Why Isn't CASD Listening to Exiting Teachers?

We have had a major exodus of teachers over the past few years, with turnover rates reaching 18% last year. We've talked about Why Coatesville Teachers are Leaving in Droves, but we want you to hear directly from some of the professionals we've lost. 

Today, we're sharing the district exit interview completed by one such teacher. In the coming days, we'll provide broader insight and additional voices as well.With the exception of clarifying the timeframe of specific events, we are going to just let the former high school gifted teacher, Andria Johnson's words speak for themselves. She resigned from CASD in fall 2016* and was replaced with Mrs. Roach, who resigned without fulltime employment in fall 2018. *edited for accuracy as indicated by teacher in comments

"They have the choice for the interview of answering questions in person or written. I chose written because I wanted a record of what I submitted."

CASD Exit Interview Questionnaire:

1. Did the job match your expectations? If so, how?

For the first couple of years of each position/role, yes. In 2004, I was initially hired as a full-time English teacher. In 2006, I was assigned a caseload of gifted students, though I declined when asked since my knowledge of gifted education was limited. After the full-time gifted teacher retired, I applied for the full-time gifted teacher position in 2010 and attained my Master’s in Gifted Education. In 2015 [Under current administration], I was scheduled to teach two SAT preparation classes, despite that it was not part of the full-time gifted teacher job description. In 2016, I was scheduled to teach two SAT preparation courses, an English 11 class, and manage a full caseload of gifted students.

2. Did you feel that the work you were doing aligned with your personal goals or interests?

No, I feel I aligned my personal goals to the work I was doing. When I taught at-risk readers, I obtained my Master’s degree in Literacy with Reading Specialist certification. When I was assigned a gifted caseloads and became the full-time gifted teacher, I pursued and obtained my Master’s degree in Gifted Education with an endorsement from PA Department of Education.

3. Were you provided with the tools and resources to effectively perform your job?

No. As an English teacher, I purchased the meaningful, relevant texts for my classroom library. Often, the school supplies order did not include enough journals. As the gifted seminar teacher, my course required computer access. The technological resources were extremely limited. Computers were slow-moving, printers were not installed, and helpful sites were blocked. As the SAT preparation teacher, the course had no curriculum for the redesigned SAT or a textbook. The curriculum still reflected the SAT from 2005. This year [2017], I was told 1 day prior to in-service and 1 week prior to the students’ return to school that I would be teaching English 11, a course I had not taught for 11 years.

These are minor examples of how teachers at CASD are not given the opportunity to be proactive; we can only be reactive because we are always “catching up.” We are not provided with the resources; on our own, because we care about the students, we seek and obtain our resources, independent from the district.

4. Describe the workplace environment.

Several rooms at the 11/12 Building are empty. My colleagues are warm and welcoming, but overall, morale is low. The hallways are raucous and laden with profanity.

5. Were you and your supervisor able to work together effectively?

No. First, there is a high turnover of administration. Secondly, gifted was not prioritized. Despite earning my Master’s in Gifted Education and being endorsed by the Department of Education, I was not treated as an expert. Administration would begin the conversation with, “I don’t know a lot about gifted but…” I conducted an evaluation on two facets of our gifted program and presented the results to administration. Nothing was done with the evaluation or with my recommendations.

6. How would you describe the management style of CASD overall?

Haste with little planning. In the past two years, five initiatives were implemented without research or follow-through.

