Remember the days when computers were associated with SMART people?

I have this theory about school tech support staff. It goes something like this: Take your average graduating class of computer science majors, and figure the top dogs are going to get jobs with major players like Microsoft or Apple. A good number of them will also end up in the heavy engineering entities, like Boeing, or consumer giants like Sony. The hard-core geeks will make their way to the game developers, who will give them the means to maintain their high school/college mental state indefinitely. Then you have the bulk that will find jobs with IT departments of various companies, and spend their days upgrading OSs and dealing with general user idiocy. The bottom of the barrel goes to work for the government - who probably pays the least and has the most out-dated tech. That's where school IT comes in.

I don't mean to be too down on school tech people - once upon a time Old Republic High School had a marvelous woman who was the go-to guru for all of our tech needs. District 'restructuring' forced her out of a job, and we've had a string of incompetent chimpanzees ever since. To be honest, my first line of defense when I have tech needs is to turn to one of the faculty tech-team people (Science Bob and Science Kate) before I go to the on-campus IT guy (Tech Joe). They usually point me in his direction anyway (protocol and all) but I like to start off talking to someone who at least has their shit together before I have to deal with the bureaucracy.

I do have to say - I feel sorry for Tech Joe. I think he's generally a lonely guy. He sits in his cramped, cluttered closet of an office with the door open and waves at everyone who walks by. He's the kind of guy that you kind of dread talking to, because you know he'll try to suck you into a longer conversation than what you intended. At the same time, he has a bit of a "King of the Castle" complex going on. He kind of comes off as wanting to be the master of all things tech-wise, but has a tendency to answer all requests with "ummm... yeah, we can't really do that." I rolled my eyes when he sent out a mass-email the other day complaining that someone just dumped a cart of equipment off at his door-step without going through the procedure that would allow him to properly collect document the equipment being returned. I mean, yeah - he has a job to do, but the fact is that everyone knows that doing things the "right" way means waiting around for something that may or may not predate the second coming.

I understand that he is but a cog in a larger wheel that isn't quite screwed on tight to begin with. School tech departments have become more concerned with liability and accountability than with supporting the classroom efforts. To that end, they have created a gauntlet of restrictions that have made the use of technology in the classroom about as easy as running an obstacle course in a straight-jacket.

The district mandates ALL tech must be provided, supported and maintained by the district IT, including all software and accessories. Now I understand the want to keep all your ducks in a row, and I certainly empathize the paranoia being sued for the use of unauthorized or the need to discourage staff from frequenting inappropriate web sites on school time - however there are certain problems with the real-life implementation of this:

* The district simply does not have the resources to take care of ALL our tech needs.

* Tech provision and support is distributed unevenly.

* IT people assume that all classrooms are the same and have the same tech needs.

* The IT time frame for getting stuff done is waaaaaay too slow.

* The IT boys don't always understand the specialty tech (like music software) and are likely to impede rather than assist with the implementation of it.

* We spend too much time and energy arguing the necessity of a hardware component or software package with people who don't understand our subject area.

* IT expects us to design our activities to fit their tech requirements, rather than provide the tech that supports our curriculum.

At it is for all of these reasons that I have "gone rogue" - unabashedly and wholeheartedly - I have gone to the dark side of tech-in-the-classroom. My office is a haven for unauthorized tech components, most of which I paid for out of my own pocket or with music department funds. Every time Tech Joe walks into my office, he turns into Sgt. Schultz at the sight of my "rogue printer" (Honestly, that's what they call them..."rogue printers" Are they going to come up for a police radio code for them next?). I keep my "rogue router" securely hidden - he's been known to confiscate them.

While I lament the speed at which my aging desktop performs, I celebrate the fact that I have full administrative access (a gift bestowed upon me by the faculty tech guru years ago). I mean, I'm not installing World of Warcraft on my system or anything... I just have a lot of little freeware utilities that make my life a lot easier.

I'm not happy about breaking the rules when it comes to my classroom tech - moreover, I lament the fact that doing my job effectively encourages, and sometimes even requires me to do so.

A Tale of Two ADHD Kids

ADHD Kid #1 - Oscar - Beginning Instruments - Drummer

Oscar's mom e-mailed his teachers on the second day of school. She basically laid out his behavior patterns, and gave suggestions for being pro-active at dealing with his behavior in a positive way. She invited the teachers to stay in contact with her regarding his progress.

As advertised, Oscar is one squirly kid. Constantly talking and distracting other students. Underneath all that erratic energy, however, is a kid that loves to drum... and drum he does, on anything within reach. I can work with that. Plus, he has something likable about him... can't put my finger on it...

