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And should be taken by students who are ready to handle that kind
of work load, responsibility, etc.

What exactly do you mean by "more support"?

On 9/26/13, Mom to Three wrote:

>

> I realize that you probably were thrown a sharp curve by the

> actions of this teacher who expected a smaller, highly talented

> class and probably a lot less effort than his/her peers in

> planning, grading etc.. However, what you do not do is

> knowingly sacrifice or limit the futures of bright, talented

> high school students who you realize from experience may take a

> few weeks to get used to the higher level of studying etc. for

> an AP class if this is their first or second one.

>

> The problems is really the administration's in that it did not

> clearly define the number of students which could be in an AP

> class due to staffing patterns AND/OR did not higher enough

> teachers to cover the classes. You need to bring your

> principal into this discussion right now first with yourself

> and then with the teacher because he/she has not listened to

> you... I would certainly make it clear to the teacher if he/she

> persisted that it would show up in your reviews AND that your

> recommendation would be that the teacher not be assigned AP

> classes in the future. How about the most basic content area

> class as the teacher knows well the accompanying behavior

> issues that would be attached.

>

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>

>

> On 9/25/13, HS Admin wrote:

>> I am a secondary director for my content area, and am the

>> primary evaluator for all of the teachers in my department.

>> I have one teacher in my department who is essentially

>> trying to force students out of his AP class because he

>> feels his numbers are too high. All of these students were

>> recommended for that level, and many of them aren't doing

>> particularly well right now.

>>

>> I voiced this concern to him a couple of weeks ago, when I

>> told him that he needed to provide more support to his

>> students. I sent him some materials to use, gave some

>> suggestions as to how to approach planning, etc., and he

>> has hardly taken any of the advice so far. I am obviously

>> following-up by observing and documenting evidence, but

>> that hasn't made a huge effect so far.

>>

>> As it stands right now, I have had parents calling and

>> complaining about this teacher, and students coming to

>> speak to me about dropping the class. Our policy is that

>> you can't drop a class without a parent conference, so that

>> has been what I have been scheduling.

>>

>> How do I handle the conference when the parents come in? I

>> clearly disagree with the teacher's approach (this is my

>> first year in the position), but I obviously don't think it

>> would be appropriate for me to say that in front of

>> students or parents. Up to this point, I have asked

>> students about their own study habits or how they are

>> advocating for themselves in class, but I don't know if I

>> am even handling that the right way. If students drop down

>> to a lower level, they will not be in an AP-track for other

>> courses, and I have been discouraging them from dropping.

>>

>> How do you handle parent meetings/complaints when you know

>> they are justified?

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