All,
I hope you are having a great summer and have been able to unwind a little bit. For me the cooler weather has helped, but I know it is not for everybody! :)
Anyway, here is a brief column from the Washington Post regarding testing vs. non-testing. I appreciated the balanced approach so I thought I would share with you.
http://www.washingtonpost.com/opinions/a-teachable-moment-from-atlantas-school-cheating-scandal/2011/08/04/gIQAMcuE1I_story.html?hpid=z3
Hope all is well!
Paul
Showing posts with label Posted by Paul. Show all posts
Showing posts with label Posted by Paul. Show all posts
Wednesday, August 10, 2011
Tuesday, June 21, 2011
So Being a Teacher in Alabama Means Enforcing Immigration Laws?
I do not like this law at all due to what it requires teachers to do regarding children of illegal immigrants and to the parents as well. Personally if I were asked to do this, I would not agree to do so. Thoughts?
http://www.tolerance.org/blog/alabama-s-immigration-law-new-jim-crow?newsletter=TT062111
http://www.tolerance.org/blog/alabama-s-immigration-law-new-jim-crow?newsletter=TT062111
Monday, May 9, 2011
Generation Y Teachers
"Gen Y Teachers Seek Feedback, Opportunities for Growth"
by Liana Heitin
Education Week
Posted online on April 21, 2011
http://www.edweek.org/tm/articles/2011/04/20/gen_y_report.html?tkn=WMLFW2gpVVzBtc99pkqfWCLfL3Xhd%2BnQGDqJ&cmp=ENL-TU-NEWS2
This article is based on a study done in 2007 about Generation Y (born between 1977 and 1995) public school teachers and what they are looking for in their careers in teaching. It confirms what I had seen in the private sector with employees I worked with and managed. Gen Y people like frequent assessment and coaching, the opportunity to work with others, to learn from "the masters", being paid based on performance and to not be micro-managed. What was new to me was the revelation that Gen Y'ers do NOT like standardized tests for a variety of different reasons, though I think they come down to one point: the tests are an unfair assessment of their learning.
Gen Y teachers also said they would stay in their profession for a long time, but as I have seen in the private sector (and the author mentions it also) if the above stated requirements are not met Gen Y'ers will not hesitate to bolt and go elsewhere. My concern is the school environment will have to drastically change for these new teachers to thrive and survive. With creativity being stifled, more emphasis on tests and pay not really based on performance, the education environment could become extremely frustrating for them.
When I was managing Gen Y'ers they were my favorite people to work with because they were extremely open to constructive criticism, shared easily with me about their successes and struggles, did not need a lot of hand-holding and tended to be extremely creative in getting the job done. Schools, restrictive unions and districts and administration need to read this study so they can realize that they have great opportunities with these young teachers, but if they do not let up on the Gen Y'ers' the schools will lose them.
by Liana Heitin
Education Week
Posted online on April 21, 2011
http://www.edweek.org/tm/articles/2011/04/20/gen_y_report.html?tkn=WMLFW2gpVVzBtc99pkqfWCLfL3Xhd%2BnQGDqJ&cmp=ENL-TU-NEWS2
This article is based on a study done in 2007 about Generation Y (born between 1977 and 1995) public school teachers and what they are looking for in their careers in teaching. It confirms what I had seen in the private sector with employees I worked with and managed. Gen Y people like frequent assessment and coaching, the opportunity to work with others, to learn from "the masters", being paid based on performance and to not be micro-managed. What was new to me was the revelation that Gen Y'ers do NOT like standardized tests for a variety of different reasons, though I think they come down to one point: the tests are an unfair assessment of their learning.
Gen Y teachers also said they would stay in their profession for a long time, but as I have seen in the private sector (and the author mentions it also) if the above stated requirements are not met Gen Y'ers will not hesitate to bolt and go elsewhere. My concern is the school environment will have to drastically change for these new teachers to thrive and survive. With creativity being stifled, more emphasis on tests and pay not really based on performance, the education environment could become extremely frustrating for them.
When I was managing Gen Y'ers they were my favorite people to work with because they were extremely open to constructive criticism, shared easily with me about their successes and struggles, did not need a lot of hand-holding and tended to be extremely creative in getting the job done. Schools, restrictive unions and districts and administration need to read this study so they can realize that they have great opportunities with these young teachers, but if they do not let up on the Gen Y'ers' the schools will lose them.
Courage to Blog
"The Courage to Blog with Students"
by Marsha Ratzel
Education Week
Posted online on April 27, 2011
http://www.edweek.org/tm/articles/2011/04/27/tln_ratzel_courage.html?tkn=XNRFqQynRdxc1wDd4EJdOmqGnmvZ6oYGux5a&cmp=ENL-TU-NEWS2
We have discussed this issue in class about whether we should or should not blog with students. This article really helped relieve my stress when it came to blogging with my kids. The author, a teacher, gives eight really great points in how to start blogging.
Tip #1: The best way to get your feet wet without drowning is to use a group blog.
Tip #2: Teach students how to write comments.
Tip #3: Use what you already have in your teaching plan, with some minor modifications.
Tip #4: Practice commenting without computers.
Tip #5: Make student use of the class blog a privilege.
Tip #6: You can’t emphasize safety too much.
Tip #7: Decide how you will choose usernames.
Tip #8: Communicate with parents early on.
This article is the best I have seen so far for teachers in not only providing information about classroom blogging, but also providing great resources. Ms. Ratzel provides many links so you can see examples of what she is talking about and also has links to the resources she mentions. At the end of the article she talks about a Student Blogging Challenge and also a professional development site, Teachers Challenge, for teachers to learn about blogging and sharpen their blogging skills.
I now am excited to start blogging activities with my future classrooms and to get started in learning more about it. It will be interesting to see how the blogs turn out!
by Marsha Ratzel
Education Week
Posted online on April 27, 2011
http://www.edweek.org/tm/articles/2011/04/27/tln_ratzel_courage.html?tkn=XNRFqQynRdxc1wDd4EJdOmqGnmvZ6oYGux5a&cmp=ENL-TU-NEWS2
We have discussed this issue in class about whether we should or should not blog with students. This article really helped relieve my stress when it came to blogging with my kids. The author, a teacher, gives eight really great points in how to start blogging.
Tip #1: The best way to get your feet wet without drowning is to use a group blog.
Tip #2: Teach students how to write comments.
Tip #3: Use what you already have in your teaching plan, with some minor modifications.
Tip #4: Practice commenting without computers.
Tip #5: Make student use of the class blog a privilege.
Tip #6: You can’t emphasize safety too much.
