There's nothing like spending time in the schools

Yesterday I spent a full day at Lebanon Middle School, and in the past couple weeks I've also spent a day (each) at Harney and Central elementaries. There is so much to learn from spending time in the schools. Observing classes, talking with staff and students, checking out the cafeteria, the library, and the art on the walls helps me understand what's happening in that school, every day.

Overall I'm so impressed with what I find. Caring, passionate teachers, well-behaved students focused on their work, buildings in good repair, and attentive administrators are the norm. One of my frustrations with working with and for the public schools is the widespread cultural perception that our schools are "failing." They most certainly are not!

It's not all sunshine and daisies, of course. There are a few students being disciplined or dozing off, a smattering of teachers who look like they'd rather be elsewhere, some rattling radiators and roof leaks. There's always room for improvement, and schools are focused on that as never before. They really have to be, since the law of the land requires constant improvement.

I met a special education teacher who is new to LMS. She has taught in the Carmel schools, at North Montgomery High School, and in a private school, but wanted to return to the public schools because she's passionate about the work that needs to be done. I asked her what she thinks of LMS so far, and she said she sees very hard-working teachers and students who want to learn. This is great to hear from someone who has worked in several other schools.

I had a long conversation with LMS principal Brad Allen, asking him where their successes and challenges are currently, how his staffing is meeting his needs, what the building needs, how they're adjusting to the new Acuity testing, whether teachers have and are using the technology that's available, what retirements he's anticipating ... and the list goes on. The work of schools is fascinating, and there are so many moving parts (new state standards, textbook adoptions, new testing models) to keep track of.

Here's one current challenge: the LCSC is in a "math adoption" year, in which a committee of teachers, administrators, and parents chooses math textbooks for students in K-12 which will be purchased and used for four years. This process starts with the Indiana Dept. of Education (IDOE) publishing a list of approved books from which to choose. Then the committee examines these books, discusses them, meets with publisher representatives, makes a selection and recommends textbooks to the board. But here we are in mid-December, the IDOE has recently published new math standards, but it hasn't published the "acceptable book" list yet. The committee needs to present its recommendation to the board by early spring in order to get books ordered so that they'll be here in early August. They will have very little time in which to examine and discuss their choices. Sigh.