents care deeply about the success of their children. "How can I best help my child?" they'll say. "What is the single most important thing for me to do to guarantee that my child has a productive life?"

My answer: Ground 'em for a couple of months. And if you want to make sure that they're wildly successful, replace their computers, televisions, Game Gears and PlayStations with a big stack of books right before the punishment begins!

How do I know that this rather "unorthodox" approach to student success will work?

Because it happened to me when I was twelve. One Sunday evening, my father asked me to take the garbage to the curb. I (being the nearly adolescent rebel that I was) said no. Dad's response: "Fine -- you're grounded for a week."

"How 'bout two?" I said.

"Sure," Dad laughed, "Let's make it three!" Before I knew what had hit me, I had a six-week sentence in something akin to solitary confinement: A child's bedroom in the early 1980's!

Some of you can relate, right? My room was as simple as they came. iPods, instant messaging and the Internet were years away -- heck, who am I kidding -- cable TV had just become available (no remote controls, though) and we were only about five years removed from eight-tracks! I had a pillow, a bed, a dresser, a loaded bookshelf and a light to keep myself busy for 40 days and 40 nights -- nothing else -- not even a working stereo to play my favorite Bay City Rollers records! (Remember the Bay City Rollers? Better yet, do you remember records?!)

So what did I do?

Read -- a lot! I read books about World War II and the Holocaust. I read science fiction stories about traveling through different dimensions -- A Wrinkle in Time was my favorite. I read My Side of the Mountain, Treasure Island and Old Yeller. (It made me cry.) I read at least fifteen "Choose-Your-Own-Ending" stories -- both endings -- twice! I remember reading Blubber, and Rascal, and every Stephen King novel I could get my hands on.

When times got really slow, I hit the Guinness Book of World Records and the Almanac. (How many kids do you know who are reading the Almanac at 12?) I had a book about the Olympics and another about the Great Depression. I read about gangsters and gnomes and soldiers and nuns. I voluntarily cracked open my text books more than once. I even read Little Women in a moment of desperation -- and was surprised to find that it wasn't all that bad!

I learned two incredibly important lessons during that span of childhood incarceration:

First, take out the trash when you're told -- it's easier than the alternative!

But more importantly, I learned that reading could be rewarding. I learned that books introduce you to entirely different worlds and that your imagination is more interesting than you might think. I learned to let my thinking be challenged by stories and had the chance to explore life and history through the written word.

Those lessons have paid dividends time and time again. Because I'm a strong reader, I aced my high school and college coursework. I've also become an excellent writer and public speaker, which has helped me to advance in my career time and again. I am a strong communicator -- and communicators succeed. The foundations of all of these skills were initially developed during six wonderfully long weeks in my bedroom with my books!

How do you instill this love of reading in your child besides long-term grounding?

Try reading aloud together each night. You'd be surprised how much even middle grades students will enjoy time together with you. As your child grows older, engage them in conversations about provocative articles from the newspaper or current events magazines. You probably won't be surprised by how much they'll enjoy arguing with you!

Let your children see you reading for a variety of purposes. Tell your children about the reasons that you read. Show them examples of how reading is a part of your job and how strong readers succeed in your profession. Make reading a part of your family's evening routine. Turn the TV off every now and then!

Whatever you do, never underestimate the importance of encouraging your children to read. It is the single most important step that you can take to ensure their futures.

I'm living proof!

Posted by William Ferriter at 10:40 AM on October 10, 2005 | Leave Feedback

A Teacher's Journal 18: The Myth of Laziness?

All right, parents and teachers -- this entry is meant to challenge your thinking on children who fail.

Recently, a teacher told me, "If a child fails, it's not because of me. I teach. That's it. It's their responsibility to learn."

I've heard many colleagues say similar things. "Every child has the opportunity to learn," they'll say. "It's what they do with that opportunity that determines who will be successful. After all, I can't make them do their homework or study for their tests."

I've heard defeated parents in conferences echo these sentiments. "Oh, I don't know what to do with him. He just doesn't care. If he'd do his work, he'd be fine, but he's too lazy to do his work."

And I'll admit, I've said these kinds of things before too. Usually they come out in moments of great frustration with an individual student who I think I've tried everything with and yet I still don't seem to be able to reach. In those moments, I almost take the student's struggles or misbehavior as a personal affront. I've invested myself completely into my work -- I've given what I believe to be my best -- so it must just be that the child "just doesn't care," right?

I took great comfort in these kinds of thoughts until I read a powerful book called The Myth of Laziness by Mel Levine. In it, Levine makes the argument that no one ever wants to fail. I mean, think about it -- who would willingly wake up day after day and put themselves through the negative feelings and experiences that go along with failing. Everyone would prefer to be successful in every situation if they could.

Wouldn't you?

Levine goes on to argue that the adults who surround struggling students -- both parents and teachers -- may be the ones who are failing. We take the easy way out when we say, "You just have to work harder," or "You're just lazy," to children.

Instead, he believes we should be working diligently to identify the reasons for a child's struggles. Failure, in Levine's experience, is the result of a variety of neuro-developmental dysfunctions, learning disabilities and personal challenges that can be identified and addressed in very specific ways. To him, no one is ever lazy -- they just struggle to produce.

That one, simple thought has had a profound impact on how I go about my work. Whenever I see a child acting out in class, refusing to do work, or constantly earning failing grades, I have to remind myself that I have a responsibility to figure out why. Calling it laziness and moving on is a failure on my part. It is evidence of an unwillingness to do the hard work necessary to identify weaknesses and to help my struggling students succeed.

Since reading The Myth of Laziness, I'm far more persistent than ever before, and I'm finding that Levine just might be right. Children that I would have labeled lazy are willing to work incredibly hard when I reach out to them. Sometimes, I have to present material in a different way or design an alternative activity. Sometimes, I have to offer additional time or individual attention. Sometimes I have to get help from specialists in our school trained to address student learning disabilities.

But every time, my struggling students have shown a real desire to succeed. One boy almost brought me to tears when he started signing his assignments with, "A boy who is trying to produce."

These experiences have gotten me thinking....

Where does our responsibility to failing children -- as parents and as teachers -- start and end? Can all children be successful if we are willing to make extra efforts on their behalf?

More importantly, is labeling students "lazy" taking the easy way out?

Posted by William Ferriter at 05:08 PM on October 03, 2005 | Leave Feedback

A Teacher's Journal 17: Disputing Teacher Bonuses

Did you read the front-page article in the News and Observer on Friday about the performance bonuses being given to teachers in 37 failing schools across North Carolina? Despite passing rates that are less than ideal, our state will be spending 3.2 million dollars under the existing ABCs of Public Education school accountability program to provide $750 stipends to 3,262 teachers in each of these schools because their students "made expected growth."

