A parent’s response to David Baker’s 'radical condensation'

To the editor:

I’m completely captivated by Mat-Su Borough School District Special Education Assistant David Baker’s poor behavior and double standards, as self-disclosed in his Nov. 6 editorial.

Everyone is entitled to their opinion of the Flip Flippen method — and the logistics, motivations, and efficacy of the MSBSD Administration’s execution of the program — but Baker’s “radical condensation” of his in-service experience is more than justification for the need for “professional development” days, if only to give uninspired staff a venue to practice professional behavior and polite societal norms.

Summarily, Baker’s disgruntled, disrespectful behavior would no more be tolerated in any MSBSD classroom than bullying. The collateral damage of a poor attitude to his colleagues is as detrimental as the behavior they so easily recognized in him.

Perhaps uninspired teaching is uncontested by special education students. As a parent of three MSBSD students in three different schools, and as a taxpayer, I expect teachers and their assistants to set the example for what they want to see from my kids as they enter any classroom.

Here’s a social contract for the classroom, or a professional development day: Go to class with an open mind, ready to respect the teacher and their expertise. Disengage in outside distractions, i.e. pleasure books and electronics. Check your preconceived bad attitude and contempt for leadership, unions, and group participation at the door. Be open to learning, open to trying new approaches, open to change. Do not mock the speaker or content with Cat in the Hat references. You may feel “inconvenienced” at times, but please realize other professionals are investing in you.

I believe the MSBSD leadership and the “Capturing Kids’ Hearts” program is recognizing that kids don’t just need academic environments. They need socially safe, emotionally healthy learning environments centered on character development. Social contracts, as modeled in relationships with peers, staff and parents, are the start of a new positive culture at our schools. However, in order to change a culture, the majority of the people involved need to embrace the change, and this will only be hampered by poor examples and double standards. Programs that change a culture are not a waste of taxpayer money. The salaries of teachers who do not exemplify the behavioral standards parents and educators want from our kids are a waste of taxpayer money.

Shelley Rogers

Wasilla