My wife is an elementary school teacher in the Mobile County school system. Recently, she came in possession of a memorandum from a Karen Mohr, assistant superintendent over elementary schools in Mobile County, sent to each principal under her. My wife found this memo fairly amusing, so she brought it home with her paperwork and showed it to me. After reading it I was appalled at the complete lack of understanding by Mrs Mohr as to her audience and her attitude to these professionals.
The memo to which I am referring deals with some reaction to a program began by Ms. Mohr. Apparently, she is expecting each principal to conduct a "Informal Walk-Through" on each teacher at his/her school each day. A form will be completed and filed and/or given to each teacher. This form is titled the "Informal Walk-Through Form". Now, it seems to me that if I were to look up oxymoron in my trusty Webster's, the term "Informal Form" just might be used as an example. No matter how much you attempt to term a program "informal," requiring a form be filled out to document each visit pretty much assures that it is indeed formal. In fact, simply calling it an official "program" is most likely enough to exclude the "informal" moniker from use.
But, I digress. The true issue I have with this memorandum is the condescending tone used and the complete waste of resources this program will cause. Firstly, Ms. Mohr treats these principals as my wife would treat her students. It works well with second graders to hold their hand and give them rigid guidelines to ensure they are performing well, but this method tends to break down when dealing with adults that are highly educated and of above average intelligence. I would venture to say that many of the principals in the Mobile system have their PhD. At a minimum, they are required to have a post graduate degree of some fashion. Each has studied countless hours in school and worked years to obtain the position they hold currently. To think that these principals actually need Ms. Mohr to tell them the intimate details on exactly how to do their job is juvenile. Monitoring teachers is part of the job of a principal. They all understand that and actively do it. If one is failing to complete those duties, that issue needs to be taken with that individual.
The memo goes on to tell each principal to be sure to know that they can divide the duty of conducting these daily visits. It's nice to know they are able to delegate. Ms. Mohr goes as far as defining the amount of time the visits should take. She even gives some handy equations to figure out the total time! She says that each visit should be 2 - 4 minutes. Using her equations below, you can clearly see that this can be completed "in less than 1 to 1-1/2 hours."
20 teachers x 2 minutes = 40 minutes or 25 teachers x 2 minutes = 50 minutes
That math is directly quoted from the memorandum. Well, let's ignore the obvious fact that there are substantially more than 20 teachers in the average school. And that it will take substantially longer than 2 minutes in each room. And that there is a minute or more lag in actually moving from room to room. Oh, and also let's ignore that you have to add the time to complete and file that "informal form". Putting aside all those issues, here are a few equations of my own:
Let say it takes two administrators an hour each to complete all these walk-throughs. How much does the average administrator make? Well, I really have no idea, but as a conservative estimate I will assume the average is about $60,000 per year. Principals are year round employees, so to divide out what they make per hour: $60000 / 52 weeks = $1150 per week. Assuming a 40 hour work week yields $1150 / 40 hours = $29 per hour. I'm going to round that to $30 to make my numbers neater.
$30 per hour * 2 administrators = $60 per day per school.
$60 per day per school * 100 schools in Mobile County = $6000 per day, system wide.
$6000 per day * 180 days in the school year = $1,080,000.00
Yes, that's right. Over a million dollars in a school year of our principals' time on this "informal" program.
One more issue comes in the final paragraph. Ms. Mohr states, "It is not necessary to work through MCEA/Deputy Superintendent as I am open to your comments/concerns." For those that do not know, MCEA is the Mobile County Educator's Association. It is a union. This is a boss essentially telling her employees not to go to their union with issues!
The final blow comes in the signature, "I appreciate your professionalism." Well, Ms. Mohr, I certainly would appreciate some from you.
Thursday, September 27, 2007
Thursday, December 21, 2006
Mobile County School Superintendent getting contract extension
Dodge's Contract: Down to the Details - News - MSNBC.com
Harold Dodge is presiding over one of the most convoluted, micro managed schools systems in the nation. He deserves no contract extension. Earlier this year when it was announce that his contract was not to be extended, every teacher that I know literally rejoiced.