Many people are indignant about this decision. "Parents of children who are failing have nothing to celebrate," said the founder of People United for Education, a group critical of the decision. "I don't think anyone should be rewarded in these schools or others."

"It does beg the question of whether we should relook at how we hand out the bonuses," added Howard Lee, the chairman of the State Board of Education.

So where do I stand?

Like many, I think we need to significantly alter the way we hand out bonuses to teachers. Unlike many, I think the annual bonuses for teachers working in high-needs schools should be raised to at least $5,000.

Each year at this time, I feel a great sense of guilt because I have chosen to work in a suburban school with less than 10% of my students living in poverty -- my classes are full of children who are fortunate in nearly every way. They tend to come to school well prepared because they have been exposed to extensive enrichment opportunities for their entire lives. They have access to the best medical care and the latest technologies. Their parents are supportive and engaged, and they provide for their children in ways that many of our poorest families can only dream of -- and each year, I receive a $1,500 bonus because my students "make high growth" in the ABCs program.

While I firmly believe that every child, including those from middle and upper class families, deserves a highly accomplished teacher, I often wonder, "Would my students 'make high-growth' without me? Don't children of poverty need me more?"

Then I wonder, "What are we, as a state, doing to recruit our most accomplished teachers to our hardest-to-staff schools?"

Children living in poverty face a set of challenges that must be addressed in unique ways, and yet high-needs schools generally function just like "schools always have." Class sizes remain high, needed resources are in short supply, the social challenges of poverty like chronic absenteeism and lack of enrichment experiences remain, and little additional time or training is made available to support teachers or staff members. Quite simply, working in high-needs schools is far more demanding than working in high-wealth schools.

Despite these realities, hard-to-staff schools often end up labeled as "failures" in the eyes of the community and teachers rarely earn top-level achievement bonuses -- it would be difficult to imagine a more adverse set of circumstances in which to choose to work.

Few would argue that more high quality teachers are needed if we are going to guarantee every child the "sound basic education" promised in our state's constitution. Even fewer would argue that our highest-need schools struggle to attract and retain large numbers of our most accomplished educators. As Terry Belk, father of two children at a high school in another North Carolina district, said, "My daughter told me that she hardly ever saw a regular teacher. They were mostly substitutes."

To attract teachers to high-needs schools, I believe that we must do more than simply criticize and ridicule. We must start by offering significant market-based incentives to accomplished teachers working in challenging assignments.

While many of my colleagues may disagree (rightfully arguing that teacher pay is too low regardless of which school one chooses), I believe that offering significant "bonuses" to teachers working in our lowest performing schools would have a significant impact on student achievement.

As it currently stands, we simply expect teachers to work in challenging circumstances with no additional compensation -- and then subject them to constant pressure and scrutiny. This seems shortsighted when other, "easier" opportunities are readily available. Let's financially reward teachers for working with the students who need them the most.

Restructuring teacher pay may not be enough, however. While increased bonuses may attract more teachers to our hardest-to-staff schools, they will not be enough to keep them there. To ensure that high-needs schools retain our best teachers, we must also:

1. Restructure the workday in our most challenging schools: Teaching in high-needs schools is tough work. Not only do teachers have to know their content, they must understand how to help children overcome the almost overwhelming challenges of poverty. Let's restructure the workday in these schools, allowing for significant on-the-job professional development and reflection. Providing more embedded time and training to teachers who have to address more challenges seems only logical.
2. Recruit our most accomplished administrators to, and grow teams of accomplished educators in, our most challenging schools: Accomplished administrators serve as magnets for good teachers. They energize and inspire in ways that "ring true" to our best educators. We must also develop teams of accomplished teachers working together who thrive on one another's energy and ideas. Passionate teachers are constantly motivated to reflect and grow. Equally motivated colleagues and administrators must be present to nurture this professional creativity.

So what do you think? Does "having it easy" make my work less significant or worthwhile than that of teachers working in our hardest-to-staff schools? Should I feel guilty about taking my $1,500 bonus this month?

I'm not sure -- that is a question I continue to struggle with.

But I do think that critics who demand success without supporting meaningful change and who continue to look for "quick-fix" solutions to incredibly complex problems should be ashamed.

Attracting teachers to high-needs schools -- and keeping them there -- will require more than an occasional $750 bonus and a reliance on my own feelings of guilt and shame. It will take a willingness to commit significant new resources to an effort that is long overdue.

Posted by William Ferriter at 03:00 PM on September 26, 2005 | Leave Feedback

A Teacher's Journal 16: Lesson Learned on the Couch

I couldn't sleep the other night. I don't know why, but it was about 3:30 in the morning and my mind wouldn't settle enough for me to fall into the bliss of another dream before the day began.

So I grabbed a Coke, crawled to the couch and snapped on the television. After flipping through infomercial after infomercial, I settled on an interview with an expert in DNA who was discussing the advances in technology that have changed crime scene investigations over the course of the past 20 years.

And let me tell you, this guy was passionate about his field. He was animated and excited -- his eyes were gleaming, his voice would rise as he made key points, he sat forward in his chair -- and yet I was bored to tears! You see, he was so passionate that he forgot who his audience was and began talking at a level that was far beyond my ability to understand. I was lost in five minutes, and fast asleep in 10.

So what does this have to do with education?

One of the great debates in schooling today is what qualifications teachers should possess before being certified to teach. Many argue that teachers in our classrooms are woefully unprepared because they do not have four-year degrees in their subject areas. Often, professionals who transfer to education after their first career are seen as more "competent" than teachers who come to the classroom through traditional preparation programs simply because they are masters of their content areas.

I would argue (as would anyone who was watching the DNA guy on Wednesday) that knowledge of content isn't enough to make someone a "highly qualified" teacher. To be successful, a teacher also needs:

1. A knowledge of content-specific instructional techniques: Our classrooms are incredibly diverse communities. Students demonstrate a wide-range of background experiences, interests, abilities, and learning styles. Meeting the needs of all of these children is quite possibly the single-greatest challenge for teachers.

   To meet this challenge, teachers must have a strong understanding of how to make their content approachable for various groups of students. Instructional techniques must not only be age-appropriate, they must be ability-appropriate as well. Teachers must also be able to refine their instruction when first-attempts to reach students fail.

2. A knowledge of the children that they are teaching: Think about the teacher who you had the strongest connection to as a child. What was it that made you admire and respect them? Listen to them? Learn from them? I'll bet that it wasn't their deep and passionate knowledge of content! It was more likely the rapport that they worked to develop with you and their ability to make you feel valued and respected.

