Tuesday, June 18, 2013

Reflecting on Technology — Whole Child Education

Reflecting on Technology — Whole Child Education:

Chuck Bloch

Reflecting on Technology

I am a school principal. And I turned 50 recently. I know, it's just a number, but on watershed moments like these I find myself a bit more reflective than normal. Among many things, I have been thinking about how things have changed in my working life. I taught in the classroom for 11 years and have been in administration for 15 years now, and I can honestly say that it has been a great career so far. So many great people to work with and for, so many great kids and families, so many successes ... and an ever-increasing supply of technology to help me do my job. Technology has allowed me to enjoy access to support, instant and improved communication systems, information and professional development, motivating teaching strategies, etc.
However, as I have paused to reflect, I am becoming aware of the way technology has allowed my job to encroach on every moment of my life. Think about it.You're just like me; you work a full, long day. You do not take a regular coffee break, and you spend your lunchtime on the move, interacting with kids, parents, volunteers, and staff members. You work hard to make your school the best, warmest, highest-achieving school in the district. You coach, lead a club, have district responsibilities, etc. You go home in the evening feeling a little guilty because you are conscious of the many things you could still be doing at school. And so 

AFT - NCTQ’s Review of Teacher Preparation Programs Needs Improvement

AFT - A Union of Professionals - NCTQ’s Review of Teacher Preparation Programs Needs Improvement:

NCTQ's Review of Teacher Preparation Programs Needs Improvement



AFT's Weingarten: "It's disappointing that for something as important as strengthening teacher preparation programs, NCTQ chose to use the gimmick of a four-star rating system without using professionally accepted standards, visiting any of the institutions or talking with any of the graduates."
WASHINGTON—Statement by American Federation of Teachers President Randi Weingarten on the National Council on Teacher Quality's "Teacher Prep Review":
"It's disappointing that for something as important as strengthening teacher preparation programs, NCTQ chose to use the gimmick of a four-star rating system without using professionally accepted standards, visiting any of the institutions or talking with any of the graduates. Best-of and worst-of lists always garner attention, so we understand why NCTQ would use that device. While its 'do not enter' consumer alerts will make the intended splash, it's hard to see how it will help strengthen teacher preparation programs or elevate the teaching profession.
"We need a systemic approach to improving teacher preparation programs and ensuring that every teacher is ready to teach. The AFT has called for, and is working to advance, this vision, including a rigorous entry assessment, or bar-like exam, centered on subject and pedagogical knowledge and demonstration of teaching performance.
"NCTQ's report identifies areas that the AFT agrees need attention and improvement, including helping prospective educators implement early reading instruction in the context of the Common Core State Standards, work effectively with English language learners, and become proficient in assessment literacy. However, we would prefer to collaborate on professional ownership of, and solutions to, these problems instead of talking about a punitive approach to shame and blame institutions.
"While we agree with NCTQ on the need to improve teacher preparation, it would be more productive to focus on developing a consistent, systemic approach to lifting the teaching profession instead of resorting to attention-grabbing consumer alerts based on incomplete standards."

Follow AFT President Randi Weingarten: http://twitter.com/rweingarten

Arne Duncan: Common Core Transition Will Give States More Time To Make Evaluations Count

Arne Duncan: Common Core Transition Will Give States More Time To Make Evaluations Count:

Arne Duncan: Common Core Transition Will Give States More Time To Make Evaluations Count

In what some see as a tacit recognition of the Obama administration's overreach into nitty-gritty management of America's schools, U.S. Secretary of Education Arne Duncan will give states a reprieve from certain aspects of teacher evaluations' consequences and the new wave of testing tied to the Common Core.

Duncan said Tuesday that he will allow the first two groups of states that received waivers from the No Child Left Behind Act to seek an extra year, until the academic year 2016-2017, before they give their teacher evaluations teeth by applying them to personnel decisions.

"Ensuring that educators are well prepared to implement those new standards is critically important," Duncan said. "After listening to teachers and education leaders, we are providing additional flexibility to states." He added that this will allow reforms to continue "on pace," but that states will "have some flexibility" in when they start "using student growth data for high-stakes decisions."