Why has the school board had a change of heart? Who knows. Nothing this school board does many any sense. We as a community are going to have to take over this school system by having sensible people with no vested interests get onto the board, oust Dodge, and put the control of the schools back to the Principle and teachers.
Harold Dodge is presiding over one of the most convoluted, micro managed schools systems in the nation. He deserves no contract extension. Earlier this year when it was announce that his contract was not to be extended, every teacher that I know literally rejoiced.
Why has the school board had a change of heart? Who knows. Nothing this school board does many any sense. We as a community are going to have to take over this school system by having sensible people with no vested interests get onto the board, oust Dodge, and put the control of the schools back to the Principle and teachers.
Blogged with Flock
Wednesday, December 20, 2006
News, Cops, and statistics
I just read an article that bothers me. I see these sorts of things from time to time, especially during the holiday season. It is one of those fluff pieces about the cops are going to be on the lookout for holiday drinkers that are driving impaired. (http://www.msnbc.msn.com/id/16281438/ for reference)
Now, obviously I don't have a problem with the cops trying to catch people drinking and driving. That's great. The issue that I have is the statistics quoted. In the above article: "...estimates that 14 people may die on Alabama roads over the 78-hour Christmas travel period..." That sounds pretty grave, right? 14 people, that's WAY above what can normally be expected, right?
Wrong.
A quick web search revealed this document: http://www.cdc.gov/ncipc/whd2004/profiles/Alabama.pdf A publication of the CDC reguarding unintentional deaths in Alabama in 1999 - 2001. For that two year peroid (I know it doesn't "look" like a two year period, but from the numbers presented in the document, it definitely is (eg a 9706 total is then displayed as 4853 per year)), there were a total of 3193 unintentional motor vehicle related deaths. Half of that is makes roughly an average of 1596 deaths per year. Divide by 365, gives about 4.4 deaths per day.
Now, how long was that stated "Christmas travel period" above? It is stated as 78 hours. Divide that by 24, yields 3.25 days of travel. What's 3.25 times 4.4? 14.3
So, that means from the data I have in front of me, ANY 78 hour period in Alabama will average 14.3 highway deaths. The new article and/or the police deliberately mislead the readers into thinking that Christmas travel is SO much more dangerous.
Unless we are readers take the time to call out our news sources on issues like these, we will continue to be lead in any direction the powers that be want to take us.
Now, obviously I don't have a problem with the cops trying to catch people drinking and driving. That's great. The issue that I have is the statistics quoted. In the above article: "...estimates that 14 people may die on Alabama roads over the 78-hour Christmas travel period..." That sounds pretty grave, right? 14 people, that's WAY above what can normally be expected, right?
Wrong.
A quick web search revealed this document: http://www.cdc.gov/ncipc/whd2004/profiles/Alabama.pdf A publication of the CDC reguarding unintentional deaths in Alabama in 1999 - 2001. For that two year peroid (I know it doesn't "look" like a two year period, but from the numbers presented in the document, it definitely is (eg a 9706 total is then displayed as 4853 per year)), there were a total of 3193 unintentional motor vehicle related deaths. Half of that is makes roughly an average of 1596 deaths per year. Divide by 365, gives about 4.4 deaths per day.
Now, how long was that stated "Christmas travel period" above? It is stated as 78 hours. Divide that by 24, yields 3.25 days of travel. What's 3.25 times 4.4? 14.3
So, that means from the data I have in front of me, ANY 78 hour period in Alabama will average 14.3 highway deaths. The new article and/or the police deliberately mislead the readers into thinking that Christmas travel is SO much more dangerous.
Unless we are readers take the time to call out our news sources on issues like these, we will continue to be lead in any direction the powers that be want to take us.
Wednesday, January 18, 2006
Lesson 10 (01/16/2006)
Today, I began learing Stairway to Heaven. It's a rite of passage in the guitar world, I suppose. That was the main concentration of the lesson.