   Our best teachers understand that relationships matter in education. They work to know their students -- not simply their content. They recognize that students learn best from the people that they respect and admire (why do you think peer pressure is so powerful?), and they work to be one of those people. Passion about content must be combined with passion for people.

I'm about to say something that may surprise you: I don't consider myself to be an expert in my content areas (Social Studies and Science). I mean, I understand the curriculum enough to present accurate information to my students, but I don't have a degree in either subject and I'll readily admit that I don't have the complex understandings of content that experts from these fields possess.

I can almost hear the groans of the education community from here! "What is he doing," they'll wonder. "How can the Wake County Teacher of the Year admit that he's not an expert in his content area? He'll only reinforce people's negative impressions of what teachers know and can do!"

But I do have a deep understanding of my students. I recognize the importance of building a strong and trusting relationship with them. I realize that they have different strengths, weaknesses and needs. I am skilled with a variety of instructional techniques and am able to refine my lessons when my first attempts haven't been successful. I am able to share my passion for my content in ways that are approachable and interesting for all of my students.

Don't get me wrong -- I appreciate the importance of content knowledge in teacher training and certification. I believe that, especially for high school teachers, a firm grasp of -- and passion for -- content knowledge is essential.

But passion for content is not enough to keep our students motivated and learning. It may not even be enough to keep them awake -- I learned that lesson just before dozing off on the couch the other night!

Posted by William Ferriter at 08:54 AM on September 19, 2005 | Leave Feedback

A Teacher's Journal 15: Education Myth -- Teachers Work 6 Hours a Day

I'm reading a new book right now called Education Myths. Jay Greene, who is a researcher for a group that is generally critical of public schools, has written it to expose what he claims are commonly held misperceptions about public education. What frightens me is that Mr. Greene seems to be spreading myths of his own by drawing conclusions that seem far removed from the reality of my experiences over the past 12 years in the classroom.

For example, Greene claims that teachers work 7.3 hours a day for a total of 36.5 hours a week. This includes about 6 hours of direct instruction and 1-2 hours of planning daily, and it is, he argues, an ample amount of time to complete all tasks expected of teachers. To assert that teachers only work 7.3 hours and have 1-2 hours of planning each day is simply not an accurate reflection of my work!

First, I am required by my administration to be at school from at least 7:00-2:45. What's more, to realistically complete the rest of the tasks necessary to teach takes far longer than 7.75 hours a day.

Here was my work schedule last week:

Sunday:	4:00 PM - 7:30 PM	3.5 hours
Monday:	6:00 AM - 7:30 PM	13.5 hours
Tuesday:	6:00 AM - 7:00 PM	13 hours
Wednesday:	6:00 AM - 7:45 PM	13.75 hours
Thursday:	6:00 AM - 6:45 PM	12.75 hours
Friday:	6:00 AM - 7:15 PM	13.25 hours
Saturday:	12:00 PM - 4:00 PM	4 hours

Grand total: 73.75 hours.

So what was I doing during all of those hours? Things that teachers do every single day: Grading papers, planning lessons, responding to parent questions via email, meeting with my grade level team, meeting with my department, meeting with my administration, meeting with guidance counselors about struggling students....

Helping to maintain our school's website, helping to enroll students in classroom websites, developing my own classroom website, reading professional literature, preparing my National Board Renewal portfolio, studying how to use digital moviemaking in my instruction, preparing for this week's open house....

Acquiring materials for our upcoming lessons, tiding up my classroom, returning lab supplies, writing parent newsletters, cleaning boards, wiping desks, picking up spent tissues from the floor, coaching basketball, setting up intramurals, mentoring new colleagues, giving -- and getting -- advice on students or instruction....

The list of responsibilities that classroom teachers must manage in a typical week is almost endless! For me, all of this work (except my weekend hours) is done at school. Without children, I can arrive early and stay long into the night. For many of my colleagues, this work is done at home after the kids have gone to bed and in between loads of laundry.

Is my work schedule unusual?

Perhaps a bit, but not as unusual as you may think. The most recent study of teacher working conditions in North Carolina shows that more than half of the teachers in North Carolina spend between 3-5 hours outside of the school day each week involved in activities like coaching, tutoring, chaperoning field trips and sponsoring clubs.

Furthermore, almost 60 percent of the teachers in North Carolina (and 70 percent of the teachers in Wake County) spend between 5 and 10 hours outside of the school day each week preparing lessons, grading, holding parent conferences and attending meetings. Finally, almost 85 percent of teachers in North Carolina report having less than one hour of planning time built into their schedules each day to complete these tasks.

Using these statistics, we can conservatively estimate that more than half of our teachers in North Carolina are working 51.5 hours a week -- far more than the 35 hours that Jay Greene writes of. Maybe the long-held belief that teachers are only "working" when they are in front of students explains the "teachers only work 6 hours a day" myth.

Ask any teacher and they will tell you that the 6 hours that we spend teaching is the best part of our day. It's the long hours preparing for that instruction that can be overwhelming -- chasing thousands of teachers from the classroom each year -- and it is those hours that go overlooked by many under-informed critics of education.

Posted by William Ferriter at 02:59 PM on September 12, 2005 | Leave Feedback

A Teacher's Journal 14: Looking for a Few Good Men

One of the prizes that I won for being Wake County's Teacher of the Year is the free use of a Saturn Relay for a year -- and I have to tell you, it is a beautiful car. It's completely loaded with features that I've never had before. I'm having the most fun with the power windows and the CD player -- my '95 Ford Taurus has the old-school crank models and a tape deck! Getting used to the heated leather seats, DVD player, keyless entry, XM satellite radio and On Star has been a truly interesting experience.

Getting used to the "2005 Wake County Teacher of the Year" sticker sprawled across the rear window has also been interesting. I get the occasional honk and I'll often see people staring at me while driving around. I'm constantly paranoid about cutting people off and I never roll through yellow lights because I'm pretty sure that the intersection cameras will have no troubles finding me. I've even gotten to the point where I feel like I have to shave if I'm planning to drive the Relay because you never know whom you'll meet on a trip to the Quickie-Mart!

But the most interesting by-product of the sticker happened this week when a stranger approached me in a Food Lion parking lot and said, "Please tell your wife thank you -- She must be great at what she does, and I really respect and admire teachers."

Now don't get me wrong -- my wife, who works for the YMCA, is great at what she does, but I'm the Wake County Teacher of the Year!

