Here is an open letter which I sent last night to Edie Harding, Executive Director of the State Board of Education. Under the letter I have paraphrased her reply; below that is my response to her.
I am responding to your comment today in the Seattle Times:
‘ “It’s long been established that in our state, the local board is always the prime decision-maker on curriculum.” ….the Seattle decision was “a surprise, and if I were the Seattle School Board, I would — well, I might take issue with the judge,” she added.’
Having been one of the plaintiffs in the recent textbook appeal in Seattle, I’m well aware that School Boards make curriculum decisions. However, Ms. Harding, what recourse do you suggest to parents when School Boards abdicate their decision making power – refusing to consider voluminous, compelling, evidence from parents and community members, and instead give school administrators carte blanch to turn math education in directions that are unacceptable to informed parents and community members?
The $555,000 Student-Loan Burden
As Default Rates on Borrowing for Higher Education Rise, Some Borrowers See No Way Out; ‘This Is Just Outrageous Now’
When Michelle Bisutti, a 41-year-old family practitioner in Columbus, Ohio, finished medical school in 2003, her student-loan debt amounted to roughly $250,000. Since then, it has ballooned to $555,000.
It is the result of her deferring loan payments while she completed her residency, default charges and relentlessly compounding interest rates. Among the charges: a single $53,870 fee for when her loan was turned over to a collection agency.
“Maybe half of it was my fault because I didn’t look at the fine print,” Dr. Bisutti says. “But this is just outrageous now.”
Retired Army officer’s new mission: D.C. public schools
Anthony J. Tata was an Army brigadier general in northeast Afghanistan’s Kunar Province in April 2006 when a Taliban rocket slammed into a primary school in Asadabad, killing seven children and wounding 34.
The vicious attack and others like it by the Taliban left him with a thought: “It struck me at the time that if the enemy of my enemy is education, then perhaps that’s a second act for me.”
Three years later, Tata began his second act by accepting Chancellor Michelle A. Rhee’s offer to become chief operating officer for D.C. public schools, a newly created post that places him in charge of purchasing, food service, technology and other support areas.
After a 28-year career that took him to Kosovo, Macedonia, Panama, the Philippines and the international agency charged with thwarting improvised explosive devices, Tata’s mission is to help bring the District’s notorious school bureaucracy to heel.
Brent Elementary principal Cheryl Wilhoyte was mentioned in this article. Wilhoyte is a former Superintendent of the Madison School District.
Utah considers cutting 12th grade — altogether
The proposal by state Sen. Chris Buttars would chip away at Utah’s $700-million shortfall. He’s since offered a toned-down version: Just make senior year optional.
Reporting from Denver – At Utah’s West Jordan High School, the halls have swirled lately with debate over the merits of 12th grade:
Is it a waste of time? Are students ready for the real world at 17?
For student body president J.D. Williams, 18, the answer to both questions is a resounding no. “I need this year,” he said, adding that most of his classmates feel the same way.
The sudden buzz over the relative value of senior year stems from a recent proposal by state Sen. Chris Buttars that Utah make a dent in its budget gap by eliminating the 12th grade.
A good idea.
Why we need another great education debate
The emphasis on league tables does not encourage young people to learn to think for themselves
It is nearly 35 years since James Callaghan gave his speech in 1976 at Ruskin College, Oxford, calling for a “great debate” on education to address the disappointing performance of far too many children. From the Ruskin speech flowed a greater involvement of government in state education and the founding of the national curriculum 10 years later.
The years after 1976 have seen school teaching change beyond recognition. The curriculum has become more uniform, inspection is much tighter and more prescriptive, and targets and league tables are the principal drivers of school improvement. Lazy teachers and ineffective schools have been tackled under this centralising imperative.
However, concerns are now heard that the new focus on league tables is narrowing the quality and breadth of education. Universities and employers often feel that schools are very effective in instructing their pupils in how to get top marks, but are less impressive at teaching them how to think.
Honored teacher added to Milwaukee Public Schools casualty list
Seventeen days ago, Jessica Deibel stood in front of the Milwaukee School Board, accepting praise for her accomplishments. Superintendent William Andrekopoulos gave her a plaque. Each board member shook her hand.
Deibel and only seven other teachers in Milwaukee Public Schools were recognized for receiving in the past year national board certification, a prestigious credential for teachers.
Congratulations, Ms. Deibel. And now you’re going to be bounced out of your job.
The school you love – where you send your own children – is taking it on the chin as the financial picture of MPS takes major steps into deeper financial distress. The staff will shrink at this little school where student achievement exceeds city averages by wide margins. Class size will go up sharply. Time with music, art and gym teachers will be reduced or eliminated.
Even with your new certification, the product of months of work, you have the least seniority in this small school and you will be the first one required to leave, Ms. Deibel.
“It was kind of like a slap in the face,” Deibel said of the recognition at the School Board meeting. “Here’s your reward, but you can’t stay here.”
Covington calls for closing up to 31 schools
Kansas City Superintendent John Covington this afternoon unveiled his sweeping plan to close half of the district’s schools, redistribute grade levels and sell the downtown central office.
Covington presented his proposal to the school board in advance of a series of forums next week where the community will get to weigh in on what would be the largest swath of closures in district history, as well as a major reorganization.
“Folks, it’s going to hurt,” Covington told an overflow audience. “It’s going to be painful, but if we work together, we’re going to get through it.”
Covington wants to be able to complete the public debate and present a final plan for a vote by the board at its Feb. 24 meeting.
The board and the community have a lot to digest over the next 10 days.
The proposal calls for:
•29 to 31 of the district’s 60 schools would close, including Westport High and Central Middle.
Related: Money And School Performance: Lessons from the Kansas City Desegregation Experiment:
For decades critics of the public schools have been saying, “You can’t solve educational problems by throwing money at them.” The education establishment and its supporters have replied, “No one’s ever tried.” In Kansas City they did try. To improve the education of black students and encourage desegregation, a federal judge invited the Kansas City, Missouri, School District to come up with a cost-is-no-object educational plan and ordered local and state taxpayers to find the money to pay for it.
Kansas City spent as much as $11,700 per pupil–more money per pupil, on a cost of living adjusted basis, than any other of the 280 largest districts in the country. The money bought higher teachers’ salaries, 15 new schools, and such amenities as an Olympic-sized swimming pool with an underwater viewing room, television and animation studios, a robotics lab, a 25-acre wildlife sanctuary, a zoo, a model United Nations with simultaneous translation capability, and field trips to Mexico and Senegal. The student-teacher ratio was 12 or 13 to 1, the lowest of any major school district in the country.
The results were dismal. Test scores did not rise; the black-white gap did not diminish; and there was less, not greater, integration.
The Kansas City experiment suggests that, indeed, educational problems can’t be solved by throwing money at them, that the structural problems of our current educational system are far more important than a lack of material resources, and that the focus on desegregation diverted attention from the real problem, low achievement.
Former Madison School District Superintendent Art Rainwater served in Kansas City prior to his time in Madison.
This is rather astonishing, given the amount of money spent in Kansas City.
RI school district to fire high school teachers
The superintendent of the Central Falls schools says she will fire every teacher at the high school after they refused to accept a reform plan.
The plan was offered under a state mandate to fix the school, which has among Rhode Island’s worst test scores and graduation rates.
The plan included six conditions such as adding 25 minutes to the day and providing tutoring outside school hours.
The added work didn’t come with much extra pay and the teachers union refused to accept it.
Superintendent Frances Gallo blasted the union’s “callous disregard” for the situation. She said the school’s 74 teachers will be fired, effective next school year.
Teach every child about food
Jamie Oliver:
What’s Ahead for No Child Left Behind?
During the recent National School Boards Association conference in Washington, D.C., U.S. Secretary of Education Arne Duncan talked about revising the “No Child Left Behind Act of 2001.”
Such reforms could change the school accountability measures that we have had in public education for nearly a decade. Under “No Child Left Behind,” individual school progress is determined by student achievement on reading and math tests.