Tip #7: Decide how you will choose usernames.
Tip #8: Communicate with parents early on.
This article is the best I have seen so far for teachers in not only providing information about classroom blogging, but also providing great resources. Ms. Ratzel provides many links so you can see examples of what she is talking about and also has links to the resources she mentions. At the end of the article she talks about a Student Blogging Challenge and also a professional development site, Teachers Challenge, for teachers to learn about blogging and sharpen their blogging skills.
I now am excited to start blogging activities with my future classrooms and to get started in learning more about it. It will be interesting to see how the blogs turn out!
'Bringing Your Own Device'
"'Bringing Your Own Device' Catching on In Schools"
by Laura Devaney
eSchool News
Posted online on April 29, 2011
http://www.eschoolnews.com/2011/04/29/bring-your-own-device-catching-on-in-schools/?
I know I have written on this topic before, but I had to post another article on mobile devices because it backed up my article from before. Yes, I am pushing an agenda! :)
Though there has not been much research as of yet, the initial findings are showing that the use of mobile devices can really assist in learning. One person quoted from Catholic Schools K-12 Virtual Learning states they are looking for students to drive the process and that is what is happening. It is cheaper for the districts if families buy the hardware (which is the one BIG disadvantage as not all families can afford it) and the kids are wanting to use the devices as the novelties of Facebook, etc. are wearing off.
In a district in Georgia, the virtual learning device was not required, but the concept took off in a viral fashion not only among students but among the community and school leadership as well. What they have found is this type of learning promotes higher-level thinking and creativity. As an added bonus, they have found that theft and discipline issues involving technology have decreased as well.
Here is a quote from the article as to how mobile devices might be used in learning: "Research-based benefits of one-to-one mobile learning initiatives might include:
by Laura Devaney
eSchool News
Posted online on April 29, 2011
http://www.eschoolnews.com/2011/04/29/bring-your-own-device-catching-on-in-schools/?
I know I have written on this topic before, but I had to post another article on mobile devices because it backed up my article from before. Yes, I am pushing an agenda! :)
Though there has not been much research as of yet, the initial findings are showing that the use of mobile devices can really assist in learning. One person quoted from Catholic Schools K-12 Virtual Learning states they are looking for students to drive the process and that is what is happening. It is cheaper for the districts if families buy the hardware (which is the one BIG disadvantage as not all families can afford it) and the kids are wanting to use the devices as the novelties of Facebook, etc. are wearing off.
In a district in Georgia, the virtual learning device was not required, but the concept took off in a viral fashion not only among students but among the community and school leadership as well. What they have found is this type of learning promotes higher-level thinking and creativity. As an added bonus, they have found that theft and discipline issues involving technology have decreased as well.
Here is a quote from the article as to how mobile devices might be used in learning: "Research-based benefits of one-to-one mobile learning initiatives might include:
- Improvements in attendance and discipline
- Broader array of learning resources and experiences
- Increased frequency and quality of supportive individual and group interactions
- Improvements in student and parent attitudes toward the school
- Increases in student achievement"
As you can see, the mobile device way of learning is for everyone so jump on the bandwagon before it is too late!
Reading Boosts Brain Pathways
"Reading Boosts Brain Pathways, Affects Multiple Disciplines"
by Jenna Zwang
eSchool News
Posted online on May 3, 2011
http://www.eschoolnews.com/2011/05/03/reading-boosts-brain-pathways-affects-multiple-disciplines/?
This article not only discusses the importance of reading to the brain development in children, but also about how important it is to talk with your kids. It all comes down to the importance of language in a child's life and how that relates to other areas of a child's brain. In fact, reading and talking with your child strengthens the connection between the left hemisphere and frontal lobes of the brain that not only kids to do better in reading, but also in social studies, math and science.
They tested this theory on illiterate adults in Brazil by teaching them to read and here were the astonishing results:
“Lo and behold, their brains changed dramatically in the same way the literate adults who had read their whole lives changed. Their visual perceptual skills improved, their auditory listening skills improved, and their ability to drive this whole left hemisphere symbolic problem-solving way of syncing changed..."
And how is this important to educators? “The reason [that it's] so important for our educators to know [this] is that educators change brains. They don’t just teach content, they don’t just improve the brain that I already have by giving me information that I hold on to. They actually change the way that the human brain processes information..." See how important our jobs are? That is really cool!
And this article is important for all people as it really demonstrates that reading and language are the key to unlocking our learning. If those skills are not there, then it is really difficult to master other areas. I remember an old program where reading was being promoted and the catchphrase was "Readers are Leaders". Its point was people who actively read are going to be the ones who lead the world in doing better things. Based on this article's information I would say that is pretty true!
by Jenna Zwang
eSchool News
Posted online on May 3, 2011
http://www.eschoolnews.com/2011/05/03/reading-boosts-brain-pathways-affects-multiple-disciplines/?
This article not only discusses the importance of reading to the brain development in children, but also about how important it is to talk with your kids. It all comes down to the importance of language in a child's life and how that relates to other areas of a child's brain. In fact, reading and talking with your child strengthens the connection between the left hemisphere and frontal lobes of the brain that not only kids to do better in reading, but also in social studies, math and science.
They tested this theory on illiterate adults in Brazil by teaching them to read and here were the astonishing results:
“Lo and behold, their brains changed dramatically in the same way the literate adults who had read their whole lives changed. Their visual perceptual skills improved, their auditory listening skills improved, and their ability to drive this whole left hemisphere symbolic problem-solving way of syncing changed..."
And how is this important to educators? “The reason [that it's] so important for our educators to know [this] is that educators change brains. They don’t just teach content, they don’t just improve the brain that I already have by giving me information that I hold on to. They actually change the way that the human brain processes information..." See how important our jobs are? That is really cool!
And this article is important for all people as it really demonstrates that reading and language are the key to unlocking our learning. If those skills are not there, then it is really difficult to master other areas. I remember an old program where reading was being promoted and the catchphrase was "Readers are Leaders". Its point was people who actively read are going to be the ones who lead the world in doing better things. Based on this article's information I would say that is pretty true!
Monday, April 18, 2011
Resistance to Test-Based School Reform is Growing
Valerie Strauss
"Resistance to Test-Based School Reform is Growing"
http://www.washingtonpost.com/blogs/answer-sheet/post/resistance-to-test-based-school-reform-is-growing/2011/04/18/AFkb0n0D_blog.html
The Washington Post - "The Answer Sheet" Column
April 18, 2011
Ms. Strauss documents protests by teachers and students that are occurring across the nation regarding standardized testing and other school reform ideas. The protests started locally, but are starting to go national with Facebook groups, blogs, parent groups and teachers possibly coming together in a march on Washington D.C. on July 28-31.
