The following letters to the editor appeared in the May 22, 2008 edition of the Carmel Valley News in response to Marsha Sutton's May 8 column, The Prep Time Quagmire.
We’re supposed to be a team working together to educate children
Ms. Sutton thinks the enrichment classes funded by the foundation are nothing more than a way for teachers to sneak some much-needed planning time into the school day. Here’s the truth: Del Mar teachers have had planning time for over 20 years, well before Tom Bishop was the superintendent. Teachers finally formed a union while he was superintendent, and then negotiated guaranteed planning time while students were in these special classes. The only new aspect of this “juicy perk” is that it is now written in our contracts.
State and federal laws require the teaching of art, music, technology and science. Ms. Sutton suggests using local artists and musicians to teach some of these classes. Here’s another fact: that is against the law. The state of California requires that all adults teaching children be certified by the state. Luckily, many of our current enrichment teachers not only have their teaching certificate, but they have real world experience in their area of expertise. If Del Mar cannot afford $75,000 (a number quoted by Ms. Sutton that I assume includes benefits) to pay each certified enrichment teacher, having a foundation with generous donations by the community is a plausible way to fund this.
Another hot button that Ms. Sutton pushed related to teacher planning time in general. I did some quick research and asked several Del Mar teachers to estimate how many hours they spend outside the school day planning, making copies, grading, etc. According to my survey, the average teacher at my school is working a 51-hour week. That’s 32.5 hours from 8 a.m.-2:30 p.m. during school, plus 18.5 extra hours working before school, after school, and on the weekends. That’s how much we’re working even with our contracted planning time. In other districts, I have seen a lack of planning time result in teachers giving busy work during the school day so they can grade papers or plan lessons. Would that be an improvement? Hardly. To maintain our top position throughout the county and state, teachers need their planning time to effectively prepare and assess students. Is it really such a big deal that we can get work done while our students are in enrichment classes covering standards? Besides, I know most of the parent community highly supports these valuable enrichment classes.
As for planning time being something that only we in Del Mar get to enjoy, that is just plain wrong. While it is true that districts like the Escondido School District do not give teachers any contracted planning time, many districts do. The San Diego Unified School District gives teachers at least 60 minutes per week, and some schools get more if parents donate money to pay for it. Solana Beach gives teachers about 225 minutes for grades 4-6. These minutes are not necessarily guaranteed in a contract, but teachers in those districts would like to move in that direction. Out-of-state-districts such as Naperville 204 in Illinois give teachers 175 contracted minutes a week. All schools across Minnesota are required by state law to give 5 minutes of planning time per 50 minutes of instruction. I could go on and on. This practice is not a perk, but a common practice all over the country in elementary, middle, and high schools. Let’s not forget, according to Time Magazine, the number one reason teachers quit their profession is lack of planning time.
Many of the finest teachers end up in Del Mar due to the great reputation, family support, and the “juicy perks” like contracted planning time. Taking away opportunities for planning and collaborating will not only upset teachers, but more importantly it will directly impact the students’ learning. Remember: we’re supposed to be a team working together to educate children. Let’s stop trying to take away the tools we need to successfully do that.
Michelle Brashears
Del Mar Union School District Teacher
The path to improvement should be grounded on solid evidence
Her letter appears as an angry rant as opposed to a well-thought out and caring argument towards the betterment of the schools. Ms. Sutton’s “article” is short-sighted in several ways:
- understanding the California Education Code
- understanding the Del Mar School District, and
- understanding her responsibility as a public voice.
Understanding the California Education Code:
The California Educational Code is not unclear in explaining the law regarding a credentialed teacher in each classroom. There is no gray area with this and it has been upheld in court; there must be a credentialed teacher with the students. Ms. Sutton poses the question “is Del Mar over-the-top in its strict application of California’s Education Code?” Were the leaders of Enron over the top? If you are speeding are the police “over the top” if you get a ticket? This kind of “eek-my-way around rules and laws” thinking and behaving is how students learn to be irresponsible and dismissive of the laws that govern us as a people. If a law is unfair, petition for its revocation; I am all for change for the good of the whole. Purposely ignoring a law because it is inconvenient is irresponsible and arrogant — like the Enron leadership was. This kind of thinking erodes people’s participation in a representative democracy, which is what we are arguably trying to teach our students — how to think, act and participate as a responsible citizen in a democracy. Ironically, Ms. Sutton also criticizes past rumors of Del Mar Schools ignoring rules governing their behavior. Do as I say, not as I would do?