These tests are different in each state, based on state standards and linked to statewide curriculum. Tests are used to identify achievement gaps among groups and evaluate schools based on annual testing of all students who must show proficiency in reading and math by 2014.
“No Child Left Behind” legislation expired in 2007-08. Congress kept the measure going by approving annual appropriations for K-12 education. However, in 2010, the Obama administration is asking Congress for reauthorization, not of the “No Child Left Behind Act,” but of the “Elementary and Secondary Education Act of 1965.”
Writing Instruction in Massachusetts: Commonwealth’s Students Making Gains, Still Need Improvement
BOSTON – Writing Instruction in Massachusetts [1.3MB PDF], published today by Pioneer Institute, underscores the fact that despite 17 years of education reform and first-in-the-nation performance on standardized tests, many Massachusetts middle school students are still not on the trajectory to be prepared for writing in a work or post-secondary education environment.
The study is authored by Alison L. Fraser, president of Practical Policy, with a foreword by Will Fitzhugh of The Concord Review, who, since 1987, has published over 800 history research papers by high school students from around the world.
Writing Instruction finds that Massachusetts’ students have improved, with 45 percent of eighth graders writing at or above the ‘Proficient’ level on the 2007 National Assessment of Educational Progress test. In comparison, only 31 percent of eighth graders scored at or above ‘Proficient’ in 1998. The paper ascribes Massachusetts’ success in improving writing skills to adherence to MCAS standards and the state’s nation-leading state curriculum frameworks. It also suggests that strengthening the standards will help the state address the 55 percent of eighth graders who still score in the “needs improvement” or below categories.
According to a report on a 2004 survey of 120 major American businesses affiliated with the Business Roundtable, remedying writing deficiencies on the job costs corporations nearly $3.1 billion annually. Writing, according to the National Writing Commission’s report Writing: A Ticket to Work…Or a Ticket Out, is a “threshold skill” in the modern world. Being able to write effectively and coherently is a pathway to both hiring and promotion in today’s job market.
“While we should be pleased that trends show Massachusetts students have improved their writing skills, the data shows that we need renewed focus to complete the task of readying them for this important skill,” says Jim Stergios, executive director of Pioneer Institute. “Before we even think about altering academic standards, whether through state or federal efforts, we need to recommit to such basics.”
The study notes that if the failure to learn to write well is pervasive in Massachusetts, one should look first to the Massachusetts Curriculum Frameworks and the Massachusetts Comprehensive Assessment System (MCAS) designed to measure mastery of those frameworks. Analysis completed in December 2009 by a member of the Board of Elementary and Secondary Education found that nearly all of the skills that the 21st Century Skills Task Force identified as important, such as effective written communication, are already embedded in the state’s academic standards guiding principles.
Districts have options when it comes to teacher salary inequities
Center on Reinventing Public Education:
School districts can take steps to level out salary inequities caused by maldistributions of teachers, according to researchers at the University of Washington.
It is a well-known fact that within districts, higher-paid teachers with more experience congregate in the more affluent schools, while poorer schools have less-experienced, lower-paid teachers.
If, as has been proposed, the federal Title I program closes a loophole in its “comparability” provision, districts would have no choice but to address the problem.
According to Marguerite Roza and Sarah Yatsko at the Center on Reinventing Public Education, districts have four “salary reallocation” options that can erase the imbalance and work to close the spending gap, without reassigning the more experienced teachers.
Milwaukee School wars go nuclear?
When I interviewed Mayor Tom Barrett about his proposal to take over MPS last August, he insisted it was no power grab.
It was all about the kids, Mayor Barrett said. He believed the change was the right thing. He acknowledged that the plan was controversial but the legislative session in Madison would be over by the end of the year and, one way or another, we’d all move on by 2010.
Well here it is February, and we’re still talking about it. The Democratic leaders in the state legislature show no interest in bringing the plan to a vote, and there’s little evidence the bill would pass.
In an apparent change of heart, Mayor Barrett continues to push the idea. With his experience in Madison and Washington, you’d expect Barrett to know how to count and to know when to stop pushing for a piece of legislation that doesn’t have enough votes.
But Barrett is also running for statewide office, and he appears to believe this issue will play well with voters across Wisconsin. It gives him the opportunity to run against type and show that he’s willing to take on the teachers union, usually a reliable supporter of Democrats, in support of a popular initiative.
Shylock, My Students, and Me: What I’ve learned from 30 years of teaching The Merchant of Venice
I have been teaching literature for 30 years, and the longer I teach, the more I enjoy teaching Shakespeare. As I grow older and wearier, his plays seem to deliver greater matter and art in a more condensed and lively way than any other text I could choose. To be clichéd about it: Shakespeare offers more bang for the buck.
While Shakespeare now draws me more than ever before, one work in particular draws me most. This is The Merchant of Venice. For me, this extraordinary play grows increasingly subtle and supple with time. It continues to excite me with its language, its depth of character, and its philosophical, political, spiritual, and pedagogical implications. Looking back over my years of teaching the play, I see that the way it has been received by my students is an index to how our society has changed. I also see how much the play continues to push against established readings and to challenge even the most seemingly enlightened perspectives. The Merchant of Venice is both a mirror of our times and a means of transcending the bias of our times. It teaches how to teach.
My response to the play may be connected to the nature of my career in literature. I was exposed to highbrow literary criticism in the 1970s at elite undergraduate and graduate institutions. This was a time when multiculturalism was making inroads in academia but when progressive thinking coexisted with an ingrained snobbism regarding how literature should be taught and who should teach it.
Madison Public Schools Face Tax & Spending Challenges: What is the budget?
Gayle Worland, via a kind reader’s email:
The Madison School District is facing a $30 million budget hole for 2010-11, a dilemma that could force school board members this spring to order massive cuts in programs, dramatically raise property taxes, or impose a combination of both.
District officials will unveil a list of possible cuts — which could include layoffs — next month, with public hearings to follow.
“This is a big number,” School Board President Arlene Silveira said. “So we have to look at how we do business, we have to look at efficiencies, we have to look at our overall budget, and we are going to have to make hard decisions. We are in a horrible situation right now, and we do have to look at all options.”
Even with the maximum hike in school property taxes — $28.6 million, or a jump of $312.50 for the owner of a $250,000 Madison home — the district would have to close a $1.2 million budget gap, thanks in part to a 15 percent drop in state aid it had to swallow in 2009-10 and expects again for 2010-11.
The district, with a current budget of about $360 million, expects to receive $43.7 million from the state for 2010-11, which would be the lowest sum in 13 years, according to the Legislative Fiscal Bureau, and down from a high of $60.7 million in 2008-09. The district is receiving $51.5 million from the state for the current school year.
I’m not sure where the $360 million number came from. Board member Ed Hughes mentioned a $432,764,707 2010-2011 budget number. The 2009-2010 budget, according to a an October, 2009 District document was $418,415,780. The last “Citizen’s budget” number was $339,685,844 in 2007-2008 and $333,101,865 in 2006-2007.
The budget numbers remind me of current Madison School Board member Ed Hughes’ very useful 2005 quote:
This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.
Related: Madison School District & Madison Teachers Union Reach Tentative Agreement: 3.93% Increase Year 1, 3.99% Year 2; Base Rate $33,242 Year 1, $33,575 Year 2: Requires 50% MTI 4K Members and will “Review the content and frequency of report cards” and “Budget comments in a vacuum?”
Houston Area Districts consider ending salary perk for teachers
Houston-area school districts spend tens of millions of dollars a year on teachers with advanced degrees that studies show don’t produce better student achievement.
But with money tight, a handful of districts are considering ditching the traditional salary bump for teachers with master’s degrees in favor of pay based more on student learning. The Houston Independent School District and the top-rated YES Prep charter school chain are among those looking to experiment.
“I would like us to look with our teachers and see whether or not those dollars could be spent in a more productive way,” HISD Superintendent Terry Grier said.
HISD estimates that the extra payout for teachers with a master’s or a doctorate is costing taxpayers about $7.8 million this school year. Grier suggested that the money might be better spent to pay teachers more for taking on leadership roles or to bolster the district’s bonus plan tied to student test scores.