The announcement comes smack between the U.S. Senate and House hearings on clashing bills that would 

Don’t just test … Don’t just teach #BeABadAss | Continuing Change

Don’t just test … Don’t just teach #BeABadAss | Continuing Change:

Don’t just test … Don’t just teach #BeABadAss

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Back in 67, the year I was born, there were some bad ass young folks speaking up all around the streets of America – this song represented the resistance.
Today, those same bad asses are not just kids anymore; they are wiser and stronger. And, they have joined 

Schooling in the Ownership Society: Another attack aimed at colleges of education

Schooling in the Ownership Society: Another attack aimed at colleges of education:

Another attack aimed at colleges of education

That great "revolutionary" thinker Arne Duncan, set the stage back in '09, when he discredited all colleges of education, labeling them as "mediocre" and calling for "revolutionary change—not evolutionary tinkering."

Now the National Council on Teacher Quality has taken Duncan's cue and has come out with what it's calling "the first comprehensive review" of university-based teacher ed programs, which it labels as "an industry of mediocrity," that churns out teachers ill-prepared to work in elementary and high-school classrooms.

But a look at who's running NCTQ should raise flags about the political intent of the study and who such degrading language really serves. A brief scan of the board of directors and advisers brings up a host of names associated with current corporate-style "reform" efforts, ownership-society politics and privately-run charter schools, with the likes of Chester Finn, Joel Klein, Wendy Kopp, Eric Hanushek, and Michael Feinberg on board. Bankrolling the study are some of the major anti-teacher, pro-privatization foundations, like the William Penn Foundation, Broad, Dell, Kaiser, Anschutz, Bradley and on and on.

If Kopp's 5-week-wonder program at Teach For America is the standard-setter, it's no wonder that 99% fail to 

NYC Educator: UFT on Evaluation System

NYC Educator: UFT on Evaluation System:

UFT on Evaluation System

On Sunday I posted about the new evaluation system, and about how effective ratings started at 9 according to NYS statute, but started at 15 in Reformy John's decree.

Today I spoke to a UFT source, who told be this was not accurate, because we start with 13. When I asked what that meant, he said if we reached the target, which was 60%, we would get the 13 points. My source was not able to answer my question---60% of what. My source was also unaware whether this 13-point head start applied to state, local or both junk science measures.

However, my source stated that Syracuse only received 3% to start on whatever it was they did there. 

My source promised to have a better-informed source get back to me. I will share whatever I hear with you, faithful readers.

If you aren't busy tonight, come see me, Diane Ravitch, Leonie Haimson, Carol 

Parents United statement on proposed education funds from City Council | Parents United for Public Education

Parents United statement on proposed education funds from City Council | Parents United for Public Education:

Parents United statement on proposed education funds from City Council

This is a defining moment for public education in the City of Philadelphia. Never has so much been on the line – from thousands of essential jobs for Philadelphians to fundamental educational programs and services. In the past month, thousands of Philadelphians have marched at City Hall and lobbied City Council on behalf of supporting Philadelphia public schools and the children who attend them. Because of that we expected City Council to do everything possible to guarantee the maximum amount of school funds to the District – not to scoot by with the least they can get away with.
While we acknowledge the yeoman’s work some Council members have launched on behalf of Philadelphia public schools, the proposal announced today by City Council President Darrell Clarke is simply not enough. The cigarette tax still relies on Harrisburg approval. Delinquent taxes are not a source of emergency funding. Delinquent taxes are what we are due and in fact long overdue thanks to City’s lack of a real collections mechanism. Where is the school funding guarantee?
We are particularly disappointed that City Council refuses to issue a vote on the Use & Occupancy tax put forward by Council members Quinones-Sanchez and Reynolds-Brown, which was voted out of committee. The 

CALIFORNIA LAWMAKERS, STUDENTS RALLY AT STATE CAPITOL IN SUPPORT OF SUMMER LEARNING FOR NATIONAL SUMMER LEARNING DAY

Home | Summer Matters:


 CALIFORNIA LAWMAKERS, STUDENTS RALLY AT STATE CAPITOL IN SUPPORT OF SUMMER LEARNING FOR NATIONAL SUMMER LEARNING DAY
State Superintendent of Public Instruction Tom Torlakson, California Legislators, School District Leaders, Students and Civic Leaders Rally for Expanded Access to High Quality Summer Learning Programs at “Reading Rocks! National Summer Learning Day Read-In @ the California State Capitol”