This incident got me thinking about the lack of men in our schools. When working at the elementary level, I was one of only two men in classrooms. At the middle school level, men make up about 10% of most faculties. On our sixth grade hallway, we started last year with just one male teacher but are lucky enough to have 3 now -- out of 12!

Why is it that men aren't drawn to teaching as a profession? Is it, as those who ascribe to stereotypes would have you believe, that "men just aren't the nurturing type?" Is it that teaching continues to be seen as "woman's work?" Is it that men feel a burden to be providers for their families (another changing stereotype in today's world), and the typically low salaries paid to teachers makes this impossible?

But more importantly, what impact does the absence of male teachers in our classrooms have on children -- especially our boys? Who are their "learning role models?" How can we convince them that "guys read too" when there are no "guy reading teachers?" Are we inadvertently sending the message that "men don't bother with school?"

What's more, this imbalance between the role of men and women in education often seems to carry over into families, too. Who is it that attends Open House? Who schedules parent conferences or makes phone calls with important questions? Who helps with homework at night and makes lunches in the morning? Who chaperones field trips or volunteers with the PTA? In my experience, moms take on the majority of those responsibilities -- and while they do a terrific job, it seems like men should do more to be involved.

In the 1970's, the academic success of girls in our classrooms (particularly in the fields of math and science) was at risk. We made a concerted effort to encourage girls to pursue rigorous coursework and to see themselves as the academic equals that they are. Those efforts are paying off. More girls take Advanced Placement courses than ever before. SAT scores for girls have raised, and more young women pursue degrees in engineering and science.

But during that same time period, our boys have struggled. In fact, many researchers think that boys could be facing an equally critical crisis. Studies show that there is a growing achievement gap between boys and girls in the area of literacy. There are also higher percentages of boys dropping out of school and expressing dissatisfaction with classroom experiences. Boys often feel little or no connection with their teachers or their work.

One simple solution that we can apply at the local level is to work to attract more men to our classrooms. There is little doubt that our teachers influence us -- I'll bet you can name at least one that changed your life -- and I believe that male teachers are more likely to have this kind of significant influence on the boys in our classrooms.

Another simple solution is for dads to get more involved with school experiences. Be seen by your child as a reader or a writer. Help with homework and projects. Attend an Open House or a school function.

Let's show our children that men value learning too.

Posted by William Ferriter at 11:31 AM on September 08, 2005 | Leave Feedback

A Teacher's Journal 13: Principals Matter

I was talking to my principal the other day and he asked me what my future plans are. "Where are you going to be in five years, Bill? Clearly you could do most anything that you wanted to," he said.

My instant reply was, "That depends on where you're going to be in five years. I'll be teaching sixth graders in room 2415 at least until you leave."

If you were to ask the majority of teachers in our school, I suspect that their replies would be pretty similar. We've discovered a simple truth that often goes overlooked in conversations about school reform: Good Principals Matter.

So what makes our principal so remarkable? For starters, he empowers teachers to make critical decisions about teaching and learning. There is no decision that teachers aren't centrally involved in. In today's accountability culture where a school administrator's reputation -- and sometimes career -- is dependent on producing results, there is a great temptation to make all decisions from the principal's office. Control becomes important because the professional risks of releasing control are too great.

Empowering teachers, however, produces results in our school that centralized decision-making could never produce. Most significantly, our teachers feel a sense of professionalism and engagement that many teachers don't feel. There is an atmosphere of collective curiosity at Salem. We see ourselves as problem-solvers because that is what our principal expects us to be, and we are incredibly motivated to identify the instructional approaches that work best for our students. Our principal has unleashed an often-untapped resource in schools -- the intellectual energies of our teaching staff.

Teachers are not the only beneficiaries of our principal's efforts to create a professional culture within our building. Our students benefit because our school has become a magnet for highly accomplished teachers. I stand in awe of the skill and ability of my colleagues -- there are several who I believe are far better teachers than I am -- and many of them sought positions at Salem because of the reputation of our principal. What's more, our teachers are constantly learning and growing from one another because our principal encourages constant professional growth. His efforts bring some of the best and the brightest to our classrooms -- and make them better!

Is our principal "one-of-a-kind?"

No -- Wake County has many likeminded school leaders who are making a difference.

But not unlike teachers, it is becoming harder and harder to keep our most accomplished administrators in the schoolhouse.

School leadership demands long hours, constant scrutiny (from parents, from teachers, from district level supervisors, from the community at large), and almost overwhelming attention to detail. School leaders must manage complicated budgets, understand federal, state and local legislation, recognize changing trends in education, set direction, monitor progress, manipulate data, interact effectively with the community and develop the human capacity of staff members.

Our best administrators possess skills that are greatly valued -- and compensated for -- in the private sector. As a result, it is becoming more and more difficult for our schools to fill leadership positions with principals like mine.

As a community, let's recognize the importance of school leadership and make a concerted effort to identify, develop and reward our best principals. Keeping them in the profession is a reform strategy that will impact teacher retention and student achievement in positive ways.

My principal is living proof!

Posted by William Ferriter at 12:01 PM on August 30, 2005 | Leave Feedback

A Teacher's Journal 12: Parents are from Mars, Teachers are from Venus

I had a great idea the other day -- I figure that if someone can make millions by writing a book attempting to explain the complex inner workings of the relationship between men and women that I can make a mint trying to explain the equally complex relationship between parents and teachers, right?

So I wandered over to the Self-Help section of the bookstore and spent a few minutes browsing through Men are from Mars, Women are from Venus looking for ideas. The first thing I noticed was the book's subtitle:

"A practical guide for improving communication and getting what you want in your relationships."

How perfect is that?! Teachers and parents across America will flock to the shelves if I can somehow help them to "get what they want" out of one another, right? And isn't communication the hardest part of the relationship that we share?

I've never met a teacher who hasn't been mystified by the actions of a parent at least once a year, and I'm pretty sure that parents can say the same about teachers. Let's face it; we're two of the most complicated groups of people to understand -- and for $29.95, I'm willing to be your guide!

After browsing witty chapter titles like "Men are like Rubberbands," and "Women are like Waves," I found what is going to be the title of the first chapter in my book: "Scoring Points with the Opposite Group."

