October 10th, 2016
Hi _____________,
Great running into you!
Below are some thoughts on release as it relates to student experience. And a rubric I created a few years ago, for classroom teacher support.
•What Is The Primary Purpose Of This Time?
•Why Release Doesn’t Work Well: One Itinerant Teacher’s Perspective
•Jakey's Rubric of Classroom Teacher Support
Wishing you a great day!
namaste
jakey
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October 29th, 2016
Dear Jakey,
Thank you very much for sharing these reflections with me. It really is a tricky issue because classroom teachers are so pressed for time, and at some schools--- especially those that serve historically undeserved students --- the teachers are "meeting-ed to death" after school. I also recognize the frustration of VAPA teachers, who are dedicated to bringing arts education to students, and feel like they're mostly just being used to provide release time and don't have much opportunity to connect with their students.
I'm sure that it will come as no surprise to you when I state the obvious: There is a fair amount of tension between itinerant teachers/librarians and classroom teachers. Very generally expressed, VAPA teachers and librarians need the support of the classroom teachers, and classroom teachers feel that VAPA teachers and librarians have credentials, and should be able to be alone with the students. Everyone wants a quality education for students, but, as you point out, how to achieve that is the problem. Last year, several of us within UESF talked about having some forum in which itinerant and classroom teachers could come together and discuss their perspectives, with the goal of achieving some common understandings and recommendations. We never made that event happen, but perhaps this is the year we could make it happen.
What would you think of having a classroom paraprofessional who knows the students being present during VAPA instruction? I realize that this is mostly a theoretical question, as most schools don't have classroom instructional aides other than special education paraprofessionals, but if elementary schools were once again staffed with general education paras with some training in behavior management as well as the arts, this could be a solution.
Until such time that paras come back to schools in the numbers we need them, do you think there is a viable hybrid between your recommendations for release time, and what is currently happening? For example, what if classroom teachers stayed with their classes for the first x weeks/months of school, and then there was a gradual release? What if we figured out a way to make sure all students wore name tags? [Okay, I might be dreaming on that one!]
I think if we do bring itinerant teachers, librarians, and classroom teachers-- and we should include general and special education teachers--together for discussions that are geared toward creating solutions, we might want to have a facilitator guide the discussion. Many people have strong feelings about the subject, and we need to make sure we have productive results. If you think this is a worthy goal, I can start looking for a way to have a facilitated discussion.
Ideally, I would like to check in on and validate common understandings that might include:
• We need solutions that are student-centered.
• We need solutions that help all educators do their best work.
• Release time is important.
• The arts are a real and valuable part of the curriculum, and are not just a way to schedule release time.
• Arts, library time, and PE should not be taken away from students as a consequence for behavior that was unrelated to being in arts, library, or PE time.
What do you think? Please feel free to share this with ____________ and others who are interested in being on a _______ UBC.
In unity,
______________
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November 19th, 2016
Hi _________,
Thank you so much for taking the time to read my posts, and truly respond. I appreciate it greatly!
I think I understand some of the very valid -- and simultaneously competing -- perspectives that comprise the landscape; Holding a forum for itinerant teachers and classroom teachers to come together and discuss is, in my opinion, a wonderful idea!
Having a paraprofessional present during a release class is usually helpful, especially if they have a positive relationship with students, and a nuanced understanding of the particular classes' dynamic. Paraprofessionals supporting one student in particular - if they need substantial support - is helpful as well. It's all helpful, and welcome, and like with everything teaching and learning related, usually comes down to quality of relationship -- Are students responsive to this particular individual?
As far as hybrids go, in my experience, the passing off of the the baton, so to speak, is definitely better than not, but as soon as the classroom teacher leaves, the situation can easily unravel. And name-tags are great, but realistically, won't continue beyond the first few weeks.
I think all the points you've illustrated are right on target - the arts are highly valuable to students, as is release time to educators (and therefor students). I also think that it's incredibly important to have the best interests of students at the forefront -- of all potential discussions, and potential solutions.
Let me know if you'd like to move forward with the idea of bringing itinerant staff and classroom teachers together, as I'd be more than happy to take part.
Wishing you a wonderful rest of November and Thanksgiving break! :)
namaste
jakey