Media & VIP Event
WHAT:  Hundreds of California students, educators, parents and school district and civic leaders will take to the steps of the California State Capitol together with state lawmakers to call for expanding access to high quality summer learning opportunities for all California students as part of “Reading Rocks! National Summer Learning Day Read-In @ the California State Capitol”.  
This flagship Summer Learning Day event is being spearheaded by “Summer Matters” – the statewide campaign chaired by State Superintendent of Public Instruction Tom Torlakson working to combat “summer learning loss” and expand access to high quality summer learning opportunities for all California students.
WHEN: Thursday, June 20 – 10am – 12pm
WHERE: California State Capitol North Steps – 1100 L Street 
WHO: More than 400 California students, State Superintendent of Public Instruction Tom Torlakson, state legislators, school superintendents, educators, mayors, Give Something Back CEO Sean Marx and leading literacy organizations including Youth Speaks Sacramento.

Media & Interview Opportunities include:
10:30am – 11am
Kick-Off Rally & “Read-In” at the Capitol, led by State Superintendent of Public Instruction Tom Torlakson and state legislators with special student performances.  State Capitol North Steps.
11am – 12pm
Reading Rocks! Summer Learning Literacy Fair – More than 400 students take part in engaging and educational literacy-themed activities in Capitol Park.  
12pm – 1pm
“Lunch with Your Legislator” – Students discuss their favorite summertime books with California lawmakers over picnic lunch.
“Give Something Back – Summer Matters Video Booth” – Legislators, school district leaders, students and civic leaders go “on the record” about why summer learning matters more than ever at interview station courtesy of Give Something Back Office Supplies.
“Rethink Your Drink” – Healthy beverage booth, courtesy of Kaiser Permanente.

Participating Lawmakers & Other Speakers Include:
State Superintendent of Public Instruction Tom Torlakson
State Senator Kevin de Leรณn
State Senator Mark DeSaulnier
Assemblymember Susan Bonilla
Assemblymember Richard Pan
Assemblymember Henry Perea
Sacramento City Unified School District Superintendent Jonathan Raymond California
Give Something Back CEO Sean Marx
KCRA3 News Producer & Summer Matters summer learning program alumn America Arias
Acting State Librarian, Gerald Maginnity
Sacramento Library Director, Rivkah Sass
Spoken Word Performance by award-winning Sacramento Area Youth Speaks

A vast body of research shows that a lack of summer learning and enrichment opportunities leads to “summer learning loss” – a loss in students’ academic skills and knowledge during the summer months that sets students behind academically and leads to increased drop-out rates and unhealthy weight gain.
Findings in a new California study – Summer Matters: How Summer Learning Strengthens Students’ Success – show that students taking part in high quality summer learning programssubstantially increased their academic and socials skills and improved their work habits and confidence in their abilities as learners.
Learn more about Summer Matters at: www.summermatters2you.net
# # #
ABOUT SUMMER MATTERS
Summer Matters is the first-ever statewide campaign focused on creating and expanding access to summer learning opportunities for all California students. A diverse coalition of education leaders, elected officials, parents, and business, civic and philanthropic leaders, the Summer Matters campaign is raising public awareness about the devastating effects of summer learning loss and the beneficial impact of summer learning programs. Summer Matters is also working to increase the number of students served by summer learning programs and providing thought leadership, expertise and hands-on support to help schools, cities and community-based organizations deliver high quality summer learning programs that are changing students’ lives. Learn more about Summer Matters at www.summermatters2you.net.

Remedial Education: Federal Education Policy - Council on Foreign Relations

Remedial Education: Federal Education Policy - Council on Foreign Relations:

Remedial Education: Federal Education Policy

Progress Report and Scorecard

Remedial Education: Federal Education Policy - remedial-education-federal-education-policy 
PublisherCouncil on Foreign Relations Press
Release DateJune 2013
26 pages

