Shining Schools: Between a Rock and a Hard Place

ecently many parents who are frustrated and discouraged about public education have contacted me.

The expressed concerns have included the High School Exit Exam, the way decisions are made in school districts, parents feeling left out of the loop in the process, the communication between teacher and student, the appropriateness of a child's homework, and the unfairness of some students being expected to know things that they haven't been taught.

Meanwhile, back at the schools, I field the concerns of staff members, who desire and deserve increased pay, more respect, and better benefits, while facing increased duties and reduced remuneration associated with the state and local budget crises.

Well, I believe all have valid concerns. What shall we do? Apply a little empathy here? Beef up our communication skills? Let's consider the possibilities.

Triggered by messages of complaint and the venting of frustration that I hear daily, my concerns mount. And then I go to the schools and watch what's really happening in the classrooms and I am filled with joy and pride. My belief about the goodness of our schools is fortified by what I see. But nothing is perfect. There is a system for what to do in case of trouble.

First, let me share with you that while you are not alone in your struggle, many other families are reaping the benefits of a quality education in the public schools. It may not be so much a question of the job the school is doing, but rather what parents do when things go wrong that is at the heart of the question.

If you have an issue with your child's teacher, here's an action plan. Start by attempting to resolve the issue directly with the teacher. Express your concern and listen to the teacher's reaction. For example, if you believe your child's homework is unrealistically difficult, show the teacher a homework assignment and explain how the child reacted and how you tried to assist.

Usually, teachers are able to help parents work through these problems and are skilled at offering solutions. Occasionally, such parent-teacher conversations are not effective. Then parents should take the next step and speak with the school's principal. Principals often develop a solution that will work for you, your child and the teacher.

There are some problems that are so difficult to deal with, so unusual or especially sensitive, that they require another step. If the principal is not able to help you, proceed to the next level of supervision. Everyone in the schools reports to a superior. The person at the top of this pyramid is the superintendent, who answers to the school board. School board trustees are there to assist you through this process as needed.

What you are doing, if you follow these steps, is proceeding up the "chain-of-command" until you reach a level of authority at which you can be satisfied and where a real solution can be put into place. If there is any secret about how to make this work, it is to remain calm and show respect while you demonstrate how serious you are about finding a solution. Using logic and reason will work better than "I demand" statements, which often get a knee jerk "NO!" response.

I have been visiting local schools this year and my observations support that excellence in teaching and staff dedication is wide spread in our public schools. I have seen examples of superlative teaching that would be appreciated even in private schools at which parents pay $10,000 per year. Just the other day, during a visit to E.A. Hall Middle School, in the midst of a poetry lesson a sixth grade boy commented to me, "This is the most fun I've ever had." It gives me goosebumps. Really!

• am not alone in seeing excellence in our local schools. The schools were recently visited by the California Department of Education for a Coordinated Compliance Review. Many of our schools, including Adult School and our Migrant Program, received rave reviews. Here are excerpts from the CCR:

• Freedom School was "commended for implementing the Success for All reading program, developing student leaders, and focusing on English language development."

• Hall District School was "commended for an extremely hard-working administration and staff that consistently use a variety of strategies designed to meet state standards."

• Watsonville High School was "commended for creating a learning environment in which students feel safe, where they know there are caring adults available to help them, where students are proud to go to this school and where they feel teachers do more than merely teach, theyŠteach with their hearts."

Please join me in a round of applause! Good things are happening here!

Sandra Nichols is past president of the Pajaro Valley Unified School District Governing Board serving 19,000 students in Santa Cruz and Monterey Counties. She is a Speech and Language Specialist with Santa Cruz City Schools, and was recently appointed by the Board of Supervisors to the Santa Cruz County Children and Youth Commission. The opinions expressed are those of Sandra Nichols and do not necessarily represent those of any school district, print publication or web site.

© Sandra Nichols 2004

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