ADHD Kid #2 - Samantha - Beginning Strings - Violin

Samantha's reputation got to me before she did. Two separate students warned me about her before the first day of school - how they found out she was signing up for orchestra, I don't know. By the way, my informants are not Sam's age - she's a 7th-grader. The two students in question are upperclassmen who know about her through various disastrous interactions at other institutions... the "kicked out of summer day camp" variety.

Since the first day of school Samantha has managed to earn the ire of my string coach by refusing to participate in class - claiming "I just don't get it" as an excuse to to completely mentally check out a majority of the time. On Friday she packed up her violin 20 minutes early and refused to cooperate. Today she came in and said that she left her instrument at home by accident (Which I suspected was B.S., because she's probably the last kid who would take her instrument home to practice... I should have checked her locker, but I didn't have time)

She doesn't have me pulling my hair out... yet... Fortunately I've had more than my fair share of ADHD kids, and I know how to deal with them, especially the ones who use their 'condition' as an excuse to get away with stuff. At some point they either have to agree to work around their 'condition', or they have to admit that they are not in control of themselves, and that being a member of a musical performing group is beyond their capability.

Oscar has hope - I'm not sure about Samantha.

Oh and I forgot Ned, one of the new drummers in band - he doesn't have ADHD... just bad judgment. Tomorrow I have to retrieve something from the inside of a bass drum that he managed to slip through one of the pressure holes... just because he was bored.

All For One, And..... Yeah....

Because of my involvement with institutions outside of my primary place of employment, I have frequent contact with kids from all over Southern California. There's one conversation that I keep having with these kids and their parents - one that revolves around their dissatisfaction with their school programs, often to the point of dropping out. The sad thing is, these are good kids I'm talking about - talented musicians, smart and loyal if you earn their respect. The fact that they chose to walk away from their school's program should send some serious messages to the teachers in question. Some people, however, have an unwavering ability to ignore the writing on the wall.

A lot of times this dissatisfaction comes from the simple fact that their school program is inadequate. The average playing level is far below that of the student in question - which means that the level of repertoire that the teacher chooses lacks technical challenge and artistic interest. Now, in my colleague's defense, this is unavoidable. You have to aim for the median when choosing repertoire.... however you also have to keep that advanced player in mind and actively look for ways to keep them interested and involved, otherwise they will do exactly what a lot of them do, which is make tracks for their counselor as fast as they can and switch into a ceramics class.

The problem is, a lot of music teachers feel entitled to the loyalty of the students - that the mere fact that the kid is an enrolled Whatever High School student who plays an instrument, he or she is morally obligated to participate in the music program. Some teachers go as far as to hunt these kids down and pressure them into enlisting. To that end, they ignore the concerns of the individual student and their families, and more than a few of them get kind of unfriendly with kids who don't just submit.

Now, what you need to know is that on the teacher's end, it's easy to get your perspective skewed by the fact that a lot of external pressures are put on high-profile programs (sports, band, cheer, etc.). People who have no personal investment in the program itself (ie. they are not enrolled, nor have any kids enrolled) often think that the purpose of the program is to meet their needs, rather than the needs of the participating students. (I've gone on and on about this in my previous accounts of dealing with Former Principal Palpatine, so I won't labor the point). Not only that, but if the program is competitive then the reputation of the program director becomes a major motivating factor as well. That all mixes together to create a situation where the individual student becomes part of a machine that meets the needs of other people - and I can't imagine that anyone would want to participate in a program like that.

I'm not saying that we shouldn't demand a certain amount of commitment from our students. Obviously, we can't run smorgasbord programs that allow students to participate as much or as little as they want - then we'd see the qualities of loyalty, responsibility and concern for the well being of the community disappear altogether. What I'm saying is that our job is to make sure that the experience of the individual student has to be rewarding and meaningful. They are not the means to an end, they are the end.

Give to the individual student, and most of the time, they will give back... more than what you ask for in return. If the program you offer is inadequate, look for ways to fill their needs (the rest of the education world calls it differentiated instruction). A lot of times if you even try, you will earn their respect and loyalty, and you won't have to resort to extortion and intimidation to get what you want out of them.

I want to tell these students and families that they should participate in their school program, just for the sake of supporting their school. However, I have to stop and ask myself - If I were that kid, would I want to be stuck in a program like that? I mean, I want to support my colleagues, I really do, but like one of my dear friends points out - it would be nice if said colleagues had their shit together first.

New School Year Blues

From the e-mail annals of The Maestro:

Parent #1: You gave Carter a "0" for not turning in his student contract, but he never recieved it in the first place.

