The book explains why teacher workload and school management matter for students in American public schools.
Pooling their experiences as a teacher, economist, and school board member, Marty and Stephen Swaim have written a book for teachers, parents, and administrators about the most fundamental, basic element in any school, the time of a good teacher. Teacher Time's message is simple. American students need more of each teacher's time. Teachers need more time to spend on each student, time to plan, drade papers and also time to make decisions about resources. America must adopt and pay for the model used for public schools in the rest of the developed world, where teachers teach many less class hours.
In Teacher Time classroom stories reveal the nature of the American school, the teacher's job, how little time a teacher has for each child, and how school management affects the quality of the teachers's time with students. A "homework" section helps readers take the book into their school and school district, to tak steps toward providing more quality teacher time for each child in America.
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The authors' strong belief in the paramount value of teacher time for each child reflects combined personal and professional experience.
The authors raised four children, 2 of whom graduated from public schools and two from private schools. We moved two children out of the public schools even after we had moved from Washington D.C. to the nearby suburb of Arlington, Virginia with a highly rated school system--a lesson in the reality that teacher workload and management problems are not limited to center city schools. These problems became clearer to us when Marty began teaching in the Arlington Public Schools, and we saw workload and management issues from a classroom teachers's point of view as well as from a parent's.
From 1969 to 1974, Marty Swaim represented Ward Six on the District of Columbia's first elected school board, and served as chairman of its Budget Committee during much of that time. From 1976 to 1978 she directed a day care center on Capitol Hill; children came from a variety of ethnic backgrounds. After we moved to Arlington in 1978, she founded and ran a successful contract catering buisiness cooking healthy foods and serving day care centers and other organizations. During this time she earned certification as a public school teacher in Virginia. Since 1984 to the present, Marty has taught high school and middle school social studies in the Arlington Public Schools. From 1994 to 1996 she served as elected President of the Arlington Education Association, a 1,400 member groups of teachers and other educators affiliated with the National Education Association. Marty holds a B.A. from Oberlen College and earned a Master's Degree in American History at Howard University.
Stephen Swaim, an economist, has extensive experience in the legislative and executive branches of the federal and District of Columbia governments, beginning with a two year stint in the Executive Office of the President, Bureau of the Budget. He moved to the D.C. Budget Office, then directed the staff of the City Council of the District of Columbia for 3 years as Executive Secretary. He serviced on the House Committee for the District of Columbia before working for more than 20 years at the U.S. General Accounting Office. In addition to management responsibilities, his work has included analyzing budgets, taxes and financial markets; organizing public hearings on budget and tax issues; and evaluating the effectiveness of government programs. Stephen graduated from Oberlin College, holds a Master's Degree from Princeton University's Woodrow Wilson School of Public and International Affiars, and a Ph.d. in economics from the University of Maryland.Excerpt. © Reprinted by permission. All rights reserved.:
From the foreward to Teacher Time:
"As a former high school history teacher for 14 years in inner city schools, a school superintendent for 7 years, and now a professor who studies the history of school reform--I have heard, seen, and read about almost every reform that has ever been announced as a solution to the "public school problem."
"But when I read Teacher Time, I knew that this book on reforming public schools would be unusual. What makes this work uncommon is its firm grip on the central relationship that drives all schooling: the relationship between teachers and their students. If that link is weak, than all the rehtoric about teaching and learning is no more than vapor.
"The Swaims argue forcefully that until teachers have more time to plan, think, and actually teach; until their teaching load and class sizes are reduced; until administrators not only recognize teacher expertise but use it as a basis for school improvement--until all of these conditions are met the reform industry will ring up profits for shareholders, votes for politicians, and grants for entrepreneurs but exend little help to teachers and students across the nation. The Swaims'analysis of the underlying issues that produce low achievement, unrepsonsive management, alienated students, and high rates of teacher attrition is forceful, clear, and persuasive.
"What adds power to this book are the authors. As active parents, one a teacher and former school board member and the other an economist who has analyzed local and federal budgets and evaluated programs for a living, the Swaims bring keen analytic skills, broad experience, a working knowledge of current research, and a passion for making public schools better than they are.
"School board members, administrators, practitioners, and parents may not agree with what the Swaims recommend. But their cogent argument and evidence for the centrality of teachers and the time they have should give readers pause as they listen to the current debate over high-stakes testing, social promotion, and accountability. The Swaims have thir fingers on the pulse of public schooling; reformers should take heed of their prescriptions."
-Larry Cuban, Professor of Education, Stanford University
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Book Description Redbud Books, 1999. Paperback. Book Condition: New. book. Bookseller Inventory # M0967303109
Book Description Redbud Books, 1999. Paperback. Book Condition: Brand New. 146 pages. 8.80x5.80x0.50 inches. In Stock. Bookseller Inventory # 0967303109