Texas lawmakers stopped mandating higher salaries for teachers with advanced degrees in 1984, but many districts continue the practice. The number of teachers with master’s degrees statewide has grown over the last four years, though the percentage has dropped slightly to 20.9.
Background via this spreadsheet.
New Jersey School Elections & Budget Calendar
New Jersey Department of Education 140K PDF. Related: Madison School District 2010-2011 budget calendar.
Madison School District appears to be softening stance toward charter schools
Susan Troller, via a Chris Murphy email:
When teachers Bryan Grau and Debora Gil R. Casado pitched an idea in 2002 to start a charter school in Madison that would teach classes in both English and Spanish, they ran into resistance from school administrators and their own union. Grau and his cohorts were asked to come up with a detailed budget for their proposal, but he says they got little help with that complex task. He recalls one meeting in particular with Roger Price, the district’s director of financial services.
“We asked for general help. He said he would provide answers to our specific questions. We asked where to begin and again he said he would answer our specific questions. That’s the way it went.”
Ruth Robarts, who was on the Madison School Board at the time, confirms that there was strong resistance from officials under the former administration to the creation of Nuestro Mundo, which finally got the green light and is now a successful program that is being replicated in schools around the district.
“First they would explain how the existing programs offered through the district were already doing a better job than this proposal, and then they would show how the proposal could never work,” says Robarts. “There seemed to be a defensiveness towards these innovative ideas, as if they meant the district programs were somehow lacking.”
The Madison School District “has historically been one of the most hostile environments in the state for charter schools, especially under Superintendent Rainwater,” adds John Gee, executive director of the Wisconsin Association of Charter Schools.
Related: the now dead proposed Madison Studio Charter and Badger Rock Middle School.
Madison continues to lag other Districts in terms of innovative opportunities, such as Verona’s new Chinese Mandarin immersion charter school.
An Evaluation: Virtual Charter Schools
Wisconsin Legislative Audit Bureau:
Virtual charter schools are publicly funded nonsectarian schools that are exempt from many regulations that apply to traditional public schools and that offer the majority of their classes online. They began operating in Wisconsin during the 2002-03 school year. Pupils typically attend from their homes and communicate with teachers using e-mail, by telephone, or in online discussions. During the 2007-08 school year, 15 virtual charter schools enrolled 2,951 pupils. Most were high schools.
A Wisconsin Court of Appeals ruling in December 2007 prevented the Department of Public Instruction (DPI) from providing state aid payments to a virtual charter school through the open enrollment program, which allows pupils to attend public schools outside of their school districts of residence. 2007 Wisconsin Act 222, which was enacted to address concerns raised in the lawsuit, also required us to address a number of topics related to virtual charter schools. Therefore, we evaluated:
- enrollment trends, including the potential effects of a limit on open enrollment in virtual charter schools that was enacted in 2007 Wisconsin Act 222;
- virtual charter school operations, including attendance requirements, opportunities for social development and interaction, and the provision of special education and related services;
- funding and expenditures, including the fiscal effects of open enrollment on “sending” and “receiving” districts;
- teaching in virtual charter schools, including teacher licensing and pupil-teacher interaction; and
- academic achievement, including test scores and other measures, as well as pupils’, parents’, and teachers’ satisfaction with virtual charter schools.
Schools use support centers to help students
Seated with a classmate at a table near the Whitnall High School library, freshman Josh Kelly stumbles into trouble with some of his make-up work for history class.
“There’s this artist in the Middle Ages, and I don’t know how to spell his name,” Josh says as teacher Andrew Baumann comes over quickly to help.
“Oh, Giotto . . . frescoes,” Baumann replies, bending over the teenager’s textbook. “He basically invented all these new techniques that people after him started using in the Renaissance.”
While Baumann is a social studies teacher, he’s not technically Josh’s social studies teacher. Instead, he’s one of two full-time faculty members who staff the school’s academic support center, an all-day service where students can come for tutoring, to complete projects or to make up assignments and tests.
It’s one of several solutions that high schools have come up with to provide students with more academic help during the school day, as opposed to trying to compete with work, sports and other activities that commonly lure teenagers outside of the school hours.
The year after Whitnall’s center started in 2006, Germantown High School initiated one of its own.
Today, it serves between 90 and 120 students a day – enough that Germantown’s Academic Support Center teacher, Cindy Collins, had to come up with a new 15-minute pass system to ensure she wasn’t turning students away. She also depends on volunteers from the school’s junior and senior classes to provide tutoring in easier subjects that freshmen might grapple with during the center’s busy times.
Contact the Seattle Public Schools’ board and administrators, asks Where’s the Math
On February 4th, King County Superior Court Judge Julie Spector ruled that last year’s Seattle School board decision to adopt the Discovering high school textbook series was arbitrary and capricious. Judge Spector’s ruling was heard and hailed across the country by private citizens and math education advocacy groups.
This unprecedented finding shows school boards and district administration that they need to consider evidence when making decisions. The voice of the community has been upheld by law, but the Seattle School district indicated they plan to appeal, demonstrating the typical arrogant, wasteful practices which necessitated the lawsuit in the first place.
Concerned individuals in Seattle and across the country need to speak up now, and let Seattle administration know that it’s time to move forward and refocus on the students, rather than defend a past mistake.
The ruling states:
“The court finds, based upon a review of the entire administrative record, that there is insufficient evidence for any reasonable Board member to approve the selection of the Discovering Series.”
“Innovation Schools” presentation
I attended a presentation on Friday by Dr. Rob Stein, principal (and alum) of Manual High School in Denver. Manual HS has been designated an “Innovation School” with approval from its staff and the local & state school boards, which means they, by Colorado state law, can deviate from district and state regulations (but not federal). They are not a charter school – all of their staff are district employees.
Denver’s central bureaucracy and expenditures sounded similar to Seattle’s. He showed a picture of Denver’s policy manuals: thousands of pages occupying an entire shelf. Some were downright comical but illustrative of the dysfunction in public schools. For example, their 98 page union agreement includes “Article 15-1-1: Each school will have a desk and a chair for each teacher, except in unusual circumstances.” He was quick to point out that the union is not to blame, but it’s symptomatic of a breakdown in trust in a system no longer optimized for student education. He showed the Denver schools org chart with dozens of arrows pointing to all of the folks that a typical principal needs to answer to. He estimated 80+ hours a week just to respond to the emails. More importantly, he calculated $4,157 per student to pay for central staff despite a fuzzy connection to specific student learning in his school.
Well worth reading.
For Students at Risk, Early College Proves a Draw
Precious Holt, a 12th grader with dangly earrings and a SpongeBob pillow, climbs on the yellow school bus and promptly falls asleep for the hour-plus ride to Sandhills Community College.
When the bus arrives, she checks in with a guidance counselor and heads off to a day of college classes, blending with older classmates until 4 p.m., when she and the other seniors from SandHoke Early College High School gather for the ride home.
There is a payoff for the long bus rides: The 48 SandHoke seniors are in a fast-track program that allows them to earn their high-school diploma and up to two years of college credit in five years — completely free.
Until recently, most programs like this were aimed at affluent, overachieving students — a way to keep them challenged and give them a head start on college work. But the goal is quite different at SandHoke, which enrolls only students whose parents do not have college degrees.
Here, and at North Carolina’s other 70 early-college schools, the goal is to keep at-risk students in school by eliminating the divide between high school and college.
“We don’t want the kids who will do well if you drop them in Timbuktu,” said Lakisha Rice, the principal. “We want the ones who need our kind of small setting.”
Once again, the MMSD and State of WI are going in the wrong direction regarding education. Much more on “Credit for non-MMSD courses.
New Jersey Gov. Christie, lawmakers propose sweeping pension, health care changes for public employees
Gov. Chris Christie and lawmakers of both parties will unveil a series of sweeping pension and benefit reforms Monday that could affect every public employee in New Jersey while saving the state billions of dollars, according to four officials with direct knowledge of the plan.
