A Reader Submits... Who I Vote For

A LYS Teacher submits the following:

This comment is not directly related to a specific post but an observation from several.

I've noticed that you have taken many opportunities to remind your readers of our current political environment. I want to commend you for doing that. Over the past couple of years my husband and I have become exceedingly distressed at our co-workers, friends and families abilities to separate their best interest from political rhetoric and ideology.

In other words, people will support without hesitation a party that has shown in word and in deed through policy that they neither support the middle class, the healthcare industry or the education of our children. But yet, we the people that this legislature promises to hurt the most (our children aside), nonsensically continue to support it.

We, my husband and I, stand loyally as independents, not blown by the winds of political rhetoric but knowing our needs. Let the left move left and the right move right or vice versa and whoever lands on meeting our needs that's who we support. Isn't that the foundation of democracy? Thank you for taking every opportunity to remind us of the decisions being made in our names and of the direct consequences to our lives.

Sincerely,

J.S.

SC Response

Great comment. Keep reading and keep writing. I want to hear more of what you want to say.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Writes... (Pulling Out the Rug that was TPM - Part 1)

In response to the 5/26/11 post, “Pulling Out the Rug that was TPM,” a reader writes:

Exactly. Very well put. TPM was a sham that led districts to continue bad policies and practices, my district included. With TPM those bad decisions had less impact. The decision on TPM is obviously political. In January, at the Mid-winter Conference in Austin, the Commissioner stood before thousands and supported TPM. In April, days before TAKS, he changes course 180 degrees. That action makes you question the intent of the accountability change.

SC Response

That’s my point. I am not anti-accountability, in fact far from it. But as educators we have to take control of the agenda. It is obvious that the anti-public school factions are using accountability and funding to dismantle public education. But when our only (or at least televised) responses are perceived as attempting to protect the status quo we seem at best reactionary and at worst selfish and out of touch.

At some point we, as educators, have to stand up and say, “At this time, this is what we guarantee children will be able to do after each year of school (by disaggregated group). This is what it will cost to meet that guarantee.”

This would force the anti-public school faction to produce a viable alternative that produces better results at a smaller investment. If they can, shame on us. If they can’t, then the public will quit listening to them.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

The Legacy of a Great Coach

September 1996. I was in my first month of being a principal. I had just finished doing my morning class observations and was heading back to my office when I saw an older gentleman sitting at the secretary’s desk. Seeing me, she said, “Mr. Cain, this is Mr. Yetter and he would like a minute or two.”

Being trapped and without an obvious escape route, I asked him into my office and said, “What can I do for you, Mr. Yetter.”

He said, “Sean, it’s what I’m going to do for you. I live right around the corner and I was read that this school just got a new principal. You see, I’m a retired principal and I figure I can work for you or I can work for my wife. You pay better.”

I asked, “What exactly are you going to do for me?”

To which he replied, “Your secretary told me you have a substitute filling your 9^th grade reading slot. I’m your new reading teacher.”

“Are you any good?”

“Not really, but I’m better than the sub. But that’s not why you are going to hire me.”

“Then why am I going to hire you?”

“I was a Principal for 24 years in two different states. I’ve seen a lot. What I’m going to do is sit in the back of every one of your staff meetings. I’m going to make sure that the back row pays attention. But most importantly, after you say anything, if you are on the right track I’ll nod my head ‘Yes.’ I’ll nod my head ‘No’ if you screw up.”

I hired him on the spot. And he was true to his word. He would nod yes or no after everything I said. Which made me a better and more collaborative leader. Get a “No” from your coach and it is amazing how fast you want and need team input on an issue. And also true to his word, he taught his reading classes better than the sub, but not by much. Which is why I made him a testing coordinator the next year. When I moved to central office (the power of good coaching), I gave Mr. Yetter a flexible schedule and had him float to all of my campuses, mentoring Principal and Assistant Principals.

Mr. Yetter was an inspiration to our little band of urban educators. He was a high school drop out who made good. He earned his G.E.D. in the military. When he was discharged, he went to college to become a teacher and later a principal. Then he was an inclusion principal, long before anyone considered the concept. He would admit that he didn’t educate his special kids well, but would tell me, “It would have been just plain wrong to let those kids say at home.”

That simple understanding that wrong by omission is still wrong, though inconvenient, has served me well.