My publisher (the guy down the hall with the working printer in his room) tells me that I should share some of my ideas here to "prime the marketplace." It seems that he believes that my book will spread like wildfire through a word-of-mouth, grass roots buying campaign after y'all get a taste of what I've got to offer. So here's an early draft of the key ideas in my first chapter:

Scoring Points with Parents: (Target Audience: Teachers)
Parents rarely intend to be the red-eyed, flame-breathing creatures that you see in your nightmares. There are several things that you can do as a teacher if you are hoping to have a wonderful experience during the upcoming school year. To score points with the parents of your students, try:

1. Recognizing that parents are valuable partners: Do you realize how much collective knowledge parents have about their children? They have spent years nurturing and supporting the students that you have just met! Yet teachers often overlook parents during the course of the school year. Make an attempt to involve parents in meaningful ways in the education of their children. Ask for their thoughts and advice. Empower them to help make important decisions. Recognize them as experts and treat them as respected equals. Not only will you score points, you'll learn valuable information that will help you to do your job better.

2. Communicate early and often: All parents are passionate about their children. They want to know what their strengths and weaknesses are. They want to know what is being learned in class and what assignments need to be completed. They want to know how to extend and enrich learning at home, yet often the only source of information is a cryptic conversation with a distracted twelve-year old -- or worse yet, picking through the pile of papers in the bottom of a backpack! Work diligently this year to communicate with the parents of your students in meaningful ways. Send emails, create websites, and host parent nights. Make phone calls -- to express concerns AND celebrate successes -- and you'll surely score points with parents.

3. Admit your mistakes: Teachers make thousands of split-second decisions every single day. Who was pushing in the lunch line? Was that child being honest? Did students have enough time to complete their tests? Were the directions for the class work assignment clear? Was I too harsh? There will be times when you make the wrong decision this year -- after all, you're human and this job is hard! There is nothing more damaging to your relationship with parents than to deny this reality. When you make a mistake, apologize and move on. You'll retain the trust of your parents and your own integrity at the same time.

Scoring Points with Teachers: (Target Audience: Parents)
Teachers are rarely the incompetent, bumbling scatterbrains that you see in your nightmares. There are several things that you can do as a parent if you are hoping to have a wonderful experience during the upcoming school year. To score points with the teachers of your children, try:

1. Recognizing that teachers are professionals: The old adage, "Those who can, do and those who can't, teach," is not only insulting -- it is inaccurate. Teachers are generally highly trained professionals with a deep understanding of the content that they teach and the instructional methods to make that content approachable for students of different ability levels. While you may not always understand the decisions made by teachers, trust their training and experience. You'll score points with your child's teacher by providing him/her the professional respect that you expect to be given in your workplace.

2. Giving your child's teacher the benefit of the doubt: There are going to be times this year that your child comes home distraught over the actions of a teacher. In any setting where human beings are together for six hours a day, there are bound to be disagreements. When this happens, begin by giving your child's teacher the benefit of the doubt! Make an appointment to hear what happened from the teacher's perspective. You'll sometimes find that your child's version of events was not a "complete disclosure" of the situation, and together you can work out a set of next-steps to keep future misunderstandings from happening.

3. Saying "Thank you": Teaching is demanding. Imagine spending hour after hour alone in a room with 20-30 children who all have different academic, social and emotional needs. And then imagine working in those conditions year after year with little recognition or praise. Like any profession, the critics of education are often louder than the supporters -- and teachers take these criticisms to heart. It can be terribly discouraging to work long hours with little pay in difficult conditions and then to hear only about our failures. Take a few minutes each month to thank your child's teacher for something that he or she has done. Your kindness will remind teachers that their efforts are appreciated -- and score you serious points!

So, what do you think? Does my book have potential? I kind of think that "Dr. Bill" has a good ring to it! Watch out Oprah, here I come!

But you know something, even if I don't make it big I hope some of my ideas make sense to you. Anything that I can do to improve the parent/teacher relationship is worthwhile, I figure. After all, we're counting on each other, aren't we?

Actually, I'm wrong -- it's the children in our schools who are counting on us!

Posted by William Ferriter at 12:00 PM on August 22, 2005 | Leave Feedback

A Teacher's Journal 11: Keeping Teachers

This will be a big week for thousands of new teachers across our state as they begin what has the potential to be an amazing career. They will head into their new schools with a sense of enthusiasm that will be tough for us "old timers" to match!

I always love watching new teachers because despite having to work far harder than expected, they are typically one big smile. They'll proudly wear school colors and meet parents and co-workers for the first time. They'll carefully write their names on their boards and change their desk arrangements time and time again. They'll plan out their first week -- but only after asking seventeen million questions. They won't sleep for days due to the excitement, but welcoming students for the first time will make it all worthwhile.

Schools and districts have worked hard to find these instant-energizers. Job fairs started in the early spring and interviews have been held all summer long. Recruitment incentives have been offered as communities have begun to recognize the importance -- and the challenge -- of drawing qualified candidates to our classrooms.

Yet despite all of this effort and energy, statistics show that more than 30 percent of these new teachers will be gone within three years and 50 percent will be gone within five.

Those numbers are shocking to some. It's hard to imagine the same excited, energetic, new faces losing their smiles so quickly. But those of us who have made it past those first five years are not surprised because we understand how incredibly demanding this profession really is -- and we've seen new teachers leave over and over again.

What should be shocking to everyone are the costs attached to such significant turnover rates. America's schools spend $2.6 billion every single year to address teacher attrition. Using estimates based on a comprehensive Texas study, teacher attrition costs North Carolina more than $140 million annually.

But the costs are more than just economic. Teaching is not a profession that most can master while in college, and knowledge of content is not enough to make one highly qualified. Teachers have to have a deep understanding of the ways that students learn content and an ability to present knowledge to students using varied approaches. No one instructional approach will be successful with an entire classroom of students, and developing this "craft knowledge" takes significant time and experience.

Every year that teachers can "put under their belt" is critical. Over time, they will become more adept and efficient at addressing learning disabilities and tailoring instruction to meet the needs of our increasingly diverse student population. Over time, they will become more confident and comfortable with their own strengths and weaknesses. Over time, they will move beyond the walls of their own classrooms and influence instruction across their schools and districts.

Over time.

So what should we do to make sure that teachers stay in the classroom long enough to develop the "craft knowledge" that is so important to student achievement? Among other things, we can:

Focus more of our efforts on teacher retention than teacher recruitment: If we continue to recruit people to a profession that they are dissatisfied with, we will continue to struggle to staff our classrooms. Our state, under the leadership of Governor Easley, has begun collecting data through a bi-annual Teacher Working Conditions survey that has the potential to identify key factors to reducing attrition. Let's continue those efforts and use the evidence collected to make teaching more appealing as a career.

Provide new teachers with significant time to meet with highly trained mentors: There are many mentoring programs being used across America to support new teachers with varying degrees of success. One of the most effective programs, developed by the New Teacher Center at the University of California at Santa Cruz, pairs a small group of new teachers with full time mentors. With the help of Duke University, the Durham Public Schools recently became the first district in our state to adopt this model of new teacher induction. This is a program that should be expanded statewide.

