Friday, December 30, 2011
Today's Big Education Ape - PostRank Top AM Posts #ows #edreform
Schooling in the Ownership Society: Schools starve despite Michigan's billion-dollar surplus
Schools starve despite Michigan's billion-dollar surplus
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| T-Party Gov. Snyder says:"Let 'em eat cake." |
Democrats and some Republicans want public schools to get a major share of any surplus. The State Board of Education has also called for a significant portion of any budget surplus to be invested in education. Public school funding was cut more than 2 percent in the fiscal year that
10 education predictions for 2012 - The Answer Sheet - The Washington Post
10 education predictions for 2012
This was written by Larry Ferlazzo, who teaches English at Luther Burbank High School in Sacramento, California. He writes a popular blog for teachers and is the author of three books. He is a member of the Teacher Leaders Network. A version of this excerpt appeared on his blog, “Larry Ferlazzo’s Websites of the Day.”
By Larry Ferlazzo
I’m going to take a stab at some prognostication for 2012. I batted close to 50% in last year’s predictions, which can’t be much worse than those made by professional pundits. Feel free to add your own predictions — and don’t hesitate to include “wishful thinking!”
My predictions for 2012:
1. Proponents of what is typically called “corporate school reform” —
Top Ten Rheeform Moments of 2011 | Twin Cities Daily Planet
Top Ten Rheeform Moments of 2011

What is Rheeform? It is a catchall for the market based, destructive reforms that have become vogue since No Child Left Behind (NCLB). Michelle Rhee became the darling of the movement, gave it a personality, and a "liberal" that the plutocrats could hide behind.
The defining characteristic of market based Rheeform is what it does not do. Rheeform does not try and change how we teach. They want to change where we teach. How long we teach. What we teach. How we are hired, fired, and compensated. Who is allowed to teach. All of these are part of Rheeform, except, of course, how we teach.
This approach is not an oversight. The way we have taught for the last two hundred years has benefited and worked for almost all in power. The idea of a solitary teacher making a difference worked for them. The model of a teacher as some sort of independent contractor operating in an isolated classroom kingdom was effective for
How Do You Achieve Quality When You Have Less? « The Whole Child Blog « Whole Child Education
Many schools are experiencing shrinking resources, hiring freezes, and continued accountability pressures—and are responding by using time, material resources, and educators’ skills in innovative ways. With 85 percent of U.S. school districts anticipating cuts to their funding this school year, how can we serve our students and ensure that each child, in each community, is healthy, safe, engaged, supported, and challenged?
In the December/January issue of ASCD’s Educational Leadership, teachers and school leaders share how they’ve made scarce resources go further, in terms of staff expertise, materials, coaching, and even the hours for learning in the day. What priorities should schools set when facing serious cutbacks? Spend some time during the school break to read up on what the experts say and
The Educated Reporter: Stories that Made a Splash: Our First Annual “Educated Reporter” Awards
Stories that Made a Splash: Our First Annual “Educated Reporter” Awards
The Ripple Effect Award (for the first pebble in the pond): The Atlanta Journal-Constitution's series of reports on widespread cheating in the public schools in which teachers were encouraged by administrators to change students’ incorrect answers on high-stakes standardized tests. The local fallout from this scandal has been substantial, including the resignation of the superintendent. But more importantly, the stories have led to more scrutiny and tougher questions in other districts. Better oversight and accountability, especially when it's coupled by responsible watchdog media, can only be a good thing for public schools.
The Water Cooler Award (for one of the most talked-about stories of the year): Paul Tough's New York Times Magazine story on the role of "grit" in learning. Tough both an incisive reporter and a fine storyteller. The story
ASCD Inservice: Our Five Most Popular Posts in 2011
Our Five Most Popular Posts in 2011
What professional reading stuck with you this year? Here at Inservice, these were the five posts that were the most-viewed for 2011:
Myth of Bell-to-Bell Instruction Vs. "Golden Rule of 15 Minutes"
In this post, math teacher Kadhir Rajagopal describes his instructional style, in which he's never up at the board doing traditional direct instruction for more than 15 minutes per class period. Hear how he uses mini-lessons and "interactive teach-back" to keep his students engaged and putting their new knowledge to instant use.
Seven Ways to Go From On-Task to Engaged
We see examples of on-task but disengaged behavior every day: students mindlessly copying notes from a screen, listening to a lecture but daydreaming about what to do after school, robotically completing a worksheet. So, how do we ramp up both on-task behavior and real, meaningful engagement for our students? This post by motivation expert Bryan
Schools Matter: "nothing left to do but opt out"
"nothing left to do but opt out"
"If you oppose state testing, please contact your Senator and Representative... they can change, what we cannot." Superintendent.Since our district's superintendent has decided to actively fight the opt-out movement I have tried to engage him by sending him articles that document the folly of high stakes testing and writing letter's explaining the opt out motives. I thought that we might enter into a civil discussion concerning government mandated public school reform as defined by the corporate elite.
I came across a Marion Brady article posted by Valerie Strauss. The Brady article hit some excellent points so I decided to forward it to the administrators of our district -- superintendent included. I received a response rather quickly to the Brady article from our superintendent.
The superintendent said that he agreed that research does not support high stakes testing and