How I responded: If you'll check, you'll find the contract on the back page of the syllabus. He can still sign it and turn it in for full credit.

How I wanted to respond: For the love of Pete, woman... it's on the same page as the band fee payment instructions... you know, the piece of paper that I know you read, because you e-mailed me immediately to ask for a full scholarship for the band expenses.

******

Parent #2: I am saddened to hear that you have decided to remove Sam from the jazz class, and that you took such a long time to tell him that it wouldn't work out. We will continue giving him drum lessons on the side and audition for the following year.

How I responded: I apologize for any mis-communication. I did have a conversation with Sam early on as to why I couldn't take a third drummer. I didn't take him out of the class immediately, because I wanted to confer with the counselor to see what his options were, and to consult with you as well. I look forward to hearing his audition in the Spring.

How I wanted to respond: I am saddened that Sam chose to have the counselor enroll him in the class without talking to me first. We announced auditions for the group last year - I'm wondering why he didn't make his appearance then. If he goes out for sports, please advise him to talk to the coach before he shows up in uniform to the first practice.

*********

Parent #3: I am confused, why does Scott have to buy a choir dress?

How I responded: He doesn't. You're looking at the universal fee payment form for the entire music department. Only check the items he needs for the class he's enrolled in.

How I wanted to respond: Because we're encouraging a free-thinking, tolerant society that promotes an open-minded approach to lifestyle choices. If you have any questions or concerns about this "new direction" please feel free to contact me.

Blind Justice

I never gave much of a thought to the ACLU until recently. I know that the mention of their name brings out heated debates - after all, they are known to defend people's rights to an extent that makes no sense to a lot of people. I mean, I understand the whole freedom of speech issue and everything, and I know that the ACLU is staffed with well-meaning people would put their very lives on the line to defend the essence of what it means to live in a free country - I just wonder how it feels to be an ACLU lawyer who gets a hand shake and a pat on the back from America's proudest bigot.

Recently, an issue came up that hit close to home... maybe too close. As in "Oh shit - I'd better look at what I have on my school web site and do some Olympic-class back peddling!" See, the ACLU has taken to monitoring school districts in California, and making a full charge at those that apply fees for various extra-curricular programs such as sports, cheer and the arts. Yup... we're talking law suits across multiple districts simultaneously. Many schools threw up the white flag immediately, and knee-jerked reimbursements back to their students without so much as a whimper. I also heard that one school band program was directed to repay 15 years worth of band fees. Yeah.

Now, here is where I have to stop and say that the well-intentioned crusade of the ACLU on behalf of the citizens of the city of Los Angeles (who allegedly got the ACLU's attention in this matter) could spell doom for a lot of school programs. Simply put - art is expensive. You have supplies, equipment, repair, specialized clothing, travel expenses.... this stuff doesn't just fall into our laps from the powers-that-be. One of my colleagues put it best: "It's a sad thing, but the quality of a school music program comes down to its budget." So where does this money come from if not from the participating families? It's not the ACLU's job to worry about that.

We're living in a state that's engaged in a full financial melt-down, lots of crucial government-funded programs are already being cut or scaled back, teachers are losing their fucking jobs, the ones who aren't are overworked and under-supported... and the ACLU has the balls to tell everyone that it's unfair to ask families to pay a fee so that Suzie can play clarinet. If they manage to succeed in throwing their collective weight to the point of making every school too paranoid to so much as ask the kids to even bring a pencil, they'll effectively create a situation where school districts will have no choice but to remove their extra curricular programs, simply because they can't afford them... and trust me, the coaches and art teachers are already afraid of that outcome without the benefit of the ACLU speeding it along. It's not what anyone really wants - but in the eyes of the ACLU, it's better than asking students and families for a contribution.

The thing that gets me is that no one, and I mean no one in charge of any public school activity would deny a student on the basis of financial difficulty. We all know the law - and most of us would have accommodated a student/family in need regardless. But see, people don't even want schools to ask for the money - probably because it's too embarrassing for people to admit that they can't provide for their child's extra-curricular aspirations. I mean, yeah, that's a tough situation but shit - why don't we just tell the grocery stores to give away free food to everyone because some people are too embarrassed to stand in line with food stamps.

The people making most of the noise in this matter, ie. the people who don't want to have to pay for school band programs, are under the assumption that they are entitled to all the trappings, including flashy uniforms and exciting performance trips at no cost. What they don't understand is that the state doesn't guarantee any of that. What the state guarantees is instruction in music, as outlined by the California framework and content standards for the fine and performing arts. You can read it if you like... it doesn't say anything about marching band, field show competitions, parades, flashy uniforms, tuxedos, concert dresses - all the trimmings that make music programs appealing to kids in the first place. The framework tells you what the kids should be learning, and what they should be able to accomplish (musically) from kindergarten through high school - and most of that can be done with a modest amount of funding.