Structure schools to function as professional learning communities: It is amazing how isolated schools can really be. Teachers typically work behind closed doors, doing the best that they know how for their students, rarely connecting with other teachers at their grade level or in their schools. Time should be provided within the school day to allow teachers to meet in learning teams with one another. These teams can then support one another -- and new teachers -- as they work to identify and amplify instructional practices that work. Without significant time during the school day, however, these kinds of learning teams are impossible.

Will these suggestions require additional investment in education?

Yes.

Are they worth it?

Ask the nearly 11,000 teachers who will be new to our state's classrooms this year -- or check the exit surveys of the thousands who won't be coming back.

Posted by William Ferriter at 04:43 PM on August 16, 2005 | Leave Feedback

A Teacher's Journal 10: A Beautiful Ending...

Last week was miserable for me as a teacher. I know we all have them regardless of our profession, but that doesn't make it any easier! Maybe I take things too personally, but every time I turned around, it seemed like someone doubted my efforts.

I learned that sixth graders and high achieving students (both groups that I serve) didn't make expected growth. I read letters to the editor and quotes in the paper where detractors described their "disgust" with our school system and their "joy" after leaving. I had an interview on a television news program turn south as the host questioned my abilities and called my certification from the National Board for Professional Teaching Standards nothing but a bunch of nice little "theories."

I don't know about other teachers, but I take all of these criticisms to heart. I know how hard I work for children and when people are dissatisfied to the point of "disgust," the impact is like a Mike Tyson uppercut. After a week's worth of damaging body blows, I was starting to wonder why I choose to stay in the classroom year after year.

That question was answered loud and clear at Knightdale High School on Friday evening. I was invited to speak at the Summer School Graduation Ceremony, and it was an experience that I will never forget.

Initially, there was a lot of nervous laughter and tension in the air. The graduates seemed timid - almost embarrassed to be there. "I'm only here because I failed one class," one boy said to me with a great sense of disappointment and shame.

"No you're not," I had to remind him, "You're here because you've passed all of your classes - I'm incredibly proud of you!"

As the ceremony continued, I was overcome with emotion time and again. Parents had the opportunity to see their children walk across a stage with a diploma in hand. Teachers and principals had the opportunity to see students who had struggled succeed. Pictures were taken, gowns were worn, and caps were thrown as men and women who could have easily given up on school in the face of great adversity felt the "triumph of great achievement!"

It is moments like these that fuel me. Every day, teachers in our county are shaping lives. We often make great personal sacrifices in order to influence others, and seeing the results is a much-needed reminder of why our profession is incredibly meaningful and worthwhile—regardless of what our critics may say.

I had tears in my eyes while driving home. It was truly a beautiful ending to a difficult week.

Posted by William Ferriter at 09:02 AM on August 07, 2005 | Leave Feedback

A Teacher's Journal 9: This Vacation is Killing Me!

Honestly, I really struggle my way through June, July and August. Now, that may sound like an interesting comment from someone who supposedly "has the entire summer off." I can almost hear the groans of my friends who work in the business world, carefully using their two weeks of vacation time each year. "Right, Ferriter," they say, "We feel horrible for you. After all, you only get two straight months off!"

But like every summer in my twelve-year teaching career, I haven't taken much "time off" at all. First, I work 20-30 hours a week at a part-time job to supplement my income. This summer, I'm doing consulting work for a company that provides training in the use of instructional technology. Without my summer employment, I couldn't afford to remain in the classroom.

I've also spent extensive time engaged in professional development activities. I've gone to conferences, read three or four books on education, written for blogs and journals, given speeches and met with my colleagues several times. I've helped to conduct interviews for new staff members and am working to develop training documents to support teachers within our own building.

I'm also involved in planning for a state-level summit that will bring National Board Certified Teachers together later in the fall, and have begun work on a portfolio documenting the "best practices" that I have used in the classroom over the past eight years. While time consuming, all of these activities help to keep me knowledgeable about teaching and learning -- and once school starts, there will be little time for me to grow in these ways.

But it's not my summer employment or my professional development that makes summer so difficult. It's waiting for my empty classroom to be filled! I won't lie -- I miss my students because teaching is what I love to do. Each new year is like a story yet to be read -- full of conflicts, adventures, struggles and successes.

Who will wander through my door on August 25, I wonder, and how will I change their lives? How will they change mine? What have my former students been up to? How will I continue to influence them? What can I do to help the children of our school and community? What difference will I make?

Make no mistake about it -- this vacation is killing me!

Posted by William Ferriter at 02:20 PM on July 28, 2005 | Leave Feedback

A Teacher's Journal 8: Leaving No Child Behind

As a teacher, the No Child Left Behind act has defined my work for the past several years. This piece of federal legislation sets incredibly ambitious goals for public schools, hands out sanctions for schools that fail to make "adequate yearly progress," and greatly influences instruction in our classrooms.

While definitely flawed, NCLB has been positive because it has forced schools to pay careful attention to groups of students who have often been overlooked. Children with disabilities, children with limited English proficiency, and children living in poverty have often struggled to succeed and yet little had been done to address their needs within the classroom. Communities were once content to look only at the composite performance of their schools, but now must focus on the performance of every student population that they serve, targeting instruction designed specifically to "close the achievement gap."

But I worry that our nation sometimes expects too much out of NCLB. Children living in poverty are being left behind in so many ways that schools cannot possibly address alone. In my own career, I've had students who missed school constantly because their families could not afford treatments for basic medical conditions like asthma or ear infections. I've had students who had no access to technology critical for learning and who had never participated in any kind of after school or summer enrichment programs because their families couldn't afford them. I've had students who were homeless or who were living in conditions that most of us would find appalling.

All of these factors greatly affect a child's ability to succeed, and yet we've done little as a country to close these glaring "opportunity gaps." Richard Rothstein, who has done extensive research on the impact of non-school factors on student achievement, once wrote, "No society can realistically expect schools alone to abolish inequality. If students come to schools in unequal circumstances, they will largely, though not entirely, leave school with unequal skills and abilities."

If we truly are committed to the idea of "leaving no child behind," it will take more than just holding schools accountable to be successful. We must begin to hold our policymakers -- and ourselves -- accountable for actively addressing all of the "unequal circumstances" that children experience.

Posted by William Ferriter at 03:14 PM on July 21, 2005 | Leave Feedback

A Teacher's Journal 7: More Than Testing

I made myself pause today. I was talking with a colleague when I said, "Did you see our end-of-grade test scores? I guess we did a great job with our kids this year!"