The proposals would require workers and retirees at all levels of government and local school districts to contribute to their own health care costs, ban part-time workers at the state and local levels from participating in the underfunded state pension system, cap sick leave payouts for all public employees and constitutionally require the state to fully fund its pension obligations each year.
Details of the four-bill package to be introduced Monday were provided to The Star-Ledger on the condition of anonymity because the four officials were not authorized to speak in advance.
The proposals go further than several past efforts at reining in taxpayer-funded pension and benefit costs, and if enacted would represent a major early victory for the new Republican governor and Democrats who control the state Legislature. But supporters anticipate an angry response from public employee and teachers unions that wield considerable power throughout the state — though lawmakers argue rank-and-file workers would have safer pensions than before.
Christie’s office declined to comment, as did top Democrats and Republicans involved in crafting the bills.
All sides had made their feelings clear last month, when Senate President Stephen Sweeney (D-Gloucester) announced the upper house’s intentions to fix a system that would otherwise “go bankrupt.” Lawmakers of both parties pledged their support, with Christie saying “bipartisan action is critical to reforming a broken pension and benefits system.”
When Did They Stop Calling it Detention?
Chandler schools limit recruitment to science, math, special ed teachers
The outlook for new teachers is dim this year, prompting Chandler school officials to limit their recruiting efforts to science, math and special-education teachers for the first time.
Although other teachers are not being turned away, the Chandler Unified School Districts is focusing on hard-to-fill science, math and special-education teaching jobs for its Feb. 18 recruiting fair.
“This is our first year . . . . . we’re not having a general recruitment fair because of there are fewer needs, fewer positions openings than in the past,” said Laura Nook, the district’s human-resources director.
The district doesn’t yet know how many new teachers it will need next school year. Demand depends on student enrollment, the number of returning teachers and whether the Arizona Legislature again cuts K-12 funding to balance the state budget.
Districts turn to arbitration to settle teacher contracts
In an action that’s likely to be repeated across the state, the West Bend School District is preparing to take contract negotiations with its teachers to arbitration, potentially among the first districts to do so since the Legislature removed teacher salary controls that held sway in Wisconsin for 16 years.
District negotiators and representatives for the West Bend Education Association have their first mediation session scheduled for next week, the first step they need to take before they can proceed to binding arbitration.
Administrators say they would prefer being able to resolve their issues with the teachers union by settling a contract through the mediation process. But they also say they are willing to go to arbitration if needed.
“We’re not afraid of it,” said Bill Bracken, labor relations coordinator for Davis & Kuelthau, which is representing the school district.
Other districts apparently aren’t afraid either. At least a couple of school districts outside southeastern Wisconsin are getting ready to certify their final offers after already going through the mediation process, indicating binding arbitration is probable, said Scott Mikesh, a staff attorney with the Wisconsin Association of School Boards.
On Friday, the Elmbrook School District and its teachers union announced they were filing for mediation help in their contract negotiations, although Assistant Superintendent Christine Hedstrom said the two sides were not filing for help with the state and won’t automatically go to arbitration if they reach deadlock.
Related: Madison School District & Madison Teachers Union Reach Tentative Agreement: 3.93% Increase Year 1, 3.99% Year 2; Base Rate $33,242 Year 1, $33,575 Year 2: Requires 50% MTI 4K Members and will “Review the content and frequency of report cards”.
It would be interesting to compare contracts/proposals among similarly sized Districts.
How Unions Work
In a valiant attempt to defuse the ideological conflicts between the reformist and traditionalist wings of the liberal education wonketariat, Matthew Yglesias argues that this disagreement is not not ideological at all. Rather, it is an artifact of past decisions about educational structure:
Take, for example, the hot issue of teacher compensation. The traditionalist view is that teachers should get paid more for having more years of experience and also for having more degrees. The reform view is that teachers should get paid more for having demonstrated efficacy in raising student test scores. This is an important debate, but I think it’s really not an ideological debate at all. I think the only reason it’s taken on an ideological air is that unions have a view on the matter and people do have ideological opinions about unions in general. But if we found a place where for decades teachers had been paid based on demonstrated efficacy in raising student test scores, then veteran teachers and union leaders would probably be people who liked that system and didn’t want to change to a degree-based system. Because unions are controversial, this would take on a certain left-right ideological atmosphere but it’s all very contingent.
This is a very interesting thesis, but ultimately I think it’s wrong. There is a reason that unions kill merit pay, and it’s not because they just happened to solidify in an era when merit pay was out of fashion.
Top step teacher pay limits budget options
There’s not much young blood in the Warwick school system and according to a top administrator – that’s costly.
There are currently 1,051 teachers in the Warwick School Department. Out of those teachers, 865 – or 82 percent of the department – rank in the top three “steps”.
All things considered, those highest paid teachers earned an average of $75,400 last year – according to Rosemary Healey, the school department’s Director of Compliance. That number represents compensation but excludes benefits such as health care and pensions.
Those 865 teachers earned a combined pay of $65,220,792.36. The school department’s total budget this fiscal year, which runs from July 1 until June 30 of this year, is just under $170 million.
The number includes a teacher’s base pay, longevity, and stipends paid to teachers for having attained various educational achievements – including a Master’s Degree or Doctorate, or advanced certifications.
The Soft Shoe of School Board/Union Negotiations
The Asbury Park Press slams the Marlboro Board of Education for taking a hard line with the local teachers union during contract negotiations and then, apparently, folding after two years of an escalating impasse. If only it were that simple.
Here’s how it works in N.J.: as the end of a typically-three-year contract approaches, a school board, represented by an attorney, and the local NJEA chapter, represented by NJEA reps, exchange proposals and proceed with negotiating everything from minor changes in contract language to salary increases and contributions (or not) to health benefits. If the two sides reach an impasse (usually once they hit salary and benefits, but sometimes over a seemingly insurmountable semantic technicality), they call in a state-appointed mediator who proposes a compromise. If one or both sides reject the compromise, they go to a state-appointed fact-finder who recommends a settlement. (Here’s Marlboro’s fact-finder’s report.) If that doesn’t work, they go to someone called a super conciliator, who writes up a lengthy resolution to the impasse. None of these interventions are binding.
Utah Bill to prohibit paid union leave clears committee
A bill that would prohibit school districts from paying the salaries of teachers who leave the classroom to engage in union activities cleared its first legislative hurdle Tuesday.
Several Utah school districts now pay a portion of their local union presidents’ salaries even though they no longer teach, and the union pays the rest of their salaries according to contract agreements. Sen. Margaret Dayton’s bill, SB77, would prohibit districts from paying those on association leave and require that if a teacher or employee leaves “regular school responsibilities” for association or union duties that the employee, association or union reimburse the district for that time.
Dayton said the bill is about “keeping taxpayer dollars allocated for education in the classroom.”
Others, however, opposed the bill, saying the decision should be left up to local districts. Local union presidents have said that many of their duties, such as representing teachers on district committees and resolving conflicts, benefit both the union and the district.
“The functions [they] carry out are things the district would have to have people do or reassign staff to do,” said Susan Kuziak, of the Utah Education Association.
A Talk with Ellie Schatz: WCATY Founder and Author of “Grandma Says It’s Good to be Smart”
I enjoyed meeting and talking with Ellie Schatz recently. Listen to the conversation via this 17MB mp3 audio file CTRL-Click to download or read the transcript. Parent and activist Schatz founded WCATY and is, most recently author of “Grandma Says it’s Good to Be Smart“.
I enjoyed visiting with Ellie and found the conversation quite illuminating. Here’s a useful segment from the 37 minute interview:
Jim: What’s the best, most effective education model these days? Obviously, there are traditional schools. There are virtual schools. There are chartered schools. There are magnets. And then there’s the complete open-enrollment thing. Milwaukee has it, where the kids can go wherever they want, public or private, and the taxes follow.
Ellie: [32:52] I think there’s no one best model from the standpoint of those models that you just named. [32:59] What is important within any one of those models is that a key player in making that education available to your child believes that no matter how good the curriculum, no matter how good the model, the children they are about to serve are different, that children are not alike.
[33:30] And that they will have to make differences in the curriculum and in the way the learning takes place for different children.
[33:45] And I have experienced that myself. I’ve served on the boards of several private schools here in the city, and I have given that message: “This may be an excellent curriculum, and I believe it’s an excellent curriculum. But that’s not enough.”
[34:05] You cannot just sit this curriculum down in front of every child in the classroom and say, “We’re going to turn the pages at the same time, and we’re going to write the answers in the same way.” It does not work that way. You must believe in individually paced education.
[34:24] And that’s why I say the WCATY model cannot change. If it’s going to accomplish what I set out for WCATY to do, it must be accelerated from the nature of most of the curriculum that exists out there for kids today.
Thanks to Rick Kiley for arranging this conversation.
A Tougher ‘A’ at Princeton Has Students on Edge
Jacques Steinberg, via a kind reader’s email:
p>Lisa Foderaro writes in The Times’s Metropolitan section that efforts by Princeton University to curb grade inflation are “now running into fierce resistance from the school’s Type-A-plus student body.”
The university had hoped that other institutions would follow its lead in making it harder for students to earn an A. “But the idea never took hold beyond Princeton’s walls,” Ms. Foderaro writes, adding: “with the job market not what it once was, even for Ivy Leaguers, Princetonians are complaining that the campaign against bulked-up G.P.A.’s may be coming at their expense.”
How much tougher is it to earn an A at Princeton? The percentage of grades in the A range fell below40 percent last year, compared to nearly 50 percent in 2004, when the policy was adopted.
In nearly 100 comments and counting, reader response on the issue of grade inflation has been fierce. For a sense of how one important arbiter — Yale Law School — interprets undergraduate grades, I draw your attention to this comment, from Asha Rangappa, the dean of Yale Law (and a Princeton graduate.) — Jacques
Virtual Schools, Students with IEPs, and Wisconsin Open Enrollment
Virtual schooling can be an educational choice with particular benefits for some students with disabilities. The recent study “Serving Students with Disabilities in State-level Virtual K-12 Public School Programs” by Eve Müller, Ph.D., published in September 2009 by the National Association of State Directors of Special Education (NASDSE)’s Project Forum, and funded by the U.S. Department of Education’s Office of Special Education Programs, surveyed state education agencies nationwide regarding their virtual K-12 public school programs:
Eleven states described one or more benefits associated with serving students with disabilities in virtual K-12 public school programs. These include:
Who Owns Student Work?
A number of years ago, curious about the ownership of student work produced in a class, I asked a lawyer friend who specializes in art and design copyright law if schools had the right to reproduce student work in their recruitment publicity without the students’ permission. He informed me that the student, despite advice from faculty who may have shaped the work, owns the work and that written permission must be secured before it could be reproduced. He also said such works could be considered student records and recruitment results in some benefit to the institution that exceeds any reading of the “fair use” practices of educational institutions (i.e. those that might be applied to the use of lecture slides for a class).
This reading of the law is at odds with the prevailing opinion of many schools that the student would not have produced work of a particular quality under his or her own resources, and therefore, that faculty have some “ownership rights” in the output of any class. Since that time I have been very careful to ask students first about any public use of their work, even in lectures I give at other schools, and I always credit the work with their names and give students the details on the presentation venues for their resumes. My lawyer friend told me that statements in college catalogs claiming that the institution retains ownership of work produced in a class wouldn’t hold up in court; unless the maker is an employee of the institution/company or has signed away rights through some explicit agreement, ownership is retained by the maker. Other attorneys may have different interpretations, and I don’t profess to be a legal expert, but the ownership of work produced by students is certainly something to think about.
Nokia, Pearson Set Up Digital Education Joint Venture In China
Nokia and education company Pearson have formed a joint venture in China dubbed Beijing Mobiledu Technologies to grow MobilEdu, the wireless education service that the Finnish mobile giant launched in China back in 2007.
Mobiledu is a mobile service that essentially provides English-language learning materials and other educational content, from a variety of content providers, directly to mobile phones.
Customers can access the content through an application preloaded on new Nokia handsets, or by visiting the service’s mobile website and most other WAP portals in China.
According to Nokia, Mobiledu has attracted 20 million subscribers in China so far, with 1.5 million people actively using the service each month. According to the press release and by mouth of John Fallon, Chief Executive of Pearson’s International Education business, China is the world’s largest mobile phone market and the country with the largest number of people learning English.
There are many ways to learn, not all of them require traditional methods or expensive “professional development”.
New Critiques on the Proposed “Common Core” English & Math Standards
via a kind reader. Math 627K PDF:
This document provides grade level standards for mathematics in grades K-8, and high school standards organized under the headings of the College and Career Readiness Standards in Mathematics. Students reaching the readiness level described in that document (adjusted in response to feedback) will be prepared for non-remedial college mathematics courses and for training programs for career-level jobs. Recognizing that most students and parents have higher aspirations, and that ready for college is not the same as ready for mathematics-intensive majors and careers, we have included in this document standards going beyond the readiness level. Most students will cover these additional standards. Students who want the option of entering STEM fields will reach the readiness level by grade 10 or 11 and take precalculus or calculus before graduating from high school. Other students will go beyond readiness through statistics to college. Other pathways can be designed and available as long as they include the readiness level. The final draft of the K-12 standards will indicate which concepts and skills are needed to reach the readiness level and which go beyond. We welcome feedback from states on where that line should be drawn.
English Language Learners in Mathematics Classrooms
English language learners (ELLs) must be held to the same high standards expected of students who are already proficient in English. However, because these students are acquiring English language proficiency and content area knowledge concurrently, some students will require additional time and all will require appropriate instructional support and aligned assessments.
ELLs are a heterogeneous group with differences in ethnic background, first language, socio-economic status, quality of prior schooling, and levels of English language proficiency. Effectively educating these students requires adjusting instruction and assessment in ways that consider these factors. For example ELLs who are literate in a first language that shares cognates with English can apply first-language vocabulary knowledge when reading in English; likewise ELLs with high levels of schooling can bring to bear conceptual knowledge developed in their first language when reading in a second language. On the other hand, ELLs with limited or interrupted schooling will need to acquire background knowledge prerequisite to educational tasks at hand. As they become acculturated to US schools, ELLs who are newcomers will need sufficiently scaffolded instruction and assessments to make sense of content delivered in a second language and display this content knowledge.
English Language Arts 3.6MB PDF
Catherine Gewertz:
A draft of grade-by-grade common standards is undergoing significant revisions in response to feedback that the outline of what students should master is confusing and insufficiently user-friendly.
Writing groups convened by the Council of Chief State School Officers and the National Governors Association are at work on what they say will be a leaner, better-organized, and easier-to-understand version than the 200-plus-page set that has been circulating among governors, scholars, education groups, teams of state education officials, and others for review in recent weeks. The first public draft of the standards, which was originally intended for a December release but was postponed until January, is now expected by mid-February.
A “Value Added” Report for the Madison School District
Kurt Kiefer:
Attached are the most recent results from our MMSD value added analysis project, and effort in which we are collaborating with the Wisconsin center for Educational Research Value Added Research Center (WCERVARC). These data include the two-year models for both the 2006-2008 and 2005-2007 school year spans.
This allows us in a single report to view value added performance for consecutive intervals of time and thereby begin to identify trends. Obviously, it is a trend pattern that will provide the greatest insights into best practices in our schools.
As it relates to results, there do seem to be some patterns emerging among elementary schools especially in regard to mathematics. As for middle schools, the variation across schools is once again – as it was last year with the first set of value added results – remarkably narrow, i.e., schools perform very similar to each other, statistically speaking.
Also included in this report are attachments that show the type of information used with our school principals and staff in their professional development sessions focused on how to interpret and use the data meaningfully. The feedback from the sessions has been very positive.
Much more on the Madison School District’s Value Added Assessment program here. The “value added assessment” data is based on Wisconsin’s oft-criticized WKCE.
Table E1 presents value added at the school level for 28 elementary schools in Madison Metropolitan School District. Values added are presented for two overlapping time periods; the period between the November 2005 to November 2007 WKCE administrations, and the more recent period between the November 2006 and November 2008 WKCE. This presents value added as a two-year moving average to increase precision and avoid overinterpretation of trends. Value added is measured in reading and math.
VA is equal to the school’s value added. It is equal to the number ofextra points students at a school scored on the WKCE relative to observationally similar students across the district A school with a zero value added is an average school in terms of value added. Students at a school with a value added of 3 scored 3 points higher on the WKCE on average than observationally similar students at other schools.
Std. Err. is the standard error ofthe school’s value added. Because schools have only a finite number of students, value added (and any other school-level statistic) is measured with some error. Although it is impossible to ascertain the sign of measurement error, we can measure its likely magnitude by using its standard error. This makes it possible to create a plausible range for a school’s true value added. In particular, a school’s measured value added plus or minus 1.96 standard errors provides a 95 percent confidence interval for a school’s true value added.
N is the number of students used to measure value added. It covers students whose WKCE scores can be matched from one year to the next.
Madison School District Infinite Campus Usage Report
Kurt Kiefer & Lisa Wachtel [1.4MB PDF]:
This report summarizes data on the use of Infinite Campus teacher tools and the Parent and Student Portal. Data come from a survey conducted among all teachers responsible for students within the Infinite Campus system and an analysis of the Infinite Campus data base. Below are highlights from the report.
- About half of all middle and high school teachers responsible for providing grades to students are using the grade book tool.
- Grade book use has declined over the past year at the middle school level due to the introduction of standards- based grading. In addition to the change in grading approach, the grade book tool in Infinite Campus does not handle standards-based grading as efficiently as traditional grading.
- Lesson Planner and Grade book use is most common among World Languages, Physical Education, and Science teachers and less common among fine arts and language arts/reading teachers.
- Grade book and other tool use is most common among teachers with less than three years of teaching experience.
- Seventy percent of teachers responding to the survey within these years of experience category report using the tools compared with about half of all other experience categories.
- Most of the other teacher tools within Infinite Campus, e.g., Messenger, Newsletters, reports, etc., are not being used due to a lack o!familiarity with them.
- Many teachers expressed interest in learning about how they can use other digital tools such as the Moodie leaming management system, blogs, wikis, and Drupal web pages.
- About one third of parents with high school stUdents use the Infinite Campus Parent Portal. Slightly less than 30 percent of parents of middle school students use the Portal. Having just been introduced to elementary schools this fall, slightly more that ten percent of parents of students at this level use the Portal.
- Parents of white students are more likely to use the Portal than are parents of students within other racial/ethnic subgroups.
- About half of all high school students have used the Portal at one time this school year. About one in five middle school students have used the Portal this year.
- Variation in student portal use is wide across the middle and high schools.
Follow up is planned during January 2010 with staff on how we can address some of the issues related to enhancing the use olthese tools among staff, parents, and stUdents. This report is scheduled to be provided to the Board of Education in February 2010.
Much more on Infinite Campus and the Madison School District here.
On Seattle’s “Discovery Math” Lawsuit: “Textbook argument divides us”
Can an algebra textbook be racist?
That’s what was argued Tuesday in a Seattle courtroom. Not overtly racist in that a book of equations and problem sets contains hatred or intolerance of others. But that its existence — its adoption for use in Seattle classrooms — is keeping some folks down.
“We’re on untested ground here,” admitted Keith Scully.
He’s the attorney who advanced this theory in a lawsuit challenging Seattle Public Schools’ choice of the Discovering series of math textbooks last year.
The appeal was brought by a handful of Seattle residents, including UW atmospheric-sciences professor Cliff Mass. It says Seattle’s new math books — and a “fuzzy” curriculum they represent — are harmful enough to racial and other minorities that they violate the state constitution’s guarantee of an equal education.
It also says the School Board’s choice of the books was arbitrary.
Mostly, Mass just says the new textbooks stink. For everyone. But he believes they will widen the achievement gap between whites and some minority groups, specifically blacks and students with limited English skills.
A study in intellectual uniformity: The Marketplace of Ideas By Louis Menand
As his title hints, Louis Menand has written a business book. This is good, since the crisis in American higher education that the Harvard professor of English addresses is a business crisis. The crisis resembles the more celebrated one in the US medical system. At its best, US education, like US healthcare, is of a quality that no system in the world can match. However, the two industries have developed similar problems in limiting costs and keeping access open. Both industries have thus become a source of worry for public-spirited citizens and a punchbag for political opportunists.
Menand lowers the temperature of this discussion. He neither celebrates nor bemoans the excesses of political correctness – the replacement of Keats by Toni Morrison, or of Thucydides by queer theory. Instead, in four interlocking essays, he examines how university hiring and credentialing systems and an organisational structure based on scholarly disciplines have failed to respond to economic and social change. Menand draws his idea of what an American university education can be from the history of what it has been. This approach illuminates, as polemics cannot, two grave present-day problems: the loss of consensus on what to teach undergraduates and the lack of intellectual diversity among the US professoriate.
Much of today’s system, Menand shows, can be traced to Charles William Eliot, president of Harvard for four decades after 1869. Faced with competition from pre-professional schools, Eliot had the “revolutionary idea” of strictly separating liberal arts education from professional education (law, medicine, etc), and making the former a prerequisite for the latter. Requiring a lawyer to spend four years reading, say, Molière before he can study for the bar has no logic. Such a system would have made it impossible for Abraham Lincoln to enter public life. Funny, too, that the idea of limiting the commanding heights of the professions to young men of relative leisure arose just as the US was filling up with penurious immigrants. Menand grants that the system was a “devil’s bargain”.
Clusty Search: Louis Menand – “The Marketplace of Ideas”.
2010 Madison School Board Election: Madison Teachers, Inc. Candidate Questionnaire
Beth Moss (running for re-election unopposed) 311K PDF.
James Howard (running against Tom Farley) 432K PDF.
Audio: The 2010 State of the Madison School District
39MB mp3 audio. I recorded this from Monday evening’s video stream. Unfortunately, the sound level was quite low. Notes and links on the 2010 State of the Madison School District here.
566K State of the District PDF.
Honor student world: Where all the students are above average
Here is an interesting op-ed piece by a tenured professor of biology at Piedmont College, Robert H. Wainberg. He is alarmed because he has been told by former students who are now teachers that some schools no longer hold Honors Day to recognize the accomplishments of above average and exemplary students so they don’t hurt the feelings of kids who don’t earn awards.
This piece will appear in the paper on the education page Monday. Enjoy.
By Robert H.Wainberg:I have been a professor of Biology and Biochemistry at a regional college for over two decades. Sadly, I have noticed a continual deterioration in the performance of my students during this time. In part I have attributed it to the poor study habits of the last few generations (X, XX and now XXX) who have relied too heavily on technology in lieu of thinking for themselves.
In fact, the basics are no longer taught in our schools because they are considered to be “too hard,” not because they are archaic or antiquated. For example, students are no longer required to learn the multiplication or division tables since they direct access to calculators in their phones.
Handwriting script and calligraphy are now in danger of extinction since computers use printed letters. A report I recently read disturbingly admitted that many of our standardized tests used for college admission or various professional schools (MCAT, LSAT and GRE) have to manipulate their normal bell-shaped curves to obtain the higher averages of decadtudenes ago.
What we fail to realize is that the concept of “survival of the fittest” still applies even within the realm of technology. There will always be those who are more “adapted” to the full potential of its use while others will be stalled at the level of downloading music or playing games.
Ah, yes. One size fits all education uber alles.
Considering Wisconsin Teacher Licensing “Flexibility”
Wisconsin Department of Public Instruction:
In classrooms across Wisconsin, students learn mathematics, reading, social studies, art, science, and other subjects through integrated projects that show great promise for increased academic achievement. The catch: the collaboration between students and teachers often involves multiple academic subjects, which can present licensing issues for school districts.
“There is no question that parents and students want innovative programs,” said State Superintendent Tony Evers. “The reality of some of today’s educational approaches requires that we look at our licensing regulations to increase flexibility and expand routes to certification to ensure that these programs are taught by highly qualified teachers.”
Related, by Janet Mertz: “An Email to Madison Superintendent Dan Nerad on Math Teacher Hiring Criteria”
Berkeley High may cut lab classes to fund programs for struggling students
Trying to address a major ethnic and racial achievement gap, the school could divert funds from before- and after-school science labs filled mostly with white students. The plan has sparked debate.
Aaron Glimme’s Advanced Placement chemistry students straggle in, sleepy. It is 7:30 a.m. at Berkeley High School. The day doesn’t officially begin for another hour. They pull on safety goggles, measure out t-butyl alcohol and try to determine the molar mass of an unknown substance by measuring how much its freezing point decreases.
In the last school year, 82% of Berkeley’s AP chemistry students passed the rigorous exam, which gives college credit for high school work. The national passing rate is 55.2%. The school’s AP biology and physics students are even more successful.
Most districts would not argue with such a record, but Berkeley High’s science labs are embroiled in a debate over scarce resources with overtones of race, class and politics.
Campus leadership has proposed cutting before- and after-school labs — decreasing science instruction by 20% to 40% — and using that money to fund “equity” programs for struggling students in an effort to close one of the widest racial and ethnic achievement gaps in the state.
Related: English 10.
Convicted sex pests may still be teaching in Hong Kong
Liz Heron, Elaine Yau and Fox Yi Hu:
More than 30 teachers and classroom assistants have been convicted of sex offences in the past 10 years – but the Education Bureau will not say if they are still working in the city’s schools.
Since January 1, 2000, at least 31 staff have been convicted of offences ranging from indecent assault of their pupils to secretly filming girls getting undressed for a dance class.
The catalogue of convictions and the names of the offenders was compiled by the Sunday Morning Post (SEHK: 0583, announcements, news) and presented to the Education Bureau, which was asked what action had been taken against the offenders.
But the bureau, responsible for registering teachers and advising schools on vetting prospective staff, refused to say how many of the 31 were still registered as teachers and how many were working in schools.
A spokeswoman also refused to explain why it would not release the information to the public. She did say 13 teachers were deregistered from 2006 to 2008 and seven of these had been convicted of sex offences.
A Few Comments on Monday’s State of the Madison School District Presentation
Madison School District Superintendent Dan Nerad will present the “State of the Madison School District 2010” tomorrow night @ 5:30p.m. CST.
The timing and content are interesting, from my perspective because:
- The nearby Verona School District just approved a Mandarin immersion charter school on a 4-3 vote. (Watch the discussion here). Madison lags in such expanded “adult to student” learning opportunities. Madison seems to be expanding “adult to adult” spending on “coaches” and “professional development”. I’d rather see an emphasis on hiring great teachers and eliminating the administrative overhead associated with growing “adult to adult” expenditures.
- I read with interest Alec Russell’s recent lunch with FW de Klerk. de Klerk opened the door to South Africa’s governance revolution by freeing Nelson Mandela in 1990:
History is moving rather fast in South Africa. In June the country hosts football’s World Cup, as if in ultimate endorsement of its post-apartheid progress. Yet on February 2 1990, when the recently inaugurated state President de Klerk stood up to deliver the annual opening address to the white-dominated parliament, such a prospect was unthinkable. The townships were in ferment; many apartheid laws were still on the books; and expectations of the balding, supposedly cautious Afrikaner were low.
How wrong conventional wisdom was. De Klerk’s address drew a line under 350 years of white rule in Africa, a narrative that began in the 17th century with the arrival of the first settlers in the Cape. Yet only a handful of senior party members knew of his intentions.I sense that the Madison School Board and the Community are ready for new, substantive adult to student initiatives, while eliminating those that simply consume cash in the District’s $418,415,780 2009-2010 budget ($17,222 per student).
- The “State of the District” document [566K PDF] includes only the “instructional” portion of the District’s budget. There are no references to the $418,415,780 total budget number provided in the October 26, 2009 “Budget Amendment and Tax Levy Adoption document [1.1MB PDF]. Given the organization’s mission and the fact that it is a taxpayer supported and governed entity, the document should include a simple “citizen’s budget” financial summary. The budget numbers remind me of current Madison School Board member Ed Hughes’ very useful 2005 quote:
This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.
In my view, while some things within our local public schools have become a bit more transparent (open enrollment, fine arts, math, TAG), others, unfortunately, like the budget, have become much less. This is not good.
- A new financial reality. I don’t see significant new funds for K-12 given the exploding federal deficit, state spending and debt issues and Madison’s property tax climate. Ideally, the District will operate like many organizations, families and individuals and try to most effectively use the resources it has. The recent Reading Recovery report is informative.
I think Dan Nerad sits on a wonderful opportunity. The community is incredibly supportive of our schools, spending far more per student than most school Districts (quite a bit more than his former Green Bay home) and providing a large base of volunteers. Madison enjoys access to an academic powerhouse: the University of Wisconsin and proximity to MATC and Edgewood College. Yet, District has long been quite insular (see Janet Mertz’s never ending efforts to address this issue), taking a “we know best approach” to many topics via close ties to the UW-Madison School of Education and its own curriculum creation business, the Department of Teaching and Learning.
In summary, I’m hoping for a “de Klerk” moment Monday evening. What are the odds?
A Diverse Milwaukee IB High School with Rigor…. Problem or Opportunity?
Picture a Milwaukee Public Schools high school that college-bound students are clamoring to attend. The school has grown from 100 to 1,000 in six years. Its program is rigorous, its test scores are strong. Hundreds are on a waiting list for admission for next year.
You might think MPS leaders would look at the meteoric rise of Ronald Wilson Reagan College Preparatory School on the far south side and say, "Terrific! This is an opportunity. What can we do to satisfy the obviously huge appetite for what this program has to offer?"
Or, if you were perhaps a bit more cynical, you might think MPS leaders would look at the Reagan situation and say: "OK, who screwed up? Who allowed this school to grow so fast? Can we get a lot of these parents to switch their kids to other high schools where – for some reason – there is no waiting list?"
Reagan arguably has provided the biggest shot in the arm that MPS has gotten in the last decade or so. It provides a rigorous International Baccalaureate program for all its students – "We have one vision, one mission, one focus – IB," says Julia D’Amato, the principal and chief driver behind Reagan’s success. Reagan is working with other MPS schools to develop a kindergarten through high school IB continuum in MPS.
But in recent months, Reagan has had to fend off an attempt to cap its enrollment and it has been ordered to reduce sharply the number of students next fall who do not fall into the special education category. Reagan leaders clearly feel frustrated by how much work is going into protecting their success from MPS leaders.
"All the buzzwords that are supposed to make a successful school, that’s what we have here," says Mary Ellen McCormick-Mervis, one of the school’s administrators. "If we’re doing everything right, why not help us?"
Parent meeting set
“People over Programs”: Better School District Administration….
The most interesting session I attended concered Kewaskum schools program they call “People over programs“. I have long noted that compared to the private sector, school district management structures are very weak – the Kewaskum program deals with this problem by focusing on high professional standards for their staff. I was encouraged to see an alternative model that acknowledges this issue and attempts to address the problem directly.
Along similar lines I hear a presentation from the Janesville schools – they are working with a management consulting firm (that is donating their services) to develop standards of professionalism and accountability in management. The Superintendents evaluation is published on the district website with progress toward specific measurable goals.
I also attended a session with ideas about using incentives with HRA’s to reduce health insurance costs, and a session about district consolidation – I think that looking at collaborative or consolidated support services with neighboring district might be a way to save money.
Wisconsin School Open Enrollment Period Begins 2/1, Ends 2/19
Parents wishing to send their children to a different school district next year will be able to participate in the open enrollment program the first three weeks of February.