Earlier this week, at age 78, Russell Harlan Yetter (Harlan to his friends) passed away. His funeral is today. I will not be able to attend. Instead, I’ll be coaching a group of Principals, Assistant Principals and Teachers in a different city. That is how I will honor his legacy. But I will always miss my friend.

A Reader Writes... (Vouchers - It's Only Choice - Part 1)

In response to the 5/19/11 post “Vouchers - It's Only Choice,” a reader writes:

Interesting commentary…

SC Response

There is no question that I am a school reformer. But I am not in the camp that now labels themselves as such. I believe we have a duty to the taxpayer to efficiently and effectively use their funds. I believe we have a duty to our country to educate all children to the highest level within our means. I believe we have a duty to our staff to put them in the best possible situation to be successful. I believe we should diligently look for ways to improve the delivery of instruction. I believe the model for education designed for previous generations may not be the best model for this generation.

That being said, I think the solutions that will address my beliefs won’t be found hidden within political agendas and corporate earnings reports. At one time I worked with (not for) a major national reform initiative. Their belief system was a follows, “There are some great charter schools, so all charter schools are great. There are some bad traditional public schools, so all traditional public schools are bad.”

When I pointed out that by their logic, I could state, “There are some bad charter schools, so all charter schools are bad. There are some great traditional public schools, so all traditional public schools are great.” Their response was, “You are being contrary. Everyone knows that is not true. Public schools are beyond repair.”

Needless to say, it did not take long for us to part company.

Here is what I know:

1. There are some great charter schools. What they do well should be studied and replicated. There are some bad charter schools. They should be closed down.

2. There are some great traditional public schools. What they do well should be studied and replicated. There are some bad traditional public schools. They should be closed down.

3. With charter schools, there is an inverse relationship between quality of service provided to students and profit motive of the charter holder.

4. Vouchers are simply a tool to further the agenda of those who want to dismantle public schools. The fact that some good, but misguided, people think that they are a good idea does not change this fact.

5. Unions play right into the hands of the anti-school faction by fighting for every hill. When the teacher sound bites are all about adults, the general public believes that we have abandoned educating students as our mission.

I don’t know what the education environment will look like in ten to fifteen years. But I do know that if it is in the hands of the private and corporate sectors the gap between the “haves” and “have-nots” will only grow. That is not what I believe in.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Top LYS Tweets from the Week of July 10, 2011

Three things to think about as you consider allowing the use of bootleg technology on your campus. First, it is already occurring, both by adults and students. The system is just forcing the early adopters to hide their knowledge and expertise. Second, you need to review and revise campus and district policy in order to turn your early adopters from scofflaws into trailblazers, tutors and mentors. Finally, you need to be prepared to beef up your Wi-Fi access and ensure campus-wide coverage. You may think that what you currently have will suffice, but once everybody is trying to access the system, you will immediately notice the effect of limited bandwidth. The good news is that the fix is less expensive than buying new computers or hardwiring classrooms for more internet connections.

A number of you in the LYS Nation are now using bootleg technology devices to follow Twitter. If you haven’t done so yet, we want you to join us. To let you see what you are missing, here are the Top 10 LYS Tweets from the week of July 10, 2011, as tabulated by the accountants at Price Waterhouse.

1. Just read "The Fundamental 5" today. Very informative, enlightening book. Look forward to bringing the knowledge to my faculty. (By blitzkrieg 607)

2. Options instead of "test prep." 1 - Teach the scope and sequence. 2 - Embed more reading. 3 - Embed more writing. 4 - Embed more discussion.

3. I'm ok with the idea of paying teachers for exceptional performance. But wouldn't that require at least adequate school funding?

4. I would have no problem with merit pay if it were based on the performance of at-risk students. Having all of my affluent students pass isn't extraordinary.

5. So my at-risk merit pay plan idea isn't fair to GT & AP teachers? Sure it is. They just have to teach a section of at-risk students.

6. So my at-risk merit pay plan isn't fair to teachers at schools with no at-risk students? Sure it is. Just change schools. Less risk = less reward.

7. I find it funny that our Governor and Legislators easily break their commitment to students and schools, but not to the testing companies.

8. I would like for politicians to define the level of performance expected for the level of investment. That is fair.

9. The problem is that they (politicians) won't do that. Because, it (school performance and funding) is not about value. It is about opportunism (on both sides) and greed.

10. You could have a no cost 1 to 1 technology environment on the first day of class if you allowed students to bring and use their smart phones and tablets.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation