Have San Leandro schools solved their money problems?

I'm glad to see that the school district is financially sound. I haven't looked at a spread sheet recently, but the actions of school administration sure make it look like there's no money problem in the district.

Why else would the principal at Garfield Elementary have rejected a gift made by teachers to support the school crossing guard program? That's right, she returned the donation. San Leandro Teachers' Association, the Union representing San Leandro's 500 teachers, made a contribution to each of the elementary schools in the district to support the financially endangered school crossing guard programs. Most of the schools graciously accepted the gift, but apparently the Garfield Principal determined that the school has no need for the money.

At least I'd like to think that the contribution was rejected because of an improving district budget, because it's past time for teachers' salaries (among the lowest in Alameda County) to catch up with our neighbors. Although, I admit, the district has been sending out mixed messages. After all, teacher salaries were reduced last year by cutting a staff development day from the school calendar. And then, the district offered Muir teachers the opportunity to work that day for only 25% to 35% of their normal salary. (District to teachers: We want you to do the work, we just don't want to pay you for it.)

I guess it leaves me wondering, if the contribution weren't rejected because of the district's improving financial situation, then why would the contribution to Garfield be rejected? Could it be that the district now views teachers as social pariahs? You know, so despicable that they are unworthy of making charitable contributions? Akin to tobacco companies and alcohol companies? That doesn't seem like a strong basis for good staff relations and positive school climate.

I just can't believe that would be the truth. That would be a bit insulting. I'd much rather believe that a big offer for a pay raise to catch San Leandro teachers up with their neighbors is just around the corner.

I can leap tall textbooks in a single bound!

I’m going to have a difficult time teaching this week.  My superhero cape and tights are at the cleaners.

It's almost staff development season again.  Our school district loves to pay these miracle-worker education consultants thousands of dollars to come and speak to our teachers.  They come armed with videos and graphic organizers, and they model their lessons.  Each consultant advertises a gimmick -- some bottled miracle that they can make happen in your classroom. The last few years, it's all about the achievement gap.

A few years ago, one of these educational consultants showed a documentary about Erin Gruwell, that energetic, "idealistic" young teacher who started the Freedom Writers project in her Long Beach School.

The gist of her story is that if you can find a way to connect to the kids in the classroom, any student can learn no matter the hardship.  In her first year of teaching, her given-up-on students transformed themselves into college-bound kids.  Gruwell wrote a book about her miracle year, then she was featured on Oprah and Rosie O’Donnell.  Now Hilary Swank is playing her in a movie.

I’m all for miracles and connections in the teaching and learning business.  I even believe that they’re possible.  Could be Jaime Escalante, Coach Carter or that Dangerous Minds woman.  I just don't think that they are sustainable.  And I resent when administrators and politicians expect miracles without putting the required resources into our schools.  For some reason, I resent it even more when some carpet-bagging consultant pockets thousands of dollars to tell us how to make the miracles happen.

Here’s the downside to Erin Gruwell’s story.  As a first-year teacher, she had to work a second job just to pay for all of her classroom expenses.  She had to work ridiculous hours, and didn't seem to have a life outside of school.  She made a noble commitment, and I applaud her dedication.  But real humans who want to make a career out of teaching have to recognize that superhero teachers burn out.   Erin Gruwell doesn’t teach anymore.  She quit.  She actually cashed in.  Now she is an education consultant.

Some Erin Gruwell character teaches in every school.  Usually more than one.  The principals love them.  “Join the equity team…  How would you like to coach volleyball? …  We really need your energy in the PTA…   Maybe you could do a staff briefing to show others what you're doing.”  For a couple of years, she is everywhere; but then something changes.  She becomes exhausted, overwhelmed, or simply disillusioned when the hard work doesn’t seem to get her anywhere.

Every teacher wants to make a difference.  Many of us have even bought into the superhero notion.  You can put all the superheroes together and make a committee.  The committee can be the driving force to ensure that the education consultant's plan is put in place.  What's the strategy?  Give teachers collaborative preparation time.  Be available to students one-on-one at lunch and after school for hours, and visit homes of students when it’s required.  These are the strategies that do work miracles.

But nobody can make those kinds of commitments to our classrooms year after year for a career.  If every teacher in the school is expected to work sixty-hour work weeks, then most of them will be out of the classroom within a couple of years.  These strategies have to be planned-for and funded, and scheduled into a regular human's life.  More prep time for teachers, smaller class sizes, or community liaisons.  

Without the funding, we’re simply hoping for superheroes who work for free.