Although the review for AISK is somewhat recent, might anyone have more recent, and hopefully, a more positive assessment of the school in general and of the administration in particular? Or, has anything changed?
Update: The second review for this school was submitted within the last two days and it's apparent that, if anything, conditions are as bad, and perhaps worse! If anyone can add or verify the newest review, I'd much appreciate it.
info on AISK-Jamaica
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RoundNRounder
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- Joined: Mon May 23, 2011 5:09 pm
- Location: Global Teacher
There aren't enough fingers to go around during the blame game. Even staunch critics are now trying to earn brownie points with administrators by blasting the previous ISR reviews. An opportunity to acknowledge and correct problems is being squandered even though the director himself publicly admitted there is truth in the reviews and the principal offered an open apology to those who felt mistreated. Was this sincere contrition or manipulative pandering to save face? The proof will be in the pudding next year.
The director and others expressed regret that the ISR reviewers didn't consider the students or the school community before writing. They missed the point entirely. The focus points of the reviews were precisely the quality of education that could be offered if it weren't for admin-inflicted deterrents and skewed priorities. It's disheartening that a small percentage of colleagues are too public-image conscious to recognize the hope-filled angle of the critiques. It's time to stop sweeping the issues under the carpet. Jamaicans and Americans are historically famous for their spirit and unity when challenged. I haven't seen much of that lately since denial is more prevalent.
Only a few of the concerns raised should be considered potential red flags for international hires since many mirror conditions found in many schools. Cost of living compared to salary, honoring agreed responsibilities, no PD records and refusal to give written references are serious enough to international hires to warrant discussion. AISK isn't a great international school by any standard but there are far worse. As duly stated in the reviews, the gravity lies in a small handful of individuals who hold school-shaping authority for which they are not remotely qualified. Hopefully they'll learn something over the summer through honest reflection. Considering their arrogance in problem avoidance to date, doubts are inevitable.
The director and others expressed regret that the ISR reviewers didn't consider the students or the school community before writing. They missed the point entirely. The focus points of the reviews were precisely the quality of education that could be offered if it weren't for admin-inflicted deterrents and skewed priorities. It's disheartening that a small percentage of colleagues are too public-image conscious to recognize the hope-filled angle of the critiques. It's time to stop sweeping the issues under the carpet. Jamaicans and Americans are historically famous for their spirit and unity when challenged. I haven't seen much of that lately since denial is more prevalent.
Only a few of the concerns raised should be considered potential red flags for international hires since many mirror conditions found in many schools. Cost of living compared to salary, honoring agreed responsibilities, no PD records and refusal to give written references are serious enough to international hires to warrant discussion. AISK isn't a great international school by any standard but there are far worse. As duly stated in the reviews, the gravity lies in a small handful of individuals who hold school-shaping authority for which they are not remotely qualified. Hopefully they'll learn something over the summer through honest reflection. Considering their arrogance in problem avoidance to date, doubts are inevitable.
Well RondNRounder, I wouldn't hold my breath waiting for any of them to change their ways. As you know, they all have their blinders firmly in place. This is a my-way-or-the-highway institution.
Contrition? Hardly. Last week the principal was strutting like a peacock and back to his arrogant bullying, grade inflating and blatant denials to protect his personal agenda. And the director has been downright rude to anyone he suspects of having any involvement in the ISR reviews. Constructive criticism just doesn't compute for this man and he continues to believe that only he can be correct even though his expertise on anything vaguely academic is zilch.
Nobody likes having their dirty laundry exposed. Short term it hurts all of us, but the pretentiousness of this administration is so egregrious it needs to be aired out fast. As much as I agree that the current administration is the main culprit, it also pains me to see teachers turn against one another to protect their interests. A reality check is in order. I suggest to those who are harping about the ISR reviews that they take a long look in the mirror before criticizing anyone for telling the truth.
While some colleagues are peering into that mirror they should count the number of weeks they wasted learning skills that they were already supposed to master as a condition of their hiring. Others should count the number of staff meetings when they came unprepared, giggled at colleagues' presentations, chatted rudely above the presenter's voice, texted friends rather than participate, bluntly labelled projects as "impossible" without the slightest idea of what they entail or ridiculed the opinions of others in brainstorming sessions when ALL ideas should be freely accepted and respected. A handful should count their hours spent sleeping on the couch while critical work was abandoned or total the numerous long food breaks they average per eight hour day. (A fresh calculator battery will be required for the counselor on that last one.)
One might want to reconsider how many of the technical skills stated on his online CV he actually masters and think twice before claiming responsibility for projects which he didn't even attempt, much less accomplish. The principal should sum the times he hid in classrooms to avoid irate parents or count the man hours lost after slowing the network down by taking screenshots of teachers' computers. One teacher can easily add the days she left the campus at 1:00pm rather than stay to offer assistance to others who are actually working full time for their full time pay. (Hint: Total the weeks and multiply by 5.) And then there are those who lambaste fellow colleagues behind their backs to their superiors without an element of truth in their stories.
The people to which the above refers all know who they are but they feel wonderfully snug and secure in the little safe haven they've woven for themselves. Indeed, the butt kissing at this school has become pathetic.
Many persons have bashed the reviews on ISR for being "venomous" and "unprofessional." Sheer Hypocrisy! They should feel fortunate that the reviewers focused only on administrative woes rather than the dysfunctional elements of an otherwise solid faculty.
Contrition? Hardly. Last week the principal was strutting like a peacock and back to his arrogant bullying, grade inflating and blatant denials to protect his personal agenda. And the director has been downright rude to anyone he suspects of having any involvement in the ISR reviews. Constructive criticism just doesn't compute for this man and he continues to believe that only he can be correct even though his expertise on anything vaguely academic is zilch.