I caught myself and was immediately embarrassed. After all, in my own classroom, I spend hundreds of hours collecting evidence of student abilities in formal and informal ways. I watch children reason and write every day. I see progress from assignment to assignment and from month to month. I diagnose weaknesses and target instruction that is appropriate and timely...

...and I'm waiting for end-of-grade test scores to see if I'm "doing a great job with my kids!"

Don't get me wrong -- North Carolina's system of standardized testing is critical to our efforts to improve education because it provides concrete data that can be compared. In fact, I believe that some of the most important data that we collect come from standardized tests. Over time, a clear picture of strengths and weaknesses can be developed, on both students and schools, by looking at EOG results. These results can then help districts to first identify and then amplify instructional practices that work.

We use that exact cycle of reflection at our school and on our grade level. By looking at EOG data (broken down by race, gender, age, and ability level) we are able to see which groups of students we served successfully and which groups of students we struggled to serve. As teachers, we will research what is being done to successfully reach similar groups of students in other places across North Carolina and we will try new approaches next year. Without EOG test data, none of this targeted improvement would be possible.

But that being said, I believe that it can be tempting for teachers and parents alike to fall into the trap of looking only at EOG scores when evaluating individual students. After all, our standardized tests only measure reading and math performance. "Doing a great job" with children should mean many different things.

I saw my students grow in amazing ways this year. They learned to ask one another challenging questions and to engage in thoughtful discourse with one another. They learned to try new things: some got involved in athletics, some got involved in musicals, some got involved in student government. They learned to show empathy and compassion for others and to be aware of world events. They learned to respect others and to have confidence in themselves. They learned about justice, fairness, kindness, curiosity, determination, perseverance, and responsibility.

While standardized tests are critical for evaluating the growth of our system and our students, parents and teachers should not use them as the only indicator of "growth" for individual students.

To do so would be to overlook some of the most incredible changes that children make every year!

Posted by William Ferriter at 04:53 PM on July 15, 2005 | Leave Feedback

A Teacher's Journal 6: We're a 'Bottom Spending State?'

I have a confession to make -- I'm a Yankee. I was born and raised in Buffalo, New York, and there was no shortage of drama in my family when I announced my decision to move to North Carolina twelve years ago to accept a teaching position. While I am certain that my parents' efforts were only designed to keep their youngest son close to home, their comments reflected what seemed to be commonly held misconceptions about schools in North Carolina. "Oh, honey, you don't want to work there, do you?" my mom would say. "I heard their schools aren't very good at all."

Over the course of my career, though, my entire family has recognized how extraordinary North Carolina's system of public education really is. We are leaders in many areas, with more teachers certified by the National Board for Professional Teaching Standards than any other state, with the first comprehensive study of the connections between student achievement and teacher working conditions, and with school accountability programs long before holding schools accountable was common.

Under the leadership of Governor Jim Hunt and Governor Mike Easley, North Carolina has earned well-deserved recognition for innovation in education. Our efforts have been held up as models for others to imitate. I can think of few states that have set such a progressive course for education in the past decade and I am incredibly proud to teach here.

I came across some disappointing numbers today, however. In the annual Rankings and Estimates report released by the National Education Association, North Carolina is listed as a "Bottom Spending State" in education. After having climbed as high as 31st in the nation in 1998-1999, our school spending has dropped consistently for the past six years. We are now ranked 40th despite having the 4th fastest growing public school enrollment in America. We currently spend 82 percent of the national average on education, and are outspent by all but one of our border states (Tennessee).

I worry about what the long-term consequences of this under-funding of education will be. I've watched schools and districts continually struggle to meet the needs of all children while being forced to cut essential personnel and programs. As our world grows increasingly complex, so does the work of our schools. Without continued investment, we cannot hope to properly prepare our students for the demands that they will face upon graduation.

Can we, as a community, be satisfied as a "Bottom Spending State?" Some may say perhaps. Can we be successful as a "Bottom Spending State?" It's unlikely. Can we continue to lead and remain a "Bottom Spending State?" Absolutely not.

So what do we want our system of public education to be?

Posted by William Ferriter at 10:40 AM on July 11, 2005 | Leave Feedback

A Teacher's Journal 5: Call Me Coach -- I'd Be Honored!

Over the past several years, I've earned great esteem from many corners of the professional community for the work that I have done to promote teaching. Colleagues appreciate my understanding of education and my determination to improve my skills in the classroom -- and honestly, I'm proud of myself for all of those things, too.

But it isn't my work in the classroom or on educational policy that I think is the most significant. It is my work as an athletic coach that I am proudest of. For the majority of my career, I have been the boys' basketball and soccer coach at the schools where I have taught. Coach is the title that I value the most.

Every day from November through May, I spend between 3 and 5 hours with my athletes. In many cases, that is more one-on-one time than my athletes spend with any adult in their lives. What makes coaching even more challenging for me is that once my team commitments are finished, I head back to my classroom for another 1-2 hours of planning and preparing for my language arts classes. Clearly, this is something that I love to do.

Needless to say, I was shocked when a friend recently criticized coaches by saying, "The point I am making is that coaches are drawn to teaching not because they can teach but because they can coach."

My question would be: Does that mean coaching isn't an incredibly important form of teaching?

I have a significant influence on who my athletes become as students and as people. I hold each child accountable for poor grades and poor behavior. I teach life lessons like teamwork, determination, commitment to excellence/to one another/to a cause, responsibility, dedication, and follow-through every season. These are "work behaviors" that so many children lack today. I have incredibly high expectations for each of my athletes and find that most of my boys are better men after having spent time with me -- I am their leader, their advisor, their guide and, for some, their parent.

Never underestimate the impact that coaches have on the lives of children. Their work, while often misunderstood, is essential -- even life changing -- for many.

Posted by William Ferriter at 03:24 PM on June 28, 2005 | Leave Feedback

A Teacher's Journal 4: The Envelope Please!

Eight years ago, I was a young teacher struggling to make ends meet and I was ready to hang up my chalk. Don't get me wrong -- I had a deep love of teaching. Each day was an exciting adventure full of smiles and laughs and I knew I was making a difference.

But I wasn't making a living. Like so many new teachers, I worked two part time jobs. My evenings and weekends were spent at gas stations, grocery stores and ice rinks making minimum wage and wishing I could be reading or resting. "I'm a professional," I would think, "Yet I can't pay my bills. How can I keep doing this?!"

What made things worse is that several friends from my graduating class were making far more money than I was. One friend who was working in the pharmaceutical industry started at $60,000, which was, at the time, the top of the pay scale for teachers.... Knowing that I would have to work for 30 years to match his first year salary, I was frustrated.

