The structure of our scripted program does work for most of our low readers. I have seen confidence in reading come from the student anticipating the type of questioning.

Also, because we have the scripted program and most reading groups are teaching different levels of the curriculum, it is significantly easier on the student who moves up or down a level (and into a different classroom). As a teacher it requires less focus on reconditioning the student to my classroom expectations or line of questioning. I have appreciated that I primarily need to catch a student up on the story themes, instead of the structure, because my lessons are similar to what the child had in his last reading group.

I am apprehensive to say this, but it has made it significantly easier for me to work on a grade level team. We all know what is going on in each other classrooms. We even know, pretty much, what the other grade levels are doing. That is pretty freeing for a lot of my coworkers and helps to relieve the anxiety and insecurity that comes with working together with someone who might have the secret ingredient and isn’t sharing!

In these terms I see the scripted program as a support for the less than confident teacher, like Sheryl noted. Not only does it allow for that teacher to rely of the script for the content, it also provides a commonality amongst a teaching team. In my experience the common language that came from teaching the same script allowed for a better working team, which, in turn, trickled down as an improved learning environment for our students.

In terms of my delivery I do find myself needing to ‘dress it up’ to keep it interesting for them to stay engaged. I teach the high readers at my grade level and have really been encouraged by our district consultants and reading coach to add, add, add as long as I use the script as my guide and structure to present certain content at the prescribed pace. This has allowed me to identify the holes and focus on filling them knowing that I can rely on ‘reading the blue words’ for part of my 150 minute lesson delivery. Where I have found the most need to supplement has been in enrichment, deeper questioning, and higher level thinking skills because our scripted program is designed for intensive reading intervention.

The population I have seen really struggle with our school’s Direct Instruction program is the hyperactive child (diagnosed or not). Specifically, I have had a few boys who have been incredibly challenged by the call to attention our program requires and the behavior expectations it demands. Because most teachers are teaching the same script, but at different levels, it does not allow for us to differentiate the delivery the amount we would like for the learners that need something other than the script. Because, in our case, those students have been few in number as a teacher I have felt confined to make the kid fit the mold because we were relying on that mold to work.

I have been teaching for 15 years, certainly not the longest of anyone, but long enough to have noticed trends. Many programs have come and gone, so have many coworkers. I have found that the teachers that have left the schools I have worked in, have fallen into 3 categories:

1. It is time to retire because of lack of enjoyment for what they are doing

2. Their spouse gets a better job elsewhere

3. They want a new “challenge” (another way of saying “WOW! This job is harder than I thought it would be…)

I have known 1 teacher to put up such a fuss about having to teach a scripted program, that she was moved to a grade level that did not have one in place……until the next year. So “it” caught up to her in the end. Guess what???….she stayed.

I do believe that certain people have incredible talent for teaching students and no matter if you give them, 2 sticks and a rock, or the newest high tech system of teaching, they will find a way to accomplish their task. They are dedicated and are constantly thinking of ways to reach their students needs.

Do I think there is Brain Drain?? ABSOLUTELY! I’ve seen it….with teachers that do not see the big picture. They have forgotten why we are all here, or they were never there for the students in the first place….there is that JUNE, JULY, and AUGUST comment we have all heard. Anyway, they are focused on themselves and how it affects them, not focused on the students and what they need.

I haven’t see the brain drain in the schools that I worked in. But there is attrition in the early years - especially in difficult schools and envirnoments. I wouldn’t go as far as to say that those that leave were usually at the top of their game. Many of them leave because they are struggling - not because their creativity is hampered.

I would assume that in many cases people just find they didn’t really enjoy it and in some cases I found young teachers not willing to wait 10 years before their salaries become decent enough.

I think the frustration is far more basic then we think. I think 20 years of not being able to go to the bathroom when you want takes a toll!!!!

Seriously, the lack of “freedom” is often driven more by the bell and the minute by minute stress of the schedule than just curricular freedom.

I can remember very clearly the first year as a teacher when my schedule allowed me to drive like a mad man to McDonald’s and grab a burger. I thought I was “free as a bird.”

We don’t realize how confining the educational environment can become for teachers. In most professions when you are having a really, really bad day you can get out of your cubicle or vehicle and take a walk around to cool your head. Not us.

So - I guess to answer your question again - No - I don’t see brain drain for the reasons of scripted, confining curriculum as much as for other reasons.