Albany received a federal Teacher Incentive Fund grant. How has participating in the grant affected your experience as a teacher?

I'm tired and excited all at the same time.  There have been countless discussions about what is right about all that we are doing and it is coming from the teachers.  We finally get to have input as to how things need to change.  Our district is already turning out some pacing guide work that has come from committees of teachers that actually get to present and show their fingerprints on the work.  It was really well accepted by the teachers because it came from practicing teachers.  I am hoping that as we put all these blueprints into practice that teachers will be proud of the work that comes from being able to have a say in the direction of our district.  I think that teachers are also glad about the direction of principal evaluation.  It puts our principals in the role of administrative leaders and guides instead of top down decision makers about teaching and instruction.  Change takes time and with the economy the way it is, this is a stressful time for all.  But I am excited about the change that I can make as part of a team of teachers working together to make these plans.   

The PBCS (performance based compensation system) is the part that makes me the most uncomfortable.  The notion that a teacher will work harder to raise student achievement by offering a monetary incentive is not something that I agree with.  Teachers are working harder than ever with more students in their classrooms and more added to their plates than ever before.  Students are starting their careers in school behind more than ever and we have to look at ways to help them survive and achieve.  Teachers already put in long hours and use their own money for things that they need to get the job done. I am doubtful that offering teachers performance based incentive is the best way to motivate them. 

TIF is something that I hope will help us to seek out "best practices" and "master teachers" and spread those messages with all who need them.  

You and a small number of CLASS Project leaders had the opportunity to meet with Secretary Duncan. What was the meeting like? Was it what you expected?

 Of course it never seems like enough time to explain what has taken us a year and others several years to put together.  I think he listened well and asked great questions.  But. . . . . Does he know how many hours teachers and administrators put into meetings, discussions and teaching at the same time?  Does he know how much research the team has read and discussed?  Does he know how many times the team has written,  re-written and yes, re-written products to get them right?  This is absolutely critical for our government to know that change takes time and thoughtful planning to put together something meaningful for the direction of teaching and instruction.  Does he know all the time that Deborah our coach has put in to keep us going in the right direction instead of going into "the ditch" as she puts it when we de-rail?  The team vacillates back and forth about what is right and how to go about putting the puzzle pieces of CLASS together.  This is hard work. 

After your conversation, what do you hope Secretary Duncan will bring back with him to DC?   

This is hard work and it takes time.  I want Secretary Duncan to know that this hard work comes from collaboration.  Collective bargaining doesn't have to be dismantled to move public education forward. The Chalkboard Project/CLASS project is a shining example.