Andy also gave me several things to work on. He again stressed just sitting down and attempting to figure out melody lines. Also, he mentioned what he calls his Django exercise. Django only had two fingers. You use the index and middle fingers, frets 1 & 3, respectively. Play all the strings. Move to frets 2 & 4. Rinse repeat. Then try the same sequenece with the middle and ring fingers, then ring and pinky. Youch, those last two hurt a little.
He also talked about harmonizing the scale on two strings, like B and e. Play the root on one string and the third on the other. Do that for the entire scale down the strings.
Lost of exercises out of this lesson. I've got to just put in some time now. I can really feel myself getting better. I would never have tried Stairway a month or two ago. Now I really do know that I can get it, and without a lot of crying either.
Later,
Louis
Andy also gave me several things to work on. He again stressed just sitting down and attempting to figure out melody lines. Also, he mentioned what he calls his Django exercise. Django only had two fingers. You use the index and middle fingers, frets 1 & 3, respectively. Play all the strings. Move to frets 2 & 4. Rinse repeat. Then try the same sequenece with the middle and ring fingers, then ring and pinky. Youch, those last two hurt a little.
He also talked about harmonizing the scale on two strings, like B and e. Play the root on one string and the third on the other. Do that for the entire scale down the strings.
Lost of exercises out of this lesson. I've got to just put in some time now. I can really feel myself getting better. I would never have tried Stairway a month or two ago. Now I really do know that I can get it, and without a lot of crying either.
Later,
Louis
Wednesday, January 11, 2006
Lesson 9 (01/09/2006)
Finally another lesson. The scheduled lesson for the second was cancelled because the shop was closed for inventory. So it's been about three weeks, it seems.
Starting off we played through "Wish You Were Here" all the way, I even did the solo with Andy playing the base riff once.
We then reviewed all the keys and which chords go with which keys, etc. I mentioned that I was learing "Behind Blue Eyes" by The Who. Andy seemed happy about that. We talked about that, then went through "Baba O'Riley". I always seem to forget how much I enjoy The Who.
For next time, I am to work out melodies and put them in the G and C scale forms. Also, work on knowing where all the scale elements in each of those forms. For instance, be able to say, this this and this are all the 6ths in the G scale.
Later
Starting off we played through "Wish You Were Here" all the way, I even did the solo with Andy playing the base riff once.
We then reviewed all the keys and which chords go with which keys, etc. I mentioned that I was learing "Behind Blue Eyes" by The Who. Andy seemed happy about that. We talked about that, then went through "Baba O'Riley". I always seem to forget how much I enjoy The Who.
For next time, I am to work out melodies and put them in the G and C scale forms. Also, work on knowing where all the scale elements in each of those forms. For instance, be able to say, this this and this are all the 6ths in the G scale.
Later
Tuesday, December 27, 2005
Lesson 8 (12/19/2005)
Been a bit of a lag between the lesson and the posting of it. Sorry about that one. The holidays make it a bit difficult to keep up with all of this sort of "normal" stuff. Oh well, at least I didn't forget about it totally.
This lesson was officially the "We're gonna learn an entire song" lesson. "Wish You Were Here" was the default choice because it has a good chord progression, I can already play the rhythm part, and the solo sounds great but is not too difficult. We started by me playing the song as I know it. I forgot the stinking progression, again, but that was the last time!
Andy realized I knew that part fine, so we moved on to the solo. He showed that it was a continuation of the G scale in two different positions. Super easy really. With us working together for just 15 minutes on it, I could struggle through the entire thing.
Since the lesson, I have been working on it digillently. I can get through the entire solo at full speed. The only problems I am having are the chording parts in the solo, sliding them up and down the two frets. I seem to over shoot one way or the other every time. It just takes more practice to get the exact feel for that distance, I suppose.
We skipped Monday, 12/26 for obvious reasons. I assume that we are still on for 1/2/2006. Andy didn't mention not having it that day and I'm Jonesing a bit, to tell the truth!