Nobody likes having their dirty laundry exposed. Short term it hurts all of us, but the pretentiousness of this administration is so egregrious it needs to be aired out fast. As much as I agree that the current administration is the main culprit, it also pains me to see teachers turn against one another to protect their interests. A reality check is in order. I suggest to those who are harping about the ISR reviews that they take a long look in the mirror before criticizing anyone for telling the truth.
While some colleagues are peering into that mirror they should count the number of weeks they wasted learning skills that they were already supposed to master as a condition of their hiring. Others should count the number of staff meetings when they came unprepared, giggled at colleagues' presentations, chatted rudely above the presenter's voice, texted friends rather than participate, bluntly labelled projects as "impossible" without the slightest idea of what they entail or ridiculed the opinions of others in brainstorming sessions when ALL ideas should be freely accepted and respected. A handful should count their hours spent sleeping on the couch while critical work was abandoned or total the numerous long food breaks they average per eight hour day. (A fresh calculator battery will be required for the counselor on that last one.)
One might want to reconsider how many of the technical skills stated on his online CV he actually masters and think twice before claiming responsibility for projects which he didn't even attempt, much less accomplish. The principal should sum the times he hid in classrooms to avoid irate parents or count the man hours lost after slowing the network down by taking screenshots of teachers' computers. One teacher can easily add the days she left the campus at 1:00pm rather than stay to offer assistance to others who are actually working full time for their full time pay. (Hint: Total the weeks and multiply by 5.) And then there are those who lambaste fellow colleagues behind their backs to their superiors without an element of truth in their stories.
The people to which the above refers all know who they are but they feel wonderfully snug and secure in the little safe haven they've woven for themselves. Indeed, the butt kissing at this school has become pathetic.
Many persons have bashed the reviews on ISR for being "venomous" and "unprofessional." Sheer Hypocrisy! They should feel fortunate that the reviewers focused only on administrative woes rather than the dysfunctional elements of an otherwise solid faculty.
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RoundNRounder
- Posts: 2
- Joined: Mon May 23, 2011 5:09 pm
- Location: Global Teacher
This week snapped us back to reality. To stop the bleeding, the school is cheerleading to tell everyone how much better everything will be this year. But consider the following:
1. We have a new director who, like the former director, seems to think his main role is to fulfill the board's mandate rather than fix obvious problems. That's not good. Doesn't matter, we all know who continues to run the show. It certainly isn't any of the professional educators.
2. Imbalanced workloads remain farcical. Last year, the high school principal chuckled smugly when stating that many people were going to be furious with him due to our schedules for 2010-11. He was right and he blew it, by design, yet again.
3. We caught a break when the IT Head disappeared, but little will improve with the principal still sticking his nose in the department. The school must pass authority to bonafide technology experts rather than hobbyists who naively aspire to run a school's computer department just because they happen to dig cool computer stuff.
4. This year we've admitted dozens of new students on scholarships. Say goodbye to some of the favorably small classes. The already pale international flavor has been further diluted. Prepare for the elimination of class cohesion as students on scholarships or from different social spheres are notoriously bullied and ostracized. Some "adults" blurt that this is part of learning in a tough society. I'd counter that some responsible guidance is urgently needed from a counselor who should be helping students traverse the difficult teen years rather than act like one.
5.. Still no resource lab to handle the needs of dozens of wonderful students who would prosper more from special assistance rather than become victims of a school that pretends to be academically stringent. Still no individualized learning paths unless you know somebody. The survey about learning accountability was a good, albeit naive, start. What about a locktight policy to curb parents and administors from coercing blatant grade fabrication?
6. The office staff are still disorganized and slow. Complain and they're just plain ornery.
7. In a school perennially lacking in faculty and learning resources, why focus on further building projects at this time? For local educators who prioritize academic excellence over social image, you can cut the frustration with a knife. For serious international educators who travel to teach as opposed to tourists who travel by teaching, the disillusion is building.
I don't see how anything can improve this year when the objectives fail to tackle the problems. Of course not, the latter determine the former.
1. We have a new director who, like the former director, seems to think his main role is to fulfill the board's mandate rather than fix obvious problems. That's not good. Doesn't matter, we all know who continues to run the show. It certainly isn't any of the professional educators.
2. Imbalanced workloads remain farcical. Last year, the high school principal chuckled smugly when stating that many people were going to be furious with him due to our schedules for 2010-11. He was right and he blew it, by design, yet again.
3. We caught a break when the IT Head disappeared, but little will improve with the principal still sticking his nose in the department. The school must pass authority to bonafide technology experts rather than hobbyists who naively aspire to run a school's computer department just because they happen to dig cool computer stuff.
4. This year we've admitted dozens of new students on scholarships. Say goodbye to some of the favorably small classes. The already pale international flavor has been further diluted. Prepare for the elimination of class cohesion as students on scholarships or from different social spheres are notoriously bullied and ostracized. Some "adults" blurt that this is part of learning in a tough society. I'd counter that some responsible guidance is urgently needed from a counselor who should be helping students traverse the difficult teen years rather than act like one.
5.. Still no resource lab to handle the needs of dozens of wonderful students who would prosper more from special assistance rather than become victims of a school that pretends to be academically stringent. Still no individualized learning paths unless you know somebody. The survey about learning accountability was a good, albeit naive, start. What about a locktight policy to curb parents and administors from coercing blatant grade fabrication?
6. The office staff are still disorganized and slow. Complain and they're just plain ornery.
7. In a school perennially lacking in faculty and learning resources, why focus on further building projects at this time? For local educators who prioritize academic excellence over social image, you can cut the frustration with a knife. For serious international educators who travel to teach as opposed to tourists who travel by teaching, the disillusion is building.
I don't see how anything can improve this year when the objectives fail to tackle the problems. Of course not, the latter determine the former.