In North Carolina the Charlotte-Mecklenburg school districts tested 52 new standardized tests and possibly adding more tests next year. The Los Angeles School District will be implementing value-added tests that will be used to rate teachers. President Obama has spoken out against more testing ,but ironically his proposals have increased testing. Opponents state these tests do not adequately measure kids' learning, do not prove how good or not good teachers are and are a waste of money and time for the school kids and teachers. Teachers have also been motivated by Diane Ravitch's book stating at one time she favored the No Child Left Behind program, but now shows it does not work
This is another article on how the public debate can be changed in favor of teachers, kids and schools and against standardized testing, poorly planned school reform and attacks against teachers. Anybody want to go to the Washington D.C. march in July?!
"Resistance to Test-Based School Reform is Growing"
http://www.washingtonpost.com/blogs/answer-sheet/post/resistance-to-test-based-school-reform-is-growing/2011/04/18/AFkb0n0D_blog.html
The Washington Post - "The Answer Sheet" Column
April 18, 2011
Ms. Strauss documents protests by teachers and students that are occurring across the nation regarding standardized testing and other school reform ideas. The protests started locally, but are starting to go national with Facebook groups, blogs, parent groups and teachers possibly coming together in a march on Washington D.C. on July 28-31.
In North Carolina the Charlotte-Mecklenburg school districts tested 52 new standardized tests and possibly adding more tests next year. The Los Angeles School District will be implementing value-added tests that will be used to rate teachers. President Obama has spoken out against more testing ,but ironically his proposals have increased testing. Opponents state these tests do not adequately measure kids' learning, do not prove how good or not good teachers are and are a waste of money and time for the school kids and teachers. Teachers have also been motivated by Diane Ravitch's book stating at one time she favored the No Child Left Behind program, but now shows it does not work
This is another article on how the public debate can be changed in favor of teachers, kids and schools and against standardized testing, poorly planned school reform and attacks against teachers. Anybody want to go to the Washington D.C. march in July?!
Powerhouse Principal Dr. Steve Perry Shares His Thoughts
Earl Martin Phalen
"Powerhouse Principal Dr. Steve Perry Shares His Thoughts"
http://www.huffingtonpost.com/earl-martin-phalen/dr-steve-perry-education_b_849264.html
The Huffington Post
April 15, 2011
This is a short interview of Dr. Steve Perry, principal for Capital Preparatory Magnet School in Hartford, Connecticut that has a 100 percent of its graduating seniors attending four-year colleges. Dr. Perry states that when kids come into his school in the sixth grade 40 percent of them are coming in at four grade levels below in their reading. He states kids are being nurtured in schools and not taught basic skills. Also, the communities in which many kids grow up in, 30 percent of the adults cannot read so it is difficult for the kids to learn or appreciate reading in their own homes. Perry's school has teachers work directly with the kids as every teacher is an advisor and counselor. Capital Prep does not have any guidance counselors as they are not needed due to how the teachers do the counselors jobs. Also the teachers build relationships with colleges as Mr. Perry contends having counselors do that is a waste of money.
Perry's strategy is a "shout-out" to American communities and teachers that everyone needs to work together to help kids read and learn. He calls on churches to help adults learn to read and for grandparents as well as parents to help each other raise their kids. He states that if at least 50 percent of the churches in poor minority communities were to focus on literacy then illiteracy would vanish. It is a bold strategy and some of his arguments are the same ones we have heard where schools are not doing their job, etc. I would be interested to see how the community around Capital Prep. views the school to see if it is as idyllic as Dr. Perry makes it sound. I do have to give him kudos for trying though.
"Powerhouse Principal Dr. Steve Perry Shares His Thoughts"
http://www.huffingtonpost.com/earl-martin-phalen/dr-steve-perry-education_b_849264.html
The Huffington Post
April 15, 2011
This is a short interview of Dr. Steve Perry, principal for Capital Preparatory Magnet School in Hartford, Connecticut that has a 100 percent of its graduating seniors attending four-year colleges. Dr. Perry states that when kids come into his school in the sixth grade 40 percent of them are coming in at four grade levels below in their reading. He states kids are being nurtured in schools and not taught basic skills. Also, the communities in which many kids grow up in, 30 percent of the adults cannot read so it is difficult for the kids to learn or appreciate reading in their own homes. Perry's school has teachers work directly with the kids as every teacher is an advisor and counselor. Capital Prep does not have any guidance counselors as they are not needed due to how the teachers do the counselors jobs. Also the teachers build relationships with colleges as Mr. Perry contends having counselors do that is a waste of money.
Perry's strategy is a "shout-out" to American communities and teachers that everyone needs to work together to help kids read and learn. He calls on churches to help adults learn to read and for grandparents as well as parents to help each other raise their kids. He states that if at least 50 percent of the churches in poor minority communities were to focus on literacy then illiteracy would vanish. It is a bold strategy and some of his arguments are the same ones we have heard where schools are not doing their job, etc. I would be interested to see how the community around Capital Prep. views the school to see if it is as idyllic as Dr. Perry makes it sound. I do have to give him kudos for trying though.
Teachers Hold "Grade-Ins" at Malls To Demonstrate Workload
No Author Given
"Wisc., Mich. and Other Teachers Hold 'Grade-Ins' to Demonstrate Workload"
http://www.huffingtonpost.com/2011/04/11/teachers-grade-ins_n_847609.html
The Huffington Post
April 11, 2011
Teachers in Wisconsin, Michigan and elsewhere held protests in malls on weekends to show how much work they do outside of school. The teachers did lesson plans, grading and correcting tests. In the video that is included in the article a teacher states she normally works on weekends anyway so she decided to show support for teachers and do her work at the mall.
This is a great way to show the public at large how hard the job of teaching really is - especially after one media person "argued teachers don't deserve as much money because they "don't work as much". It is also a wonderful way for teachers to show support for one another in a non-confrontational way.
We have talked in our classes how teachers could change the climate of debate in the nationwide discussion. This is a great way to do it! It is not a protest filled with shouting, but instead is shows openly what the teachers are doing, they are able to interact with the public and it is in a venue that people are familiar and comfortable with.
"Wisc., Mich. and Other Teachers Hold 'Grade-Ins' to Demonstrate Workload"
http://www.huffingtonpost.com/2011/04/11/teachers-grade-ins_n_847609.html
The Huffington Post
April 11, 2011
Teachers in Wisconsin, Michigan and elsewhere held protests in malls on weekends to show how much work they do outside of school. The teachers did lesson plans, grading and correcting tests. In the video that is included in the article a teacher states she normally works on weekends anyway so she decided to show support for teachers and do her work at the mall.