This lesson was officially the "We're gonna learn an entire song" lesson. "Wish You Were Here" was the default choice because it has a good chord progression, I can already play the rhythm part, and the solo sounds great but is not too difficult. We started by me playing the song as I know it. I forgot the stinking progression, again, but that was the last time!
Andy realized I knew that part fine, so we moved on to the solo. He showed that it was a continuation of the G scale in two different positions. Super easy really. With us working together for just 15 minutes on it, I could struggle through the entire thing.
Since the lesson, I have been working on it digillently. I can get through the entire solo at full speed. The only problems I am having are the chording parts in the solo, sliding them up and down the two frets. I seem to over shoot one way or the other every time. It just takes more practice to get the exact feel for that distance, I suppose.
We skipped Monday, 12/26 for obvious reasons. I assume that we are still on for 1/2/2006. Andy didn't mention not having it that day and I'm Jonesing a bit, to tell the truth!
Tuesday, December 13, 2005
Lesson 7 (12/12/2005)
Fun time this week. The guy that had a lesson before me quit, so Andy had asked me to come at 6:00 instead of 6:30. Well, the shop owner actually scheduled someone at six, so there was a bit of a conflict. I took the 6:00 spot last night, but we agreed that they would prefer the 6:00 slot, and I really don't care. In fact, I think I preferred 6:30, with no one after me. It just seems more laid back.
As for the lesson, we started out with me playing a C scale. Then I showed him that I had practiced moving it to the generic shape and could play it anywhere. He then asked about a G scale. Luckily, I had been practicing that one too. I don't have to too good as a generic shape, but I can play it pretty well in open position.
With the spirit of the season, we moved on to playing "Jingle Bells". He said for me to figure out the lead in C. Andy said it starts on the third, now go! Well, I did OK on that actually. I plinked it out while he strummed the chords. Then we moved it to G. Same thing there. We then moved on to Amazing grace. Same sort of thing, listen and figure out the melody. Get that ear to hearing and the fingers matching.
He said to really work on figuring out those melodies. It helps train that ear and also helps get the speed and accuracy up in those scale shapes.
Towards the end of the lesson, Andy showed me how to tie the open position G scale to a C shaped scale played down on the 7th fret, which is actually a G scale when played there. Using an open string to slide back and forth between the positions, you can tie the shapes together. Play the G as normal, but when you get to the high E string, play it. While it's being played, the left hand moves up to the 7th position and the next note in the scale is played B string, 7th fret. From there, continue in the C pattern. That finishes out the G scale! Awesome how that stuff all mixes together!
Not sure exactly what for next time. I think I'm going to hammer on some melody lines, and try to match them up with the scale shapes I know. I also think I'll work on tying the G open and the 7th position C shape together on different strings.
Louis
As for the lesson, we started out with me playing a C scale. Then I showed him that I had practiced moving it to the generic shape and could play it anywhere. He then asked about a G scale. Luckily, I had been practicing that one too. I don't have to too good as a generic shape, but I can play it pretty well in open position.
With the spirit of the season, we moved on to playing "Jingle Bells". He said for me to figure out the lead in C. Andy said it starts on the third, now go! Well, I did OK on that actually. I plinked it out while he strummed the chords. Then we moved it to G. Same thing there. We then moved on to Amazing grace. Same sort of thing, listen and figure out the melody. Get that ear to hearing and the fingers matching.
He said to really work on figuring out those melodies. It helps train that ear and also helps get the speed and accuracy up in those scale shapes.
Towards the end of the lesson, Andy showed me how to tie the open position G scale to a C shaped scale played down on the 7th fret, which is actually a G scale when played there. Using an open string to slide back and forth between the positions, you can tie the shapes together. Play the G as normal, but when you get to the high E string, play it. While it's being played, the left hand moves up to the 7th position and the next note in the scale is played B string, 7th fret. From there, continue in the C pattern. That finishes out the G scale! Awesome how that stuff all mixes together!
Not sure exactly what for next time. I think I'm going to hammer on some melody lines, and try to match them up with the scale shapes I know. I also think I'll work on tying the G open and the 7th position C shape together on different strings.
Louis
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