Examine imaginary scale
For the last 25 five years, I have been the English teacher at the Hamilton-Fulton-Montgomery ?Board of Cooperative Educational Services’ Alternative High School. I was a part of a team of professionals that educated students who were considered “at risk” for dropping out of high school. Our graduation rate was consistently above the state and national averages. However, the program was in need of some changes. One change made by the administration was to require that the English position be filled by someone who was certified in English and social studies. As I did not fill this requirement, I was out. By virtue of my seniority, I had the opportunity to “bump” a colleague from his or her position and remain employed by BOCES. I chose to resign rather than disrupt another program. I miss my students and truly hope all of the changes are working to their advantage.
On an imaginary scale, the best-case scenario is that all of the changes are working wonders and the students are succeeding at even greater rates than before.
In the worst-case scenario, the changes have failed, the school is in chaos, the administration is doing nothing and students are being robbed of their education.
If I had students in this program, I would ask them where they think it falls on this imaginary scale. Then, I would call the administration and thank them, or raise a ruckus.
SALLY AUBERTINE FANCHER