The problem is, a lot of schools don't have even a modest amount of funding for their music programs, leaving to the band students and families to scramble for the money in order to get the basic needs, let alone the big flashy marching band that everyone wants to see at the football games. To that end, the terms 'band' and 'fund-raising' have become kind of synonymous. But here's the funny part - It's also illegal to require kids and families to fund-raise. So the bottom line is: We can't charge fee's and we can't require people to fund-raise. According to the letter of the law, public school is supposed to be free - and any program hosted by any California school has to be accessible to any student living in California at no cost. Well, ladies and gentlemen, in this case, the old saying rings as true as ever - "You get what you pay for." And if you can't give it to everyone for free, then no one should get it at all.

Not A Bad Way to Start The Weekend

Okay, as a follow up comment to my last post - I think the school in general is off to a rough start. I, on the other hand, have been kicking ass and taking names. Well... I'm doing better than usual, anyway. I still feel like I'm behind - but since I really have been using almost every waking moment productively, I can go to sleep with a clear conscience at least.

My syllabi have gone through a major editing, and are the most comprehensive they've been in years.

My beginning-of-the-year procedures have been made more efficient.

My school web site has been updated - with the complete schedule up through the end of the semester.

My student / parent e-mail communication has been lightning fast (so far).

Yup, I'm about as on-top of it as I can be.... let's see how long it lasts.

Anyway, on to the really cool thing that I did last night. A few weeks ago I got a call from a woman who is involved with a local jazz festival (not a scholastic one - I mean a series of big name performers... like Dave Brubeck, etc.) She offered free tickets to me and my kids with the possibility of meeting the performers after the shows. I happened to be at my desk while on the phone with her, so I opened up my web browser, clicked on the link she gave me and looked down the schedule. I saw the name of *LEGENDARY SAXOPHONE PLAYER* listed on Friday, Sept. 10th and immediately asked if we could get seats for that show. She happily obliged.

So, I sent out a few e-mails trying to get some interest going. Only a handful of kids responded - 8 in all. I mean, I know if it were Lady Gaga tickets, I would have gotten a far more enthusiastic response... this was more like the "extra-credit-assignment-that-looks-like-a-bit-of-work" crowd.

It just so happens that one of the kids lives right across the street from the venue, so he asked his parents if he could host a dinner for the students going to the show. They happily agreed. So at 6 p.m. we all met at his house - had a nice pasta dinner, then leisurely walked over to the hotel where *LSP* was playing. We got our tickets at the Will Call window, and made our way inside. Our contact (the nice lady who called me) found where we were sitting, and gave us instructions on what to do after the show.

The concert itself was amazing. *LSP* and his band (an organist and a drummer) were not only fantastic players, they were really damn funny... Their in-between-the-songs banter had the audience in stitches. I was surprised at how bluesy the program was - I had seen *LSP* live before and he was a lot more pop/smooth jazz. But later, I read online that he was trying to disassociate himself from his smooth-jazz image... and I don't blame him. I mean, who wants to hang with that crowd? I also have to say - the organist was half the show. He was a big heavy-set guy with Harry-Potter hair, hipster glasses and a goatie. He was definitely Ed McMahon to *LSP*'s Johnny Carson - and he even sang and played trumpet (yes... while he was playing the organ) during the show as well.

Afterwords, we were shuffled off to the side of the venue (an outdoor amphitheater) and waited until *LSP*'s manager brought him over to talk to us - he looked a lot more frail than he did on stage... and much older than when I saw him last. But he was friendly - he signed autographs, posed for pictures, and even told my kids a charming vignette about how he got kicked out of his elementary school band program when he was a kid... for not being able to read music... He finished that off with a wink in my direction, which made me chuckle. At the same time, I got the message - be careful who you write off as a failure, they may end up far more talented and capable than you someday.

Walking back, the kids were aglow with excitement, and it was exciting to see them so enthusiastic about music that was slightly before the time of some of their parents, even. So all-and-all it was a fabulous Friday: Good food, good music, got to meet a famous dude, and happy kids in the end.

Rough Start

A while back, my firend and colleague encouraged me to follow up my "Principal Palpatine: One Year Later" post with a "Principal Leto: One Year Later" - which I tried to do. Right now the incomplete draft is still sitting in my edit box. But since the school year has started it felt appropriate to incorporate that into a new post. Hopefully I'll finnish this one - so many of my drafts go unfinished and un-posted. Apparently I'm in good company.