• Co-teaching: Two teachers were put in a classroom together with no prior training in co-teaching. The expectations from administration were not expressed. The co-teachers did not even have a common planning period. I am currently co-teaching an academic class with a special education teacher, who is not certified in English. Additionally, she is co-teaching with 4 other English teachers, both 11^th and 12^th grade, a majority of the students in our class not even on her caseload. To most effectively execute co-teaching, common planning periods should be prioritized, special education co-teachers should be dedicated to one grade/content area, and special education teachers should be assigned to classes in which they will see most individuals on their caseloads. Now, nearly at the end of the first marking period, my co-teacher is discussing switching with another special education teacher, an English class for a math class. As a result of poor planning, the students are the ones suffering; now, the other special education teacher will have to establish relationships with the students that the initial co-teacher has already done. I appreciate recognizing that something may not necessarily be working, but this may not have occurred if there was a discussion last year during the scheduling process.
• Separation of Buildings: I am unaware of administration’s timeline for the separation of the two buildings. At one point, the 11/12 faculty was told the initiative was being “put on hold,” while the 9/10 faculty was being given pertinent information. Since the separation was brought up, I communicated my concerns of its impact on gifted seminar (9 – 12 grouped) to several administrators, and I articulated the benefits of heterogeneously grouping gifted seminar. I did not feel heard. No teachers were approached about moving to the other building until June 2016, when the change would be implemented in August 2016. Additionally, the request for teachers to move was labeled a “conversation” but those individual conversations with administration were expressed as “directives.” Over the summer, teachers were expected to move their items from one building to another, given only one day of compensation. One teacher actually moved her things while on maternity leave. Currently, teachers are teaching a curriculum they had not taught in years and had only a month for which to prepare. Some science teachers are teaching without the resources needed in the classroom (labs). The change merely minimized traffic between buildings. Instead, teachers, parents, and students should have been included in the discussion of the separation.
• Career Cruising into Naviance: I utilize Career Cruising for marking period 1 in career and college exploration for my students. On August 31^st, I logged into Career Cruising to make sure the formatting continued to work with my curriculum. I was employing the program the following day with my gifted students. When I logged in on September 1^st, the account had expired. I checked with the guidance office and administration to see if my login was incorrect. I was informed that we were switching to Naviance. It is October 2016 and we still have not acquired Naviance. To make a smooth transition, we should have maintained Career Cruising until the faculty and staff were trained in utilizing Naviance.
• Merging academic and merit classes: When academic and merit classes were merged in Earth Science and Early American History, no teacher was consulted prior to the blend of the two levels and no teacher was called on to reflect upon its success. Instead, academic and merit were combined for English classes and math classes the following year. I understand the benefits of heterogeneous grouping; however, the benefits are minimal in class sizes of 30 (my current English class, which started out with 34). Rather than seeing the at-risk students rise to meet higher expectations, I am witnessing students fall to the expectations and behaviors of their peers when they would perform better in another setting. Teachers lose authority when insubordination is not addressed or punished by administration.
• “Restorative Practice”: As means to lower suspension rates, restorative practice was to be implemented. Restorative justice involves discussion and planning between administration and all parties involved, including parents, students, peer support for the students, and teachers. This is not occurring. A student sexually harassed me on 10/4. He was “counseled” and then returned to my class. I was not invited to any meetings to discuss a resolution, though I volunteered and reached out to the student’s family. On 10/21, this student threatened me in front of his peers. He was in school the following day. He was suspended when I personally approached administration. This is a safety issue. Teachers deserve to go to their place of employment and feel comfortable and secure, and students deserve to feel safe in their learning environment

7. What did you like most about working here? Least?

I formed lifelong relationships with students, their parents, and my colleagues, which strengthened my commitment to the community. During my most recent time here (past 2 – 3 years), I have felt undervalued and demoralized.

8. What did you feel good about accomplishing in your job and in your time here?

I made great strides in bringing the gifted services and paperwork into compliance. I played a role in increasing SAT scores of many of my students and assisting them with the college application process, as well as the process of attaining scholarships.

9. What factors contributed to your decision to leave?

We are the lowest paid teachers in Chester County, and we encounter the most at-risk students with the least amount of resources. I interviewed and maintained a full-time gifted position at CASD and worked to bring the program into compliance, only to be assigned 1 English class and 2 SAT verbal classes with no opportunity to prepare. I do not feel valued as an employee nor treated as an expert in my field.

10. What are your future plans?  

I will be a full-time gifted teacher at Lower Merion High School.