This is a great way to show the public at large how hard the job of teaching really is - especially after one media person "argued teachers don't deserve as much money because they "don't work as much". It is also a wonderful way for teachers to show support for one another in a non-confrontational way.
We have talked in our classes how teachers could change the climate of debate in the nationwide discussion. This is a great way to do it! It is not a protest filled with shouting, but instead is shows openly what the teachers are doing, they are able to interact with the public and it is in a venue that people are familiar and comfortable with.
Finland's Educational Success? The Anti-Tiger Mother Approach
Joshua Levine
"Finland's Education Success? The Anti-Tiger Mother Approach"
http://www.time.com/time/magazine/article/0,9171,2062419-1,00.html
TIME
April 14, 2011
I loved this article! In the last four global PISA (Program for International Student Assessment) surveys, Finland has usually finished in the top three in reading, math and science. They have achieved such great success with shorter school hours, no national testing ("They just don't believe it does much good.") and a very short stated Math curriculum (only ten pages, up from 3 1/2 a few years ago). Their secret for their success: their teachers. "The U.S. has an industrial model where teachers are the means for conveying a prefabricated product. In Finland, the teachers are the standard."
Finland's teachers must have Master's Degrees to teach and many people compete for a few highly coveted positions each year. In 2008, there were 1,258 undergrads who applied for the 5 year program to become elementary school teachers. Of that number only 123 (9.8%) were accepted. What is interesting to note is the word for teacher in Finnish (kasvatus) is the same word used for a mother bringing up a child.
Finland did not always have the best program and it took them fifty years to reform their school system. What is interesting to note is their society is not known for its competitiveness so when they looked at how to make their school's better the Finns decided to make their worst students better. So now there is little divide between the best and worst students.
What is heartening to read in this article is the focus of any education reform has to be the teacher and without a great teacher training program, schools cannot succeed. It is also heartening to know that education reform can take place in a country and it can be successful!
"Finland's Education Success? The Anti-Tiger Mother Approach"
http://www.time.com/time/magazine/article/0,9171,2062419-1,00.html
TIME
April 14, 2011
I loved this article! In the last four global PISA (Program for International Student Assessment) surveys, Finland has usually finished in the top three in reading, math and science. They have achieved such great success with shorter school hours, no national testing ("They just don't believe it does much good.") and a very short stated Math curriculum (only ten pages, up from 3 1/2 a few years ago). Their secret for their success: their teachers. "The U.S. has an industrial model where teachers are the means for conveying a prefabricated product. In Finland, the teachers are the standard."
Finland's teachers must have Master's Degrees to teach and many people compete for a few highly coveted positions each year. In 2008, there were 1,258 undergrads who applied for the 5 year program to become elementary school teachers. Of that number only 123 (9.8%) were accepted. What is interesting to note is the word for teacher in Finnish (kasvatus) is the same word used for a mother bringing up a child.
Finland did not always have the best program and it took them fifty years to reform their school system. What is interesting to note is their society is not known for its competitiveness so when they looked at how to make their school's better the Finns decided to make their worst students better. So now there is little divide between the best and worst students.
What is heartening to read in this article is the focus of any education reform has to be the teacher and without a great teacher training program, schools cannot succeed. It is also heartening to know that education reform can take place in a country and it can be successful!
Can Sal Khan Reform Education in America?
Alex Wagner
"Can Sal Khan Reform Education in America?"
http://www.huffingtonpost.com/2011/04/04/the-khan-academy-and-educ_n_844390.html
The Huffington Post
April 11, 2011
Sal Khan has created an website (http://www.khanacademy.org/) with extensive videos (2,100 to be exact) and 100 self-paced exercises translated in many languages to assist children with mathematics. This website was recommended to me by a co-worker at Bank of America whose kids were having trouble with math. Once they started using Mr. Khan's website their math problems went away. I was a little skeptical about it, but once I started seeing him appear on TED videos and being promoted by Bill Gates (which may or may not be a good thing) I started to pay attention to Khan's Academy.
As the article points out what Mr. Khan is doing (assisting with math) is not new, but he has found a way to make learning math easy to do, easy to access and something that will benefit both the student and the teacher. And Mr. Khan points out people cannot just rely on his videos, but capable teachers are needed to provide one-on-one time with their students and to be technically savvy so to effectively use the program.
As we talked about on Saturday this website is not intended to replace teachers or to be used for technology's sake, but is a useful tool to assist and engage kids that either do poorly and/or are not engaged in math. And if there are no computers in school the videos can be handed out on memory sticks so the videos can be used at home. This is a very useful program and who do we have to thank for it? As Captain Kirk once famously shouted, "Khan!!!!"
"Can Sal Khan Reform Education in America?"
http://www.huffingtonpost.com/2011/04/04/the-khan-academy-and-educ_n_844390.html
The Huffington Post
April 11, 2011
Sal Khan has created an website (http://www.khanacademy.org/) with extensive videos (2,100 to be exact) and 100 self-paced exercises translated in many languages to assist children with mathematics. This website was recommended to me by a co-worker at Bank of America whose kids were having trouble with math. Once they started using Mr. Khan's website their math problems went away. I was a little skeptical about it, but once I started seeing him appear on TED videos and being promoted by Bill Gates (which may or may not be a good thing) I started to pay attention to Khan's Academy.
As the article points out what Mr. Khan is doing (assisting with math) is not new, but he has found a way to make learning math easy to do, easy to access and something that will benefit both the student and the teacher. And Mr. Khan points out people cannot just rely on his videos, but capable teachers are needed to provide one-on-one time with their students and to be technically savvy so to effectively use the program.
As we talked about on Saturday this website is not intended to replace teachers or to be used for technology's sake, but is a useful tool to assist and engage kids that either do poorly and/or are not engaged in math. And if there are no computers in school the videos can be handed out on memory sticks so the videos can be used at home. This is a very useful program and who do we have to thank for it? As Captain Kirk once famously shouted, "Khan!!!!"
Monday, March 28, 2011
Robots Assist Autistic Children
"Kaspar the Friendly Robots Helps Autistic Kids"
Staff and Wire Reports
eSchool News
Posted Online on March 8, 2011
URL: http://www.eschoolnews.com/2011/03/08/kaspar-the-friendly-robot-helps-autistic-kids/?