We are in the second year of what should be a continuing celebration of a distinct lack of the Principal Palpatine regime. Unfortunately, we are starting the year particularly unorganized - the number of mis-placed students and poorly structured class schedules is kind of mind boggling, and the line of students trying to get in to see their counselors looks like the parking lot outside the Apple store the eve of a new iPhone release. I am starting to hear more and more complaints about Principal Leto's leadership - or lack thereof - a thing that makes me very sad. I so want to like him - in fact I do like him... I think everyone likes him. But I think they (we) also want to be given guidance, structure and leadership by him. The consensus that seems to be forming is that he's so much into keeping people happy that we're losing a sense of direction.

Right now, his administration seems to be lacking the acumen necessary for smooth scheduling. To be fair - our former head counselor retired last year. He was a scheduling dynamo, and had a knack for fine-tuning things and fixing small details before they went to print. Palpatine also had a way of nailing things down in a very efficient order - although that order often served her needs more than anyone else's. But Leto seems to have a way of cutting himself off from the resources that would help him do the job better and faster . It also doesn't help that the new head counselor is very inexperienced when it comes to master scheduling. Not to be confused with criticism - she's doing the best she can, and she's not getting a lot of support. Yesterday I left some chocolates on her desk.

So you tell me, which is better? The totalitarian regime, or the structureless anarchy? For myself, I can say that I appreciate the fact that once again, I wake up every day enthusiastic about work, and that I can walk through the front office without fear. I have also regained the title of "Master of My Fate" - and I know how to keep my own little corner of NRHS working smoothly, despite whatever goes on outside my walls. That's probably a selfish way of looking at it - but there it is.

I like Leto... I really do. I hope to God for all of our sake's that he hits his groove this year. Otherwise we're looking at another shift sometime in the foreseeable future, and who knows what that might bring. Plus, we'd start to look like a whiny school who just isn't happy with any principal they hire.

It Doesn't Matter....

... how idiot-proof you try to make your syllabus - someone is bound to get confused. Case in point - I decided to have a universal fee payment section of the contract, applicable to all of my classes. It listed all the possible fees that a student in any of the classes might need to pay. (I designed the contract so that a kid who is enrolled in more than one music class only has to turn in one form). It even says right on the form - "These are the fees for all the music classes, please check and pay only the ones you need"

So today I had a mom call and ask why her Beginning Band son was required to buy a choir dress. Furthermore, it appeared to her that since he had the option to buy a white tie for jazz band, that he was already enrolled in jazz band.

.... Sigh......

The Eve of Battle

well, it's 1 a.m. and I should be in bed. I spent most of today pouring over my syllabi and making major revisions - like "tweaking the whole damn grading scheme" kind of revisions. Then I took a step back and realized that the new-improved syllabi were seething with left over angst and bitterness from my students issues last year...

so I re-wrote them... again.

Well, not completely, but I reduced the hostility of them considerably by taking the preachy and threatening paragraphs and breaking them into simple, starightforward bullet points.

Mission accomplished - cover your ass from all possible directions. Whatever you give them on day one in writing may be the asbestos that keeps the parental dragon-fire from roasting your sorry hide six months from now. You teachers know what I mean.

Anyway - I'm pretty proud of myself - it's the most intensive syllabi revision in years - and yes all six classes had to be tweaked differently. Tomorrow I get to dive back in and find the typos, contradictions and other confusing errors.

My enthusiasm is a little short-lived, however. Even as I sit here, I feel the fear creeping up on me: Today we got our teaching assignments in the mail, and looking at the sheet I think the counseling office/administrative team may have thrown my program into a pickle - a mess that, believe it or not, may surpass anything Principal Palpatine would have done. Based on the info I see, I've got sections filled with kids assigned to the wrong period and - what the hell is the jazz class doing mixed in with the concert band class?

I'm wondering if someone may have finally caught and "fixed" the glitch in the music department - the one where it looks like I'm teaching six classes. And I am - kind of... on paper - but the hours work out to... well, let's just say that it's complicated, and to be safe I've been lying low for about.. oh.. a decade... hoping that no one would notice.

The funny thing is - Palpatine did notice... but straightening it out probably would have dumped the jazz program, and at the time her favorite student was enrolled in it so... yeah she let me slide on that one.

Tomorrow I have to go in and figure out what my schedule I really is - and whether or not my program is intact. If I'm lucky, The biggest mess I'll have to sort out is figuring out which 7th grader goes into beginning band and which ones can go straight into concert band. (which is.. maybe a couple days on the phone). If I'm not lucky... I don't want to think about it...