The training that goes into becoming a credentialed teacher includes child development and training in a supervised environment. Throwing someone into a classroom from industry may make sense financially, but the health and well being of the students are an important factor. Ed. Code accounts for this by making it law that teachers go through the supervised training.
Understanding the Del Mar School District:
Del Mar has figured out a way around a problem that many districts can’t — that is the lack of outside core classes. Music and art are crucial for developing different ways of thinking. The language of music makes the brain respond in different ways than other thinking. The district has ensured that all students get to experience these disciplines that some other districts do not.
Understanding her responsibility as a public voice:
I applaud questioning leadership and the system in which we teach children. Honest questions designed to raise awareness of how to better serve our students, particularly the underserved and underrepresented, are important and empowering, even noble. If Ms. Sutton began her discussion of the Del Mar School District in this manner, I applaud her. However, what the Carmel Valley News/Del Mar Village Voice chose to publish does not come across as being focused on the best practices for children, but an angry article serving to misinform and mislead; on accident or on purpose I do not know. Public dialogue and good research showing the best practices in teaching is crucial; divisive, misinformed finger pointing is destructive to a community and its children, and we as a community can do better for ourselves and our children. I want all community children to experience what the Del Mar Schools have to offer; I do not want any children reading that article or the Carmel Valley News/Del Mar Village Voice if this is representative of its reporting. Is there room for improvement in teaching? Of course, that is why it is a practice, a profession. The path to improvement should be grounded on solid evidence, logical proceedings and the best interest of the students and community at the forefront of the conversation in order to create a world where laws matter, people have a deeper understanding of their community and heresay (sic) and rumor mongering are a thing of the past.
If she wishes to continue the conversation, along with Rory Devine of NBC San Diego, I would love to have an opportunity to discuss this further.
Erik Conklin
Doctoral Candidate, Education
UCSD/CSUSM
Time, research, and planning are required to provide instruction that will meet the goals of students
If you will recall the history of Del Mar Union School District, we use to staff enrichment courses in a similar manner to Solana Beach. The Del Mar Foundation committed to raising funds to acquire certified teachers for those positions to meet the needs of the California State Standards and a growing district with high expectations. This model was set up long before the contract was formed between the teachers, board members, and administration.
Now, enrichment teachers have a specific credential to instruct in science, music, physical education, technology, and art. This has fostered a higher level of achievement among the students in Del Mar. Students have benefited from the instruction that has come out of having a teacher with a subject-specific credential for those areas of the curriculum. In turn, this has affected the educational community of Del Mar as follows:
Benefits to the Student
California has a plethora of standards that each student must learn within one year. Every teacher in Del Mar is committed to meeting these standards with each student. During the 180 minutes that are allotted each week, the classroom teacher ensures that all lessons incorporate the essential standards. It takes time and forethought to combine standards that will produce a high level of achievement with students. Secondly, as Del Mar teachers, we are committed to planning lessons that accommodate all learners in the classroom. Next, there are seven known styles of learners; teachers are committed to representing those styles in each lesson, therefore, hands-on materials must be prepared for each lesson to ensure student success. Finally, teachers across the district are committed to providing individualized instruction to students who need this to be successful. Time, research, and planning are required to provide instruction that will meet the goals of these students, often student by student. In addition, the teacher must be prepared for meetings that regularly occur regarding these individualized plans. The teachers of Del Mar have committed to increasing student achievement.
Benefits to Parents
Because the Del Mar teachers and the Foundation understand that parent involvement is crucial to the learning process of each student, it is my belief thatwe share the common goal of providing prompt feedback to parent’s questions and concerns. On an average, a teacher receives eight to 10 e-mails and phone calls a day. These e-mails usually involve a request that may require planning, research, and a reply. It takes time to accomplish this. In addition, teachers regularly update a Web site to further communicate with students and parents. We are committed to communicating with students and parents.
I have been actively involved in the Del Mar Teachers Association since being hired. Our association recognizes the professional responsibilities we have to the students and parents. We utilize interest-based bargaining for that sole purpose. Viewing the glass half full, all stakeholders come to the table to mutually agree upon guidelines between the teachers, board members, and the administration so that the focus of the district remains on the student. The current contract allows for openers from each side, on a yearly basis, which would prevent any stakeholder from feeling permanently bound to the contract. It is my main goal to continue to foster the professional relationship between the teachers and the community we serve.
Mary Ann Loes
Lead Negotiator—Del Mar Teachers Association
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