Having an autistic child, I was intrigued by this article as it discussed using a robot to teach autistic children about learning and showing emotions. It is being used in a pre-school class in London, England and so far has been met with pretty good success. Since autistic kids do not read facial expressions very well, a robot gives them a safe way to learn these skills.
This article is not just for educators or for parents of children who are in the autism spectrum, but for the world as well to see how technology can be used to overcome disabilities. Though the machine is expensive now ($2,118), if it is successful then hopefully it can be produced on more of a mass-scale process to bring down the cost. As someone who has seen his own autistic child struggle with simple things that most of society does easily and without thinking, articles like these give me hope in overcoming those struggles.
Staff and Wire Reports
eSchool News
Posted Online on March 8, 2011
URL: http://www.eschoolnews.com/2011/03/08/kaspar-the-friendly-robot-helps-autistic-kids/?
Having an autistic child, I was intrigued by this article as it discussed using a robot to teach autistic children about learning and showing emotions. It is being used in a pre-school class in London, England and so far has been met with pretty good success. Since autistic kids do not read facial expressions very well, a robot gives them a safe way to learn these skills.
This article is not just for educators or for parents of children who are in the autism spectrum, but for the world as well to see how technology can be used to overcome disabilities. Though the machine is expensive now ($2,118), if it is successful then hopefully it can be produced on more of a mass-scale process to bring down the cost. As someone who has seen his own autistic child struggle with simple things that most of society does easily and without thinking, articles like these give me hope in overcoming those struggles.
5 Myths About Abraham Lincoln
"Five Myths About Abraham Lincoln"
Holzer, Harold
The Washington Post
Posted Online on February 17, 2011
URL: http://www.washingtonpost.com/wp-dyn/content/article/2011/02/17/AR2011021703340.html
Being a History Major, this article was a joy for me to read as it debunked five major myths about Abraham Lincoln - most of which I thought were true! Mr. Holzer, a Lincoln historian, uses evidence to debunk the myths of 1) Lincoln was a simple country lawyer, 2) Lincoln was gay, 3) Lincoln was depressed, 4) Lincoln was too compassionate and 5) Lincoln was mortally ill.
As we have discussed in our classes, History has been written with many mistakes and as a society we are trying to rectify that so history is factually correct. I have to be honest in saying it is hard for me to part with some of the corrections as that is not what I had learned. Also, I want to make sure those who are correcting our histories are being as intellectually honest as those who may not have been in writing our past stories. That said, it is refreshing to me to see the "rest of the story" being told and our nation's history being fully fleshed out. And this article adds to that refreshment, so enjoy!
Holzer, Harold
The Washington Post
Posted Online on February 17, 2011
URL: http://www.washingtonpost.com/wp-dyn/content/article/2011/02/17/AR2011021703340.html
Being a History Major, this article was a joy for me to read as it debunked five major myths about Abraham Lincoln - most of which I thought were true! Mr. Holzer, a Lincoln historian, uses evidence to debunk the myths of 1) Lincoln was a simple country lawyer, 2) Lincoln was gay, 3) Lincoln was depressed, 4) Lincoln was too compassionate and 5) Lincoln was mortally ill.
As we have discussed in our classes, History has been written with many mistakes and as a society we are trying to rectify that so history is factually correct. I have to be honest in saying it is hard for me to part with some of the corrections as that is not what I had learned. Also, I want to make sure those who are correcting our histories are being as intellectually honest as those who may not have been in writing our past stories. That said, it is refreshing to me to see the "rest of the story" being told and our nation's history being fully fleshed out. And this article adds to that refreshment, so enjoy!
Parents Opt Out of Standardized Testing
"Mother hopes others will opt out of standardized testing"
Levitt, Rose and Candiotti, Susan
Posted online on March 21, 2011
cnn.com
URL: http://www.cnn.com/2011/US/03/20/pennsylvania.school.testing/index.html?iref=NS1
A mother in Pennsylvania has pulled her two sons from standardized testing. She used a religious exemption as the reason for pulling her children because that was the only choice given. The real reason she states is, "...the tests are not accurate measures of accomplishment, create undue anxiety for students and are used to punish schools." She has been joined by an an associate professor of education at Penn State Altoona, Dr. Timothy Slekar, who has also pulled his son from testing. This is an extremely rare occurrance, but both of the parents are frustrated by the quality of education their children are receiving and the constant teaching to just the tests.
This article continues the ongoing discussion about whether tests are the way to go in judging true learning and education in our public schools. I think we all know testing and teaching to the tests is not going to work, but somehow some assessment of the schools must be made. It is interesting to note the person who is quoted as being in favor of testing is the president of the NAACP, who I do not believe is in education. That is a continual frustration for me as it seems many of the people involved in this discussion do not have an education background. Maybe it truly is up to the parents as shown in this article to start a discussion about the standardized testing and not the talking heads from the top.
Levitt, Rose and Candiotti, Susan
Posted online on March 21, 2011
cnn.com
URL: http://www.cnn.com/2011/US/03/20/pennsylvania.school.testing/index.html?iref=NS1
A mother in Pennsylvania has pulled her two sons from standardized testing. She used a religious exemption as the reason for pulling her children because that was the only choice given. The real reason she states is, "...the tests are not accurate measures of accomplishment, create undue anxiety for students and are used to punish schools." She has been joined by an an associate professor of education at Penn State Altoona, Dr. Timothy Slekar, who has also pulled his son from testing. This is an extremely rare occurrance, but both of the parents are frustrated by the quality of education their children are receiving and the constant teaching to just the tests.
This article continues the ongoing discussion about whether tests are the way to go in judging true learning and education in our public schools. I think we all know testing and teaching to the tests is not going to work, but somehow some assessment of the schools must be made. It is interesting to note the person who is quoted as being in favor of testing is the president of the NAACP, who I do not believe is in education. That is a continual frustration for me as it seems many of the people involved in this discussion do not have an education background. Maybe it truly is up to the parents as shown in this article to start a discussion about the standardized testing and not the talking heads from the top.
Is Grant Hill an Uncle Tom?
"What Grant Hill and Jalen Rose Share"
Wilbon, Michael
Posted on espn.com on March 17, 2011
URL: http://sports.espn.go.com/espn/commentary/news/story?id=6227464
Now I know there are some in the class who are not as into sports as some of us are, but we have discussed that as teachers we need to be willing to grow, so here is your chance! Michael Wilbon wrote for the Washington Post for 30 years before joining ESPN permanently this year. He is a very thoughtful observer of the sports world and his commentary is extremely well written. In this article he writes about a video showing the 1990's Michigan College Men's Basketball team and how they changed college basketball.
