The Daily Riff - BE SMARTER. ABOUT EDUCATION.

Editor's Note:  This guest post for The Daily Riff resonates with so many stories we've heard from  parents who are frustrated by the pushback of true parent involvement by the system - which includes administrators and teachers who feel threatened by parents who can intelligently advocate for their child's best interest, and who may suggest options outside the status quo system.  In this case, it is "blended learning."
    We asked Cathy Buyrn to share her experience based upon one Tweet (caught my eye)  - how by switching one course in her son's high school curriculum to an on-line course - changed his wavering learning experience to the positive.  An example of a parent taking charge - not a parent trapped.  That is "Parent Involvement Redefined".
    This post also serves, indirectly, as an interesting insight into the frustration of the teachers and administrators - some you may find on The Daily Riff -  who often experience adverse reactions from fellow teachers and administrators regarding innovative practices that may best serve their students'  interests and achievement.       
                                                                    - C.J. Westerberg
 

"I feel like I just get rushed from room to room all day where they try to cram SOL (Standards of Learning) test stuff into my head.  The sad part is that I am actually interested in what they are teaching, but they are ruining it.  Nobody cares what I think or what I have to say."

These were the words that my ninth grader shot back at me after school one day as I questioned him about zeros for Spanish in the online grade book.  I have learned that teenage boys rarely offer much detail about their school day or their feelings.  This raw and honest response stopped me in my tracks.


As an educator, I knew that the pressures felt by the adults at his high school were spilling over onto him.  I also knew that his teachers had the best of intentions, but were under tremendous pressures.

After speaking with several of his teachers, it became clear that he was struggling with managing the demands of a seven period day.  I realized that he arrived at school around 8:00am and had a new boss every 55 minutes each with his or her own set of demands and priorities.  I wondered if adults could bounce around between seven supervisors on a daily basis.  Five days a week, he was faced with a transition every 55 minutes where the 24-hour clock started ticking on any daily assignments due by the next class period.  The thought of it was mind- boggling and I began to sympathize with his plight.

I had already shared my feelings about unrecoverable zeros and mysterious participation grades with the Spanish teacher by email with no response.  I decided to share my objections and the following resources with the principal in an attempt to engage in a policy discussion.

A's for Good Behavior by Peg Tyre The New York Times (article)
0 Alternatives by Thomas Guskey Principal Leadership (article)
Effective Grading Practices by Douglas Reeves Educational Leadership (book)

The principal's lack of enthusiasm did not really surprise me.  While educators beat the drum about the importance of parental involvement in their child's education, many really mean parental compliance.  I knew going in that sending links to articles and questioning age-old practices was not likely to be met with excitement.  While the Spanish teacher and principal humored me with two meetings, eventually I was told that they would no longer respond to
my "rhetoric" or schedule any meetings.
 
I was left feeling like a stalker mom with no way to access information about my child's specific struggles in Spanish.  I felt trapped by the system.  While Spanish was not an SOL course, he had to have three foreign language credits to receive an advanced studies diploma and apply to college.  I could not fathom another year and a half of a class where the teacher refused communication with me regarding his struggles.


As a teacher, angry and abusive parents had confronted me over the years.  I never refused
to communicate with them.  I truly believe that "good teachers" communicate with parents
and can navigate sensitive discussions.  I knew that I was pushing some buttons, but I never expected to be met with an absolute refusal to have further discussions.  I was worried that
my advocacy was going to do more damage than good.  I was intimidated by the amount of power that they had over my son's future.  I realized very quickly that foreign language
teachers could act as the gatekeepers to college.


I am not one to back down from a conflict.  I believe that some of the most creative and effective solutions come from well-managed conflicts.  Unfortunately, we had reached an unacceptable impasse.  Nothing good was going to come from continued conflict with the teacher or the school over this issue.  I needed to find a solution for my 14 year old who was furious with me for "making it worse."  I hit Google and started researching my options.

I did not want to pull him out of his school.  Six out of his seven teachers had been supportive and seemed to know my son.  The private schools in my community did not seem like better alternatives.  I stumbled across a variety of online foreign language course options.  I had a vague recollection of a state funded virtual learning option and found Virtual Virginia.  Unfortunately, Virtual Virginia did not offer mid-year enrollment or Spanish III.  After further investigation, I discovered that Virtual Virginia contracted with the private online school, K12,
for some of their virtual courses.

 I verified that the Spanish courses offered through K12 were accredited by the same accrediting agency that provided accreditation to the local high school and started to develop my proposal.  I sent a request to the Executive Director of Curriculum & Instruction to allow my son to receive his foreign language credits through private enrollment in K12's Powerspeak Spanish courses.  I would pay the private tuition and he would work on the course during the school day in a classroom used for various computer-based learning programs.  She approved my proposal and our virtual high school learning experience began on January 22, 2011.

I am thrilled with the outcome of my struggle.  While the negative exchange that lead to this option still bothers me, I ended up with a much better solution for my son.  When I realized that I had other options, I felt empowered.  The best outcome has to be that my son feels empowered and is engaged in a self-directed virtual learning opportunity that is developing his learning and language skills.  He can preview interactive lessons and activities.  He decides how much review he needs before tests and quizzes.  He decides when to access the online teacher support.  He works at his own pace and has more direct practice than he did in a traditional classroom.


 "I feel like there are no surprises.  I know what is coming and I can make choices about the best way to prepare myself.  It is like it is easier to learn everything without the teacher making all of the decisions."

These are the words that my 9th grader shared with me when I questioned him about his online Spanish class.  These are words that this mother and educator is excited to hear.  I am inspired and encouraged by the potential of a blend between private virtual learning and public high school enrollment.  In education circles we've all been chanting "One size doesn't fit all." 
I'm starting to think that the chant should be "One structure doesn't fit all."