Scenario:
Say you're a teacher who is teaching at a QEIA school. In California, this means that class sizes are no bigger than 20 students in an elementary school if you receive QEIA funding.
Say that you have a combo class of 2nd/3rd graders. There are a total of 20 students (10 2nd and 10 3rd).
Say that all of your co-workers' classes in both 2nd and 3rd grade are all at 20 students.
Say that knowing that 2nd graders are tested on the CST's, your principal comes to you with a brilliant plan.
The Brilliant Plan
The plan calls for all the 2nd graders to be parceled out to all the other 2nd grade classes. Each class now has 22 students. In order to keep the funding, the principal doesn't officially make the switch on paper. The original teacher of the combo class still shows on their roster all 20 students. The teacher never sees the 2nd graders as they now go to their "new" class.
The combo class (CC) teacher is still responsible for grades because after all, the roster shows that these students belong to the CC teacher. The other teachers will relay the information to the CC teacher who will then record the information. CC teacher will sign his/her own name to the report card.
During CST's (testing), the CC teacher's name will be attached to the 2nd graders even though the CC teacher has never taught them.
The Question . . .
Anyone else see the ethical problems with this? Anyone else amazed that this principal actually thinks that this is a good idea and will probably be shocked when this is brought to the attention of the District?
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3 comments:
This is a mythical scenario? I hope. Otherwise, OMG!
So who gets/what is the advantage? Is it all designed for the lucky 10:1 3rd graders?
@ Joel: the only thing that I can figure out is that the 2nd graders will be in class with other 2nd graders receiving the 2nd grade curriculum. The teacher will only have 10 3rd graders, so one would assume that this group of students should do well on the CST's.
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