During the video, the main speaker for the Michigan team, Jalen Rose, speaks about how his team really hated their main adversary, Duke University. Rose states that Duke would only accept a certain type of a black athlete from wealthy and established communities and not from less respected places like inner-city Detroit. And those blacks that went to Duke were Uncle Toms by joining the majority white community and not staying with the true black community.
This commentary provides a great discussion about those who come from privileged backgrounds in the black community versus those who do not. It brings up the whole discussion of the few blacks as a whole who have made it past the disenfranchisement that plagues the black community and the majority who have not. This continues our racism chapter by showing inequity is still a bitter part of our society and we as teachers, the education community and society at large need to recognize this ongoing feeling whether or not it may still be true. The trick, as Mr. Wilbon states, is we need to get past the anger and accusations to a point of all parts of society working together towards solutions to make our society truly equal and just.
Wilbon, Michael
Posted on espn.com on March 17, 2011
URL: http://sports.espn.go.com/espn/commentary/news/story?id=6227464
Now I know there are some in the class who are not as into sports as some of us are, but we have discussed that as teachers we need to be willing to grow, so here is your chance! Michael Wilbon wrote for the Washington Post for 30 years before joining ESPN permanently this year. He is a very thoughtful observer of the sports world and his commentary is extremely well written. In this article he writes about a video showing the 1990's Michigan College Men's Basketball team and how they changed college basketball.
During the video, the main speaker for the Michigan team, Jalen Rose, speaks about how his team really hated their main adversary, Duke University. Rose states that Duke would only accept a certain type of a black athlete from wealthy and established communities and not from less respected places like inner-city Detroit. And those blacks that went to Duke were Uncle Toms by joining the majority white community and not staying with the true black community.
This commentary provides a great discussion about those who come from privileged backgrounds in the black community versus those who do not. It brings up the whole discussion of the few blacks as a whole who have made it past the disenfranchisement that plagues the black community and the majority who have not. This continues our racism chapter by showing inequity is still a bitter part of our society and we as teachers, the education community and society at large need to recognize this ongoing feeling whether or not it may still be true. The trick, as Mr. Wilbon states, is we need to get past the anger and accusations to a point of all parts of society working together towards solutions to make our society truly equal and just.
The Creativity Crisis
Seargeant Richardson, Laura
"The Creativity Crisis: Why American Schools Need Design"
The Atlantic
Posted online March 25, 2011
URL: http://www.theatlantic.com/life/archive/2011/03/the-creativity-crisis-why-american-schools-need-design/73038/
We have all heard of the STEM approach to education, so maybe it is time to make it STEAM with the "A" being Art. The author makes a great point and backs it up with research to show students who want to succeed in the new growing job opportunities will not only need to be smart in the STEM areas, but also in be able to be creative. As she points out, jobs listed in the "New Work" classifications are grouped into 5 categories with STEM appearing to only account for one-fifth of the training needed to compete in the coming decades. She also points out, "the European Union declared 2009 as the Year of Creativity, and Chinese faculty actually laughed when they found out the U.S. education trends were in "standardized curriculum, rote memorization, and nationalized testing."
This article was written in a national magazine and is not meant for just teachers, but for the general public as well. Ms. Seargeant Richardson argues (as we have read and discussed in classes) that to just concentrate on the STEM programs and teaching to the test is NOT the way to go. We are going to shortchange our future students, our industries and our nation if we eliminate the other aspects of eduction such as art, music, shop and design classes. Part of education is stimulating all parts of the brain and not just certain areas. Or to put it another way, it is like using one of your arms with just barely using your other arm. How stupid would that be?!
"The Creativity Crisis: Why American Schools Need Design"
The Atlantic
Posted online March 25, 2011
URL: http://www.theatlantic.com/life/archive/2011/03/the-creativity-crisis-why-american-schools-need-design/73038/
We have all heard of the STEM approach to education, so maybe it is time to make it STEAM with the "A" being Art. The author makes a great point and backs it up with research to show students who want to succeed in the new growing job opportunities will not only need to be smart in the STEM areas, but also in be able to be creative. As she points out, jobs listed in the "New Work" classifications are grouped into 5 categories with STEM appearing to only account for one-fifth of the training needed to compete in the coming decades. She also points out, "the European Union declared 2009 as the Year of Creativity, and Chinese faculty actually laughed when they found out the U.S. education trends were in "standardized curriculum, rote memorization, and nationalized testing."
This article was written in a national magazine and is not meant for just teachers, but for the general public as well. Ms. Seargeant Richardson argues (as we have read and discussed in classes) that to just concentrate on the STEM programs and teaching to the test is NOT the way to go. We are going to shortchange our future students, our industries and our nation if we eliminate the other aspects of eduction such as art, music, shop and design classes. Part of education is stimulating all parts of the brain and not just certain areas. Or to put it another way, it is like using one of your arms with just barely using your other arm. How stupid would that be?!
Public Schools Are Damned One Way or Another
Gardner, Walt
"Public Schools Are Damned One Way or Another"
Reality Check Column in Education Week
Posted Online on March 9, 2011
URL: http://blogs.edweek.org/edweek/walt_gardners_reality_check/2011/03/public_schools_are_damned_one_way_or_another.html
This is the other Gardner who taught for 28 years in the Los Angeles School District and was a lecturer in the UCLA Graduate School of Education. He writes this short article for the education community, but he is also crying out to the public at large about the hypocrisy towards our society's view of teachers. His basic point is society is wanting better teachers and says good teachers should be paid more. Then when a school district in Long Island, New York does consistently well and the superintendent is rewarded with a nice salary package, people are screaming that the education community is overpaid.
Maybe if it was a teacher that was being paid more this would not be a problem. However, watching the recent budget debates I do not think that would be the case. As teachers and as people living in society as a whole, this article brings up a good point that if Wall Street people can receive nice salary increases for good performance, why can't teachers and administration be allowed the same treatment? Why are free marketeers okay with the one and not the other? Is it truly a case of the public schools being damned if you do and damned if you don't?
"Public Schools Are Damned One Way or Another"
Reality Check Column in Education Week
Posted Online on March 9, 2011
URL: http://blogs.edweek.org/edweek/walt_gardners_reality_check/2011/03/public_schools_are_damned_one_way_or_another.html
This is the other Gardner who taught for 28 years in the Los Angeles School District and was a lecturer in the UCLA Graduate School of Education. He writes this short article for the education community, but he is also crying out to the public at large about the hypocrisy towards our society's view of teachers. His basic point is society is wanting better teachers and says good teachers should be paid more. Then when a school district in Long Island, New York does consistently well and the superintendent is rewarded with a nice salary package, people are screaming that the education community is overpaid.