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Overview

The U.S. education system is not as internationally competitive as it used to be; in fact, the United States has slipped ten spots in both high school and college graduation rates over the past three decades, according to a new report and scorecard from the Council on Foreign Relations' Renewing America initiative, which examines the domestic foundations of U.S. power. U.S. national security is directly linked to issues such as education because shortcomings among American workers threaten the country's ability to compete with other countries and set a compelling example internationally.
"The real scourge of the U.S. education system—and its greatest competitive weakness—is the deep and growing achievement gap between socioeconomic groups that begins early and lasts through a student's academic career," writes Rebecca Strauss, associate director for CFR's Renewing America publications. Wealthy students are achieving more, and the influence of parental wealth is stronger in the United States than anywhere else in the developed world.
Although the United States spends the fourth most in the world on per-student primary and secondary education and by far the most on college education, those funds are not distributed equitably. The majority of developed countries invest more resources per pupil in lower-income school districts than in higher-income ones. It is the reverse in the United States, in large part because local property taxes provide most revenues for K-12 public schools. The investment gap continues in college and has increased significantly over time. In 1967, the 

New problems with New York’s teacher evaluation plan found

New problems with New York’s teacher evaluation plan found:


New problems with New York’s teacher evaluation plan found


APPR apHere’s a new post from award-winning Principal Carol Burris of South Side High School in New York about the state’s controversial new educator evaluation system. Burris has for more than a year chronicled on this blog (she calls it Star Wars here, and other things here and here and here, for example) the implementation of the system, which ignores research by using student standardized test scores to assess teachers and which has already started to negatively impact young people.
Burris was named New York’s 2013 High School Principal of the Year by the School Administrators Association of New York and the National Association of Secondary School Principals, and in 2010,  tapped as the 2010 New York State Outstanding Educator by the School Administrators Association of New York State. She is the co-author of the New York Principals letter of concern regarding the evaluation of teachers by student test scores. It has been signed by more than 1,535 New York principals and more than 6,500 teachers, parents, professors, administrators and citizens. You can

Why the NCTQ teacher prep ratings are nonsense


The National Council on Teacher Quality, an organization that is funded by organizations that promote a corporate-influenced school reform agenda, just issued ratings of teacher preparation programs that is getting a lot of attention in the ed world. The rankings are seriously flawed. Explaining how in this post is teacher education expert Linda Darling-Hammond, chair of the California Commission on Teacher Credentialing and the Charles E. Ducommun Professor of Education at Stanford University.
Read full article >>
    

Perdido Street School: How Is This Guy Still Running A School?

Perdido Street School: How Is This Guy Still Running A School?:

How Is This Guy Still Running A School?

Just another example of how principals in Bloomberg's NYCDOE can do pretty much anything:

New York City investigators are probing a Bible-quoting school principal who sources say threatened to don “a vest like the terrorists” and blow up faculty at his Bronx middle school, the Daily News has learned.

Neifi Juan Acosta, 56, made the frightening remark at a post-Hurricane Sandy meeting Nov. 2 at Intermediate School 232, according to several staff members who were present.

“He was ranting about how he was under stress, but he often yells and rants, so people ignore him. But then he said, ‘One day I’m going to blow this place up,’” veteran teacher Kimberly Moran said.

Moran had stepped out of the meeting when Acosta allegedly made his comments. But when told about it by colleagues in the room, she filed a complaint with the NYPD, the Department of Education and the United Federation of Teachers.

Acosta hasn’t been arrested because the police determined it was not a terrorist threat. But it’s 

Common Core Generates Catholic Concerns | Truth in American Education

Common Core Generates Catholic Concerns | Truth in American Education:

Common Core Generates Catholic Concerns

St. Joseph's Catholic Church and School - Wapakoneta, OHCharlotte Hays of the National Catholic Registerhad a piece up on how the Common Core State Standards are becoming the cause of concern within Catholic circles.
She writes:
Catholic schools and dioceses across the country will have to decide whether to adopt the CCSS. Although the National Catholic Education Association (NCEA) isn’t endorsing the controversial Common Core State Standards, the NCEA is helping Catholic schools across the nation prepare for CCSS implementation.
“What we have done at NCEA is develop what we call the Common Core Catholic Identity Initiative,” said Presentation Sister Dale McDonald, who holds a doctorate in educational administration and serves as director of public policy and educational research at the NCEA.
The NCEA is scheduled to host a Common Core Catholic Identity Initiative Conference for Catholic 

Debunking the ‘Reform’ Agenda | LFA: Join The Conversation - Public School Insights

Debunking the ‘Reform’ Agenda | LFA: Join The Conversation - Public School Insights:

Debunking the ‘Reform’ Agenda

By Thomas J. Gentzel, Executive Director, National School Boards Association (NSBA)
No human enterprise is perfect, and we all are capable of improving. That’s especially true when an institution faces continuing challenges and new demands. Such is the case with public education, which has undergone many transformations since it was established -- from its early agrarian roots, through the Industrial Revolution, two world wars, the cold war, and the Technology Revolution.
We often forget that during most of our nation’s history, public schools were expected to provide basic instruction to all students while preparing some to move on to higher education and the professions. This system of sorting worked well when family-supporting jobs in factories and mills were plentiful. Today, lower skill jobs are hard to find, let alone capable of sustaining a middle class existence.
Now, public schools are expected to do something never asked of them before: educate all students to a very high level. This, of course, is a good and necessary development if our nation is to remain competitive in
read more

Stripping schools to the bone | SocialistWorker.org

Stripping schools to the bone | SocialistWorker.org:

Stripping schools to the bone

Chicago Mayor Rahm Emanuel is ready for the next stage in his cruel war on public education--and students and teachers will pay the price, writes Lee Sustar.
Students protest Emanuel's plan to close dozens of Chicago elementary schools (Sarah-ji)Students protest Emanuel's plan to close dozens of Chicago elementary schools (Sarah-ji)
AFTER CLAIMING that closing 50 elementary schools will improve the quality of public education, Chicago Public Schools (CPS) officials are preparing the way for cuts throughout the system that will lead to teacher layoffs, overcrowded classrooms and the elimination of what CPS calls "specials," like art and music instruction.
A new budget system for the schools--pushed by Mayor Rahm Emanuel's handpicked school board weeks after it approved the biggest round of school closures in a single city in U.S. history--is an attempt to use CPS's claimed $1 billion budget deficit to push forward with the latest craze in corporate school "reform." It's called "principal autonomy"--and the aim is to promote market-style "school choice" and weaken teachers unions.
"There is a literal wealth of revenue that the district has ignored," Chicago Teachers Union (CTU) President Karen Lewis said. "CPS claims to act in the interest of the 

Education reform industry becomes cash cow for former Malloy aide - Wait, What?

Education reform industry becomes cash cow for former Malloy aide - Wait, What?:

Education reform industry becomes cash cow for former Malloy aide

UPDATE The Board Evaluation Seattle Schools Community Forum: Washington State Superintendent Says No to Half-Days/Waivers

Seattle Schools Community Forum: Washington State Superintendent Says No to Half-Days/Waivers:


The Board Evaluation

The evaluation was requested by the Board itself.  It was done by the Mercer Island Group and they apparently did interviews with the Board and Cabinet (with an additional online survey of the Board) but it is unclear to me what questions they asked or if they just used an attribute list for the respondents to vote on and then, asked for their comments.  (Also, Appendix Four isn't quite clear as to who made the statements in this section.)

(The cabinet consists of Jose Banda, Bob Boesche, Ron English, Michael Tolley, Duggan Harman, Pegi McEvoy and Paul Apostle.  I have to wonder what the Board might have said about how the Cabinet works but that was not part of this evaluation.)

I'll let you read the whole thing and be the judge.  But here are some thoughts (followed by what was said at the meeting):

- my biggest surprise was not the comments but the ratings the Board gave itself.  They were pretty low.  


Washington State Superintendent Says No to Half-Days/Waivers

State Superintendent Randy Dorn throws down on half-days/waivers for school districts, according to a reportfrom KING-5 tv.

Washington State’s school superintendent says he opposes the expansion of half-days on school calendars and wants lawmakers to act next year to give his office the authority to curb them.
“Just because the adults have the problem of not having enough money does not mean we should take away kids' instructional time,” Randy Dorn told KING 5.


“So they moved to this partial-day thing,” said Dorn. “I think it’s a burden on parents, working parents that have 

Tuesday Open Thread

Hearing about a phone survey about School Board candidates.  Anyone received a phone call?  If so, let us know what you were asked and if you were told who was sponsoring it.  (Gotta say, it's quite early for this kind of thing and for School Board races?  Someone out there must be quite serious about who gets on the Board to spend that kind of money before the primary.)

What's on your mind?

Kate Walsh, the NCTQ and US World and World Report | Seattle Education

Kate Walsh, the NCTQ and US World and World Report | Seattle Education:

Kate Walsh, the NCTQ and US World and World Report