From Feb. 1 through Feb. 19 parents can apply for their children to attend a public school other than the one in which they live. Last school year, more than 28,000 students participated.
Participation in the program has grown each year since it began in 1998 when just 2,500 were enrolled.
Learn more about full and part time Wisconsin open enrollment here.
A “Fight Club” at Madison West High School
Cassie Frankel seems an unlikely martial arts warrior.
The sophomore at West High heard about the Mixed Martial Arts Club from her chemistry teacher and decided to give it a try. The group meets Thursdays at noon, learning and practicing a variety of fighting styles, including boxing, wrestling, judo and jujutsu.
“I like that it’s an individual sport because I’m not that athletic,” Frankel says during a break in practice. “It’s more about how your body works.” She likes boxing best: “I feel really tough with the boxing gloves, even though they’re pink.”
Frankel acknowledges the controversy over teaching kids to fight. But, she says, “I think it’s a good idea because if you know how to fight you’re less likely to get hurt.”
What Makes a Great Teacher–Not Just for the Gifted, but for All Students
The January/February 2010 issue of The Atlantic features a noteworthy article titled, What Makes a Great Teacher? Although the article does not focus on gifted education per se, it is still worth a close read. The article discusses specific attributes that excellent teachers with exceptional track records tend to display in the classroom. (It is important to note that these attributes are based on research that was conducted by the nonprofit organization, Teach for America, which advocates for teacher reform. It is also important to note that the group’s research focuses solely on teachers who work in underperforming school districts where the primary goal in the general education classroom is to get students to perform at or above grade level.) The article outlines several specific recommendations that the organization makes for recruiting and hiring successful teachers, particularly in underserved communities.
For those of us in the gifted education community, the traits identified in the article may be ones that we should perhaps consider first before we consider any additional teacher characteristics that might be specific to gifted education. (See my previous blog entry titled, Training and Competencies of Teachers of the Gifted.)
Elementary gifted ed made easy
Two weeks ago I explored the possibility that high schools could challenge all students, gifted or otherwise, without having gifted programs. Quaker Valley High School outside of Pittsburgh, for instance, seemed able to create new opportunities for a variety of kids by ignoring standard procedures that had outlived their usefulness, such as homework requirements or rules against taking more than one course in the same period.
One wise reader said, in effect: Yeah, but that will never work in elementary schools.
As if by fate, I received an email shortly after from Susan Ohanian, a delightful teacher, speaker, author and blogger whose work I love, even when she is portraying me as a test-addled idiot. We may disagree on policy issues, but we have shared tastes about what good teaching looks and sounds like. In her email, she described how she brought a free-form gifted non-program to an elementary school in Troy, N.Y.
Here is what she said. Don’t forget to take a look at her blog at susanohanian.org.
The State of the Madison School District, 2010
588K PDF, Dan Nerad, Superintendent:
Dear Members of Our Community, The mission of the Madison Metropolitan School District is as follows:
Our mission is to cultivate the potential in every student to thrive as a global citizen by inspiring a love of learning and civic engagement, by challenging and supporting every student to achieve academic excellence, and by embracing the full richness and diversity of our community.
A year ago, a group of community and school staff members committed time to develop a revised Strategic Plan for the school district. As part of this, our mission statement was revised. This plan was approved by the Board of Education in September 2009 and will be reviewed and updated annually. For the foreseeable future, the plan will serve as our road map to know if we are making a difference relative to important student learning outcomes and to the future of our community. To make the most difference, we must continue to partner with you, our community. We are indeed very fortunate to be able to educate our children in a very supportive, caring community.
As a school district, our highest priority must be on our work related to teaching and learning. For our students and the community’s children to become proficient learners and caring and contributing members of society, we must remain steadfast in this commitment.
Related to our mission, we have also identified the following belief statements as a district:
- We believe that excellent public education is necessary for ensuring a democratic society.
- Webelieveintheabilitiesofeveryindividualinourcommunityandthevalueof their life experiences.
- We believe in an inclusive community in which all have the right to contribute.
- Webelievewehaveacollectiveresponsibilitytocreateandsustainasafe environment that is respectful, engaging, vibrant and culturally responsive.
- Webelievethateveryindividualcanlearnandwillgrowasalearner.
- We believe in continuous improvement in formed by critical evaluation and reflection.
- We believe that resources are critical to education and we are responsible for their equitable and effective use.
- Webelieveinculturallyrelevanteducationthatprovidestheknowledgeandskills to meet the global challenges and opportunities of the 21st Century.
Purpose of this report
The purpose of this State of the District Report is to provide important information about our District to our community and to share future priorities.
This report will be presented at Monday evening’s Madison School Board meeting.
Tackling the Term Paper
Kristy (Christiane) Henrich, Marblehead High School Class of 2010
“Civil War Medicine” paper published in the Winter 2009 Issue of The Concord Review
Before crafting my research paper on U.S. Civil War Medicine, I had never composed a piece of non-fiction literature beyond six or seven pages. Twenty pages seemed to be an unconquerable length. I remember the dread that filled me as my A.P. United States History teacher, Mrs. Melissa Humphrey, handed out the assignment for the twenty-page research paper. She also passed around copies of The Concord Review as examples of research papers done well. For us, the first deadline was only a few weeks away. We had to have a thesis. It was then that I truly realized the depth of this academic adventure. My job was not to simply report on some topic in U.S. history; I had to prove something. I had to create an arguable thesis and defend it. I was overwhelmed.
I put the assignment in the back of my mind for about a week. Then, I began to think seriously about what I could possibly want to write about. I brainstormed a list of all times in U.S. history that fascinate me, ranging from World War II to the Civil Rights Movement. Finally, I settled on Civil War medicine because of my plans to pursue a career in medicine. I figured this would be a great opportunity to gather more knowledge on my potential future profession.
Simply choosing a topic was not enough, though. I needed a thesis. So I began to search through books and online databases for any information about Civil War medicine. I gathered so much information that my head was spinning. I realized I had to narrow down my topic, and that this would be done by creating a specific, arguable thesis. Sifting through all the data and historical articles, I noticed that Civil War medicine was not as atrocious as I had always believed it to be. I had my thesis. I wanted to defend Civil War medicine by placing it in its own historical context, something many fail to do when evaluating it with a modern eye.
A few weeks later, approved thesis in hand, I stepped into the Tufts University library, the alma mater of my mother. The battle plan: gather enough materials, particularly primary sources, to prove my thesis. The enemy: the massive amounts of possibly valuable literature. I had never previously encountered the problem of finding books so specialized that they didn’t end up being helpful for my thesis nor had I ever been presented with so many options that I had to narrow down from thirty to a mere fifteen books. Actually, I had never left a library before with so many books.
For the next few months, the books populated the floor of my room. Every weekend, I methodically tackled the volumes, plastering them with Post-it notes. The deadline for the detailed outline and annotated bibliography loomed. I continued reading and researching, fascinated by all I was learning. In fact, I was so fascinated that I felt justified using it as my excuse to delay synthesizing all of my information into an outline. With thousands of pages of reading under my belt, I finally tackled the seven-page map for my twenty-page journey. That was easily the hardest part of the entire process. Once the course was charted, all I had to do was follow it. Of course, it was under construction the entire way, and detours were taken, but the course of the trip turned out much like the map.
I thought printing out the twenty-page academic undertaking, binding it, and handing it in was the greatest feeling I had ever experienced from a scholastic endeavor. I remember being overjoyed that day. I remember sleeping so soundly. I remember the day as sunny. I’m not sure if it actually was…
Clearly, I was thinking small. I had no idea what my grade would be. At that point, I did not even care. I had finished the paper. I considered that a tremendous accomplishment. Eventually, the graded research papers were handed back. What had previously been my greatest academic feeling was surpassed. The grade on my paper was a 99%. I was overjoyed and thrilled that I had not only completed such a tremendous task but had completed it pretty darn well. I thought that was the greatest feeling.
I still needed to think bigger. I submitted my paper to The Concord Review on a whim this summer. I remember