School begins the third week in August in my district.  I’m already thinking how to start–what worked last year and what I’ve figured out to make this year better.  Less stressful, less harried, better prepared, more sure of myself.

To make sure things run smoothly I’ve already been to Office Depot (used my coupons), Lakeshore Teacher Supply (carries everything), and The Container Store (the best price on plastic shoebox containers in which to store the supplies).  It’s guaranteed every teacher, young and old, is doing the same thing.

independent reading

Lucky for me, I’m teaching the same grade I taught last year.  I’ve planned out the first three weeks, how to get my students into shape for group work and independent work, not to mention which door to exit from and how to be civil in line without me hovering.

I’ve been sorting through my boxes of stuff to take back to school and contemplating the boxes of materials left under my desk and stacked in the corners that belonged to the teacher who taught in this room before me.  All new teachers have this dilemma.  How do you kindly get rid of the accumulated possessions of a teacher who’s moved to another school and not cleaned out the closets?

Here’s where the recession creeps in.  The school district has cut back on support services, that is, fewer maintenance workers to lug away old stuff to make way for the new.

Lest you think I’m merely about the surface things like matching tables, clean carpet, neatly stacked textbooks, enough chairs, room for my computer, let me put your mind at ease.

Now that I know the ropes, I’ve spent the past week planning how to manage my reading time block, hour and a half minimum.  How much to use the textbook every student dislikes, how to organize literature circles, how to provide enough conference time with each child, when and how to teach skill lessons.  It’s complicated in a school that stresses ‘best practices’ and accountability for student achievement.

Same for the language arts/writing time block in the day.  New teachers in California have been coached in the writing process modeled by the local university’s branch of the National Writing Project and coached in 6+1 Traits, a valuable writing assessment tool.  The issue is to design my plan for teaching skills and providing conference time.

Then, there is the new math series.  Hardly different from the old series which was only used for seven years.  Why change?  Because the California State Department of Education requires every district to purchase a new series every six to eight years.  (Same for reading, science, and social studies-on a rolling schedule).

Who benefits?  As the California Education Code says, the books with which I finally feel comfortable are still consistent with the state criteria for content, reflect current and confirmed research, and are based on fundamental skills that rise in depth and complexity.  The math standards have not changed.  Stacks of old texts and support materials are filling warehouses, perfectly good, but not the new series.

Can you imagine how much money is poured into the publisher’s coffers from a new math series bought for 6 million kids in California every seven years?

In the middle of severe California budget cuts, wouldn’t it benefit public schools to adjust the purchasing schedule and hold onto the books we have?  All that money could be well-used to keep, at least, K-1 classes with the 20-1 student/teacher ratio.  Or middle school counseling.  Or after school programs.

What would you do?