That's when I heard about National Board Certification. As I was soon to find out, the National Board for Professional Teaching Standards had created a rigorous assessment process designed to identify accomplished teachers. Candidates created a portfolio documenting their teaching, analyzed videotaped lessons, and sat for an exam covering content and curriculum.

And the North Carolina legislature, under the direction of Governor Jim Hunt, had begun offering significant pay raises to teachers who earned certification from the National Board. "I'll give this a shot," I thought. "The pay raise might just make it possible for me to stay in the classroom. If I don't certify, then I'll move on."

For a year, I worked diligently -- earning certification is no simple task! All totaled, I spent over 200 hours writing and reflecting on my instructional practice. My portfolio was nearly 190 pages long by the time that I was done, and I was exhausted. After taking a challenging exam in July, I felt like I had done my best but I wasn't sure if I had certified.

When my results arrived on my doorstep in a blue mailing envelope the following November, I realized that I was at a crossroads. While teaching was all that I ever really wanted to do, I knew that financially it was impractical to remain in the classroom without the National Board certification bonus. Opening that envelope was a challenge for me, but finding out that I had certified was an incredible relief!

Looking back, the process of board certification was significant in many ways. I learned to reflect on my instructional practices, examining what worked for my students. I learned that professional educators knew their students and their content area well, and were committed to constant growth. I became a critic of my own work, never satisfied or stagnant, always refining and revising, always growing. I am a fundamentally different teacher now, operating in ways that I had never before considered.

But perhaps most importantly, earning certification from the National Board for Professional Teaching Standards gave me an opportunity to make classroom teaching a career. Eight years (and hundreds of students) later, I am making a solid living doing exactly what I love to do.

North Carolina currently leads the nation in teachers certified by the National Board for Professional Teaching Standards. Our state legislature offers generous supports for teachers interested in pursuing board certification, and a significant yearly bonus for teachers who earn certification. This support is a worthwhile investment that pays dividends many times over again. I'm living proof!

I sometimes wonder what I would be doing right now if the results in my envelope had been different. I have little doubt that I would be successful, but I know that I wouldn't be satisfied. I am only thankful that former Governor Hunt and our state legislature had the wisdom and courage to support accomplished teaching.

To learn more about the National Board for Professional Teaching Standards, visit http://www.nbpts.org.

Posted by William Ferriter at 09:28 AM on June 13, 2005 | Leave Feedback

A Teacher's Journal 3: Simple Math

I came across some interesting numbers today regarding teacher turnover rates in North Carolina. Studies have shown that over half of the teachers prepared in North Carolina leave within their first five years. Turnover rates for all teachers in our state fall somewhere between 12 and 24 percent, and fully 11,000 new teachers have to be hired annually.

As a teacher, these numbers concern me because I see the damage that constant turnover does to the quality of education that schools can provide to the children that we serve. Our work is demanding and developing expertise takes time. Like any business, when schools lose teachers they are losing human capacity that is difficult to replace.

But as a taxpayer, I'm equally concerned about the damage that constant turnover does to our economy. Texas has done extensive research on the costs associated with teacher turnover in recent years. What they have found is that the estimated cost of simply replacing one teacher is $13,161. For North Carolina, that would be an annual expense of over 140 million dollars!

To the teacher in me, investing in education simply makes sense. Our world is ever-changing and the challenges to success that children face are steep. To fully prepare every child, we must remain committed as a community.

But perhaps more importantly to the fiscal conservative in me, the math seems simple: Investing in education would be a responsible decision. Improving our schools will reduce turnover…and will cost our county and state less in the long run.

Posted by William Ferriter at 04:06 PM on June 03, 2005 | Leave Feedback

A Teacher's Journal 2: Reciprocal Accountability

Not long ago, I was involved in an interesting conversation about the No Child Left Behind legislation. During the course of the conversation, an outspoken opponent of public schooling stated, "You teachers are afraid of NCLB because it holds you accountable for student achievement and you don't want to be held accountable. You don't think you can do the job, do you?"

His comments challenged my thinking. Do I, as a classroom teacher, want to be held accountable for student achievement? Am I confident that I can meet the ambitious goals our county, state and nation have set for schools? Can I promise that every child will learn and grow while they are in my care?

Since then, I've done quite a bit of reading about the No Child Left Behind legislation and nationwide efforts to hold schools accountable for student achievement. I've worked to understand my own fears of the accountability movement and to try to answer my critic's central question: Can you do the job that we are asking you to do?

My initial response: Absolutely! Our public schools are staffed by competent, caring teachers who are doing professional work every single day. We are committed to looking carefully at what works in schools. We identify best practices in instruction and amplify them across classrooms. Our efforts cannot be questioned. But I've also learned that accountability for student success has to be shared by all members of a community. Schools count on the constant support of the citizens who we serve.

Richard Elmore, an educational leader, once wrote, "Accountability must be a reciprocal process. For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation. Likewise, for every investment you make in my skill and knowledge, I have a reciprocal responsibility to demonstrate some new increment in performance."

To that end, I look forward to working in partnership with communities, business leaders and policymakers in our efforts to serve the children of our county. With shared effort and commitment, I am certain that we will continue to be one of the highest rated public school districts in our nation. More importantly, I am certain that every child will succeed!

Posted by William Ferriter at 09:28 AM on May 31, 2005 | Leave Feedback

A Teacher's Journal 1: The Real Prizes

The past two weeks have been an absolute dead sprint and I am struggling to catch my breath! Since being chosen as the Wake County Teacher of the Year, the students of our school have showered me with cheers during a victory lap, my athletes and I have taken the first "confetti slide" in recorded history, reporters have interviewed more times that I can count, and members of our community have congratulated me time and again. It has truly been an unbelievable experience that I will remember forever.

What I've enjoyed the most, however, has been watching the reaction of my students to this honor. Like most twelve year-olds, the prizes that I've won are fascinating to them, and like most twelve year-olds, they are wonderful dreamers. "Mr. Ferriter, when are you getting your new Maserati?" they ask, "and are you really getting a free trip to Africa?" My favorite rumor to date: "I heard Mr. Ferriter is going to be on Oprah!"

What they fail to realize is that they are the real prizes. While the gifts provided by sponsors in our business community are generous and very much appreciated, I would trade them all in tomorrow for a few more moments with my kids. Teaching is about connections, and it is the connections with my students that I value the most. The opportunity that I have to shape lives each day is at once inspiring and humbling…and it is all the reward that I was ever looking for.

Posted by William Ferriter at 09:00 AM on May 25, 2005 | Leave Feedback

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