4 School Administrators Retiring

to all the retirees, thank you for your service and caring so deeply for our kids. we are indebted to you. good luck and god speed

Cost Savings.

Right on @saunders, think of how low our taxes could be if we stopped replacing administrators when they retire. We don't need principals -teachers do all the work educating students.

Teachers do not need a "teacher of teachers" ... especially not one who hasn't run a classroom in over two decades.

What teachers need is HELP in the classroom and smaller class sizes; professional development facilitated by somebody who's taught in and can provide realistic solutions to the problems in "today's" world (in which teachers are virtually powerless to discipline disruptive students); they need functional technology, adequate supplies and administrators who support them by consistently following through on consequences for misbehaving students and unreasonably-combative parents.

What teachers don't need is for somebody out of touch with today's world to offer "pointers". How about giving solutions to teachers about how to teach when one student decides to walk out of class, another throws a temper tantrum (toppling chairs and tables) and still another telling the teacher to F off. And what to do when a teacher needs assistance, calls the office and nobody answers?

Know what else teachers don't need? Administrators with agendas. Ones who resist input from teachers and who relegate legitimate teachers' concerns as mere "excuses."

"Blue" says it all.

What many people do not understand is that there are two levels in public education and in New Haven in particular.

Level one is where the kids are actually educated and taken care of.

Level two is where the governing organization (NHPS/BOE) creates reasons for its expansion and existence.

We cannot do without Level one. Level two excels at getting us to think we cannot do with them either.

For proof, find the recent research as to why higher ed costs have gotten so much higher.

The inflation of the cost of higher ed is because of the rapid increase in administration.

It is time for a new paradigm where the money goes to the classroom and not above the classroom.

I was first a teacher in New Haven Public Schools, then a resident, currently a Principal in NHPS, and parent of a child in NHPS. For those of you who consistently make comments inciting a division between administrators and teachers are either 1. not in education, or 2. an ineffective educator. As a teacher, the job of the principal appears easy. However, as an effective teacher--ending my tenure exemplary with the data to prove it, I can tell you that there are many teachers who are not teaching. As a principal who taught in the classroom for almost two decades, the idea that our issues can be solved and cost effective by adding more teachers and not replacing admin is laughable in its adolescent understanding of a school. Teachers who were my colleagues and now my employees who; quite frankly, do not like children and could care less if they succeed or fail cannot be fired under an ineffective evaluation system given little to no weight as to the expectations and relationships teachers have with children...the number one factor in increased engagement, achievement, and growth (Do your research.).

For the four administrators who are retiring after tireless service to this district, bravo. Your shoes will be hard to fill. Remember though, that you will not have to deal with anymore NH Independent comments by the ignorant righteousness of individuals who are mired in their own misinformed self indulgence to realize that leadership is needed, teachers are needed, and above all else; unconditional love for the children in this city who listen and read what we say and do and mimic it. The four administrators retiring are role models for any teacher, administrator, student, and parent who has had the pleasure to learn from them.

Loyal55 - There is no question you are among the handful of NHPS principals to whom I referred in my previous post. Otherwise, you wouldn't feel compelled to taken such an effort to defend principals and label as "ineffective teachers" and/or "non teachers" those individuals who know better than to accept the status quo. I'm not casting a label over all principals in NHPS. However, you really can't expect anybody with any common sense to believe there aren't vindictive, insecure and lazy principals who act in their own best interest when questioned by a teacher. And, as anybody with an ounce of common sense should be able to deduce, a classroom of 25 students in any school (especially those in tough areas) would be far better off with a second teacher, adequate supplies, functional technology and administrators who collaborate and trust their teachers to do their jobs. That you believe the opposite, as judged by your post, is scary -- scary in that you apparently believe that reducing class size by adding another teacher and giving both educators and students the proper tools to succeed is a waste of financial resources. Seems to me that dismissing anybody who challenges top-heavy NHPS as "ineffective teachers" and/or "non educators" is far easier than reallocating financial resources to the classroom, where they belong.

Blue- You are misunderstanding my sentiment. This is an article regarding administrative retirements of people who have been in this district, working under conditions and systems that I agree are broken, and you make comments regarding more teachers; smaller class sizes, and less leadership.

My point--to which you try to negate and stereotype me, is that as a teacher AND now a principal--one who still teaches a class--can tell you--and the research will support--is that class size does not impact student achievement; teacher effectiveness does. Again, do the research; not a google search or collect a myriad of opt-ed pieces. It is the only conclusive variable; teacher effectiveness impacts student achievement. However, my "agenda" in my response, was to celebrate the work of the individuals mentioned in this article, and point out that as a teacher---and a principal--your rationale and argument is insurmountably flawed. Don't take it personal. It's fact.

There are principals and teachers who have their own agendas, yes. There are lazy educators--especially in urban schools, who do not effectively make change. Yes, all of this is accurate. But the people in which you are choosing to post your comments about, Imma Canelli, Kim Johnsky, Sheryl Hershonki, and Wanda Gibbs????!!!! They are the exact opposite of what you pose. In fact, Sheryl has the highest achieving school in the district, Wanda knows every child in her building and their families and creates supports and success in her building that is grossly underestimated; Imma Canelli ---30 years in NHPS; and Kim Johnsky's only focus--always--is what is in the best interest of students and families.

