The district wants to attract and retain students, but it doesn’t even present or spell out these basic materials, and show a realistic progression of learning. Some teachers give this, others don’t. Those that don’t hand a multi-page copy of State standards that doesn’t clearly spell out how the teacher will implement it in their class. And it doesn’t show a clear progression.

This is not hard to do. The teacher probably has something they use for their own purposes and to share (even if they have complete control, and Principals have none). Just putting a synopsis out would be an improvement.

Showing a clear progression between grades would be even better…

One step to accountability in our schools would be to require teachers to create a syllabus that includes what students are expected to learn, what books and materials would be required and what state standards are covered in the class. While many on this blog feel like the state standards are too broad and do not cover enough depth. At least the state standards give the district an opportunity to cover what teachers do not teach or students do not learn.

For example, the rock cycle in 4th grade (many schools do not teach elementary science) is covered again in middle school with volcanoes. Instead of having students algebra ready in 7th grade (for the vast majority of Oakland students) sixth and seventh grade cover decimals, fractions and exponents. The same is true with writing, when we do not cover sentence and paragraph writing in elementary school, it is covered again in middle school and covered yet again in high school.

When looking at middle schools for my own sons I asked the schools for the texts, novels, kits and other materials the schools would use. I asked this to make an informed decision on the options form. Bret Harte, Edna Brewer, Montera, Westlake and Claremont. Not a single school would provide the list of novels and textbooks used by their staff. Some referred me to the district website for a list of approved textbooks, but none provided with a list of books used (which may differ or be in addition to those used). I reviewed the handouts and notes of students in sixth, seventh and eighth grades to find out what would be covered and how it would be covered.

Perhaps it is because I am a relatively new teacher on the block, but I am required to have the lesson plans three months out with weekly modifications based on student achievement. I have a syllabus for each semester and it is sent home for parents / guardians and students to sign. The textbooks, projects, test dates (quizzes are pop and may happen at any time) and a list of where students may find free or nearly free resources.

When the question is asked what I would expect of a good school – whether it is elementary, middle or high school, I would expect us to be very, very clear with student, parents/guardians, administrators and other teachers at our school as to what we will teach and when, and what texts we will use and when (this allows for only one or two sets of novels that may be rotated, thus saving money). This is what teachers do in many other districts – everyone knows what will be taught and when. This way, when the benchmark tests come and students do not perform well, we can reflect on our own practice; did we teach to our schedule, did our students perform the tasks needed to learn the material, are all students practicing what they have learned at home and so on.

Many Oakland teachers and community members ask why we cannot treat Oakland teachers like they do with teachers in Finland. We do not act like teachers in Finland. We do not put ourselves out there to be judged against criteria that we agree to teach. I would like to believe that the answer to what a high quality school looks like lies in the planning and implementation of every teacher, every day. Then, we must demand the support of administration to support a strong plan every day with all of their resources behind the classroom teachers.

Windows are plywood shut with no sunshine or fresh air for students.

Our 45-year old temporary portables were meant to be replaced with the same money that has gone for Chabot and Oak High, but we were told the money ran out.

And they wonder why our enrollment keeps dropping.

These are all the folks that were bumped out of the trailers to make way for the educational complex being built opposite 1025 2nd Ave.

They fit easily in the Tilden portables after all the cutbacks…