Maybe if it was a teacher that was being paid more this would not be a problem. However, watching the recent budget debates I do not think that would be the case. As teachers and as people living in society as a whole, this article brings up a good point that if Wall Street people can receive nice salary increases for good performance, why can't teachers and administration be allowed the same treatment? Why are free marketeers okay with the one and not the other? Is it truly a case of the public schools being damned if you do and damned if you don't?
Monday, March 7, 2011
Jon Stewart on Hypocrisy Behind Assault on Teachers
Valerie Strauss
"Jon Stewart on Hypocrisy Behind Assault on Teachers"
Washington Post
Published online on 3-07-11
URL: http://voices.washingtonpost.com/answer-sheet/diane-ravitch/jon-stewart-hosts-ravitch-rips.html
OK, I admit this is a fun posting for me as I watched this episode of the Daily Show and enjoyed it immensely. Jon Stewart was obviously angry at the abuse teachers were taking at being called overpaid public servants who do only work nine months of the year and whine about how hard their jobs are. Part of Stewart's anger is his mother was a teacher for, I believe, 20 to 3o years and is still involved in education in a different capacity, so he takes personal offense to the comments being made about and towards teachers.
Stewart has a scathing segment where he shows Republican commentators stating how teachers, even if they have a signed a contract, must be willing to change it to allow cutbacks in their salaries and benefits. He then shows those same commentators in 2009 saying CEO's of financial institutions should still be allowed to receive their bonuses because they had signed contracts that cannot be broken. The commentators also mention in 2009 that the average salary of a CEO was $250,000 and that is really not that much money when (back to 2011) teachers making $50,000/year are considered overpaid.
Stewart then interviews Diane Ravitch about her book, Death and Life of the Great American School System. The last time she was on the Daily Show was in 2003 she was an advocate of NCLB, but now she no longer supports it and wrote her book. By being on the show, Ravitch's book shot up from #758 on Thursday to #35 of best selling books by Monday morning. Not too bad of a bump!
Even though these are funny and satirical (mixed with some bleeped out profanity) videos to watch, they are good to watch because they bring the argument of budgets, teachers, salaries and public employees to a more level playing field. For society, it is another side of the arguments being portrayed in the state budget debates. For teachers, it is helpful in knowing the discussion points and it balances the rage currently being thrown at teachers and public workers. Lastly, it is just a whole lot of fun to watch!
"Jon Stewart on Hypocrisy Behind Assault on Teachers"
Washington Post
Published online on 3-07-11
URL: http://voices.washingtonpost.com/answer-sheet/diane-ravitch/jon-stewart-hosts-ravitch-rips.html
OK, I admit this is a fun posting for me as I watched this episode of the Daily Show and enjoyed it immensely. Jon Stewart was obviously angry at the abuse teachers were taking at being called overpaid public servants who do only work nine months of the year and whine about how hard their jobs are. Part of Stewart's anger is his mother was a teacher for, I believe, 20 to 3o years and is still involved in education in a different capacity, so he takes personal offense to the comments being made about and towards teachers.
Stewart has a scathing segment where he shows Republican commentators stating how teachers, even if they have a signed a contract, must be willing to change it to allow cutbacks in their salaries and benefits. He then shows those same commentators in 2009 saying CEO's of financial institutions should still be allowed to receive their bonuses because they had signed contracts that cannot be broken. The commentators also mention in 2009 that the average salary of a CEO was $250,000 and that is really not that much money when (back to 2011) teachers making $50,000/year are considered overpaid.
Stewart then interviews Diane Ravitch about her book, Death and Life of the Great American School System. The last time she was on the Daily Show was in 2003 she was an advocate of NCLB, but now she no longer supports it and wrote her book. By being on the show, Ravitch's book shot up from #758 on Thursday to #35 of best selling books by Monday morning. Not too bad of a bump!
Even though these are funny and satirical (mixed with some bleeped out profanity) videos to watch, they are good to watch because they bring the argument of budgets, teachers, salaries and public employees to a more level playing field. For society, it is another side of the arguments being portrayed in the state budget debates. For teachers, it is helpful in knowing the discussion points and it balances the rage currently being thrown at teachers and public workers. Lastly, it is just a whole lot of fun to watch!
Why Bill Gates is Wrong on Class Size
Anthony Cody
"Why Bill Gates is Wrong on Class Size"
Article is found in "The Answer Sheet" Column by Valerie Strauss
Washington Post
Posted Online 3-05-11
URL: http://voices.washingtonpost.com/answer-sheet/anthony-cody/why-bill-gates-is-wrong-on-cla.html
Anthony Cody was a middle school science teacher for 18 years in inner-city Oakland and now serves as a mentor/coach for new science teachers. Though he appreciates Bill Gates attempting to help the education problems, Mr. Cody sees Gates' logic flawed in some areas - especially when it comes to more impoverished areas. I know we have talked about class size before and about whether the research shows if it makes a difference, but in poorer areas class size does seem to make a huge difference.
Cody's basic points are: 1) Gates wants to put 4 or 5 more students in the classes of the top 25% of teachers and then pay them more. Cody says there is no reliable metric to measure the best teachers and there is no money in the budgets to give them an increase. 2) The good teachers are leaving, so the problem is not getting rid of the ineffective teachers, but keeping the good ones. 3) This to me is a HUGE point. Cody says when he was teaching he had 32 students in each class with 160 papers to grade almost every day. Adding 4 or 5 students per class would only increase an overwhelming caseload. Also about a third of the kids in his classes suffer from post-traumatic syndrome because of severe home living conditions. And adding more kids to the classroom will cause more teachers to leave as shown by over half of his mentored teachers are leaving because of stress and working conditions.
For people like Jeff who want to teach in Portland city schools, the issues he will have to deal with will be more intense already without having to add more stress to his job and the school district not being able to pay him more because of cutbacks. Gates' suggestions are another case of a non-educator having well meaning, but ineffective ideas. The irony of the situation is Gates' kids go to a private school where the class sizes are probably smaller. Cody states most private schools of the wealthy have about half the class size of neighboring public schools. Also, according to Cody, Mr. Gates' math does not work regarding how much money would be saved - possibly only $25,000 per school! Incorrect ideas from non-education people is really starting to frustrate me - in a good way. My suggestion is we as new teachers need to educate the non-teachers, because if we do not do it we will be the ones facing the situations Cody points out and it will not just be us who suffer for it but the kids and society as well.