In my search to replace teachers, I reviewed over 100 applicants...I was given two displaced teachers...why, because their contract and union protects them for being fired. Our class sizes are smaller, resources and tech provided, but parent and student complains increased, data stagnant. Are you serious?

see http://www.broadeducation.org/about/bureaucracy.html

also see economist Cory Koedel's works on pensions,school leaders and teachers

While I am not a fan of Eli Broad Academy, there is much truth to their conclusion that the bureaucratic urban public education system(s) needs to change to even begin to achieve the student achievement we all say we want to see ...

The Broad folks still want the top-down, manager-worker model to continue, they just want it to be more private sector rather than public sector funded of course by tax dollars ... will be a spectacular win for them, not us, if they can pull it off ...

I think neighborhood schools, run by teachers and supported by community parents and caregivers, will become the public schools of this century. Administrative salaries with their perverse incentives will give way to a uniform salary structure among certified personnel with an increase in the number of paraprofessionals helping to achieve and maintain a calm learning environment.

I believe all will benefit.

Loyal55 - Data/research can be manipulated for any agenda. For every study that says effective teaching is THE most important to a child's education, there is one that says the same about class size, collaboration, home support, etc. If, as you claim, effective teaching is most vital, then why are people who haven't taught in decades being paid $100K to "teach" teachers? Hasn't the world changed?

Effective teaching is very important. Except that in NHPS, what qualifies as such is subjective. And not all schools in NH are the same; for a circus clown could run class at Hooker and get strong test results. Does that make the clown an effective teacher? Teachers at tough schools face strict regulations, performance reviews and scrutiny because their test scores are substantially deficient (even though for many of their students, moving up two reading levels IS reflective of achievement and effective teaching). It's simply easier to place the onus on teachers. And it's why neither the brass at NHPS nor NHFT will rotate teaching staffs every 5 years. Put Hooker's teachers in tough schools; let's see how their "effective" teaching drastically raises scores. Just don't hold your breath.

NHPS brass disdains suspensions. Principals don't always support teachers for fear of backlash from CO and parents. Even the most effective teachers need help. Engaging lessons? Ha! So the kids who throw chairs, assault each other and teachers, and run out of classrooms - consistently disrupting the learning environment -- do so because the teacher is ineffective?!

Are there poor teachers? Sure. I've worked with a few and they indeed are hard to fire. But there are many principals with consistently poor school climate survey ratings and low scores who aren't even disciplined never mind fired. There also are strong teachers who are emotionally drained by a lack of support from administrators who are more concerned with CYA than doing right by their staff and students.

Peace.

Blue- For a long time, I thought the same as you; however, when we were sitting in yearly reviews under Dr. Mayo, I remember colleagues and teachers that said the same as you regarding Hooker. In fact, I was one of them.

It would behoove you to look at their growth rates, their numbers of refugees, and the fact that they have closed the achievement gap. This is when I examined closer, and under the leadership of their esteemed principal, the work they have done as a HOT School has been a strategy and support to which the school has found lasting and consistent success.

If I may add before I too peace out of this conversation, there are no studies conclusive academic studies--either out of Harvard or Columbia ( the best educational institutions on this side of the Mississippi) that state smaller class sizes increase student effectiveness. Although it is shocking, and I too--when studying at both of these universities--scrambled to support your theory--as it was mine too--realized that there are no valid studies. If you have found one in the last two years, I would love to have it.

It seems as though you may be an educator in a school with poor leadership, low teacher morale, and abysmal school climate. For this, I am sorry. In those cases, it is tough because the only reason teachers stay is for the kids. However, the attitude and overall mental health of the educators affect the student body. It is a viscous cycle.

Loyal55 - Do you seriously expect me or anybody else to believe your bunk about Hooker? If so, what you're saying is that Hooker students out perform those at a Clemente or a Troup because the teaching is more effective. What a crock. It's easy to be an effective teacher when the proper supports for educators and students are in place, as they are at Hooker. It's easy to be an effective teacher when the principal doesn't dismiss legitimate concerns from staff as "excuses" while making plenty for herself and turning over staff at a rate that would've made George Steinbrenner proud. So, it must be a coincidence how so many kids of NHPS' top brass and administrators are in/or attended the Hookers and Nathan Hales of this city.

Harvard and Columbia? Where to start?! At last check, Columbia is located in NYC and NYC public schools are plagued by low scores and scandal (and have been for some time). If Columbia is one of the "best educational institutions this side of the Mississippi" then why aren't the teachers they're producing staying in NYC to teach in its public school system? Could it be they're afraid of being trapped in a school in a dangerous area with over-crowded classrooms and little/zero support from administrators and parents? And how about those Harvard teaching prospects? How come they're not in the trenches of Roxbury and Southie -- or is the crime rate in those places too high for their own comfort?

You are right about one thing, however. You are indeed "loyal". To whom is another matter.