"Why Bill Gates is Wrong on Class Size"
Article is found in "The Answer Sheet" Column by Valerie Strauss
Washington Post
Posted Online 3-05-11
URL: http://voices.washingtonpost.com/answer-sheet/anthony-cody/why-bill-gates-is-wrong-on-cla.html
Anthony Cody was a middle school science teacher for 18 years in inner-city Oakland and now serves as a mentor/coach for new science teachers. Though he appreciates Bill Gates attempting to help the education problems, Mr. Cody sees Gates' logic flawed in some areas - especially when it comes to more impoverished areas. I know we have talked about class size before and about whether the research shows if it makes a difference, but in poorer areas class size does seem to make a huge difference.
Cody's basic points are: 1) Gates wants to put 4 or 5 more students in the classes of the top 25% of teachers and then pay them more. Cody says there is no reliable metric to measure the best teachers and there is no money in the budgets to give them an increase. 2) The good teachers are leaving, so the problem is not getting rid of the ineffective teachers, but keeping the good ones. 3) This to me is a HUGE point. Cody says when he was teaching he had 32 students in each class with 160 papers to grade almost every day. Adding 4 or 5 students per class would only increase an overwhelming caseload. Also about a third of the kids in his classes suffer from post-traumatic syndrome because of severe home living conditions. And adding more kids to the classroom will cause more teachers to leave as shown by over half of his mentored teachers are leaving because of stress and working conditions.
For people like Jeff who want to teach in Portland city schools, the issues he will have to deal with will be more intense already without having to add more stress to his job and the school district not being able to pay him more because of cutbacks. Gates' suggestions are another case of a non-educator having well meaning, but ineffective ideas. The irony of the situation is Gates' kids go to a private school where the class sizes are probably smaller. Cody states most private schools of the wealthy have about half the class size of neighboring public schools. Also, according to Cody, Mr. Gates' math does not work regarding how much money would be saved - possibly only $25,000 per school! Incorrect ideas from non-education people is really starting to frustrate me - in a good way. My suggestion is we as new teachers need to educate the non-teachers, because if we do not do it we will be the ones facing the situations Cody points out and it will not just be us who suffer for it but the kids and society as well.
Senate Moderates Release NCLB Overhaul Plan
Alyson Klein
"Senate Moderates Release NCLB Overhaul Plan" - Education Week
Published Online on March 2, 2011
Complete URL: http://blogs.edweek.org/edweek/campaign-k-12/2011/03/a_group_of_moderate_democratic.html
U.S. Sen. Michael Bennet, of Colorado and Sen. Kay Hagan, of North Carolina led a group of 11 moderate Senate Democrats in releasing some principles aimed at revising the Elementary and Secondary Education Act (ESEA) or NCLB. They are hoping their statement will appeal to some moderate Republicans and liberal Democrats as their support will be needed to pass the ESEA reauthorization bill through the Senate before it goes to the Republican dominated U.S. House. Their statement consists of 5 key points:
1) Change the accountability measurement, Adequate Yearly Process, to measuring student progress over time instead of measuring one cohort of students against another. The Senators also want to reward or provide incentives to schools that make major strides in student achievement.
2) "Stick with the Obama administration's four options for turning around the lowest-performing schools, which include steps such as turning a school over to a charter operator, closing the school, removing half the teachers, and/or putting in a new instructional program, and extending learning time while beefing up professional development."
3) Make sure that colleges of education are held accountable for the performance of their students.
4) Continue with President Obama's "Race To The Top" Program.
5) "Fix the so-called "comparability loophole" in Title I, so that schools would have to report salary data for teachers in addition to other expenses."
The title of the article is a little misleading as it is on moderate U.S. Democrat Senators, but the first sentence of the article clarifies the title. In looking at the 5 points, if you had asked me 2 months ago does this sound like good proposals I would have said yes. But now after doing more reading and studying through the MAT Program, I have some different opinions. On point 1, though it sounds good to reward schools for making major strides we have to be honest in stating that the money will go to predominantly white schools as they will have the money and power to make things happen. On Point 2, the whole point is to blame the teachers which makes no sense to me. I actually like Point 3 and it appears this group wants to work with teachers on the measurements and having support to do a good job. Point 4 is more of the NCLB. Point 5 seems like good intentions, but when the article says this would be like TARP I do not really see the TARP program as a good policy to follow for schools. The bottom line for all these points is the changes they are proposing will have a huge effect on our schools, our teaching programs, students and society as a whole, but the question to me is: will the changes work?
"Senate Moderates Release NCLB Overhaul Plan" - Education Week
Published Online on March 2, 2011
Complete URL: http://blogs.edweek.org/edweek/campaign-k-12/2011/03/a_group_of_moderate_democratic.html
U.S. Sen. Michael Bennet, of Colorado and Sen. Kay Hagan, of North Carolina led a group of 11 moderate Senate Democrats in releasing some principles aimed at revising the Elementary and Secondary Education Act (ESEA) or NCLB. They are hoping their statement will appeal to some moderate Republicans and liberal Democrats as their support will be needed to pass the ESEA reauthorization bill through the Senate before it goes to the Republican dominated U.S. House. Their statement consists of 5 key points:
1) Change the accountability measurement, Adequate Yearly Process, to measuring student progress over time instead of measuring one cohort of students against another. The Senators also want to reward or provide incentives to schools that make major strides in student achievement.
2) "Stick with the Obama administration's four options for turning around the lowest-performing schools, which include steps such as turning a school over to a charter operator, closing the school, removing half the teachers, and/or putting in a new instructional program, and extending learning time while beefing up professional development."
3) Make sure that colleges of education are held accountable for the performance of their students.
4) Continue with President Obama's "Race To The Top" Program.
5) "Fix the so-called "comparability loophole" in Title I, so that schools would have to report salary data for teachers in addition to other expenses."
The title of the article is a little misleading as it is on moderate U.S. Democrat Senators, but the first sentence of the article clarifies the title. In looking at the 5 points, if you had asked me 2 months ago does this sound like good proposals I would have said yes. But now after doing more reading and studying through the MAT Program, I have some different opinions. On point 1, though it sounds good to reward schools for making major strides we have to be honest in stating that the money will go to predominantly white schools as they will have the money and power to make things happen. On Point 2, the whole point is to blame the teachers which makes no sense to me. I actually like Point 3 and it appears this group wants to work with teachers on the measurements and having support to do a good job. Point 4 is more of the NCLB. Point 5 seems like good intentions, but when the article says this would be like TARP I do not really see the TARP program as a good policy to follow for schools. The bottom line for all these points is the changes they are proposing will have a huge effect on our schools, our teaching programs, students and society as a whole, but the question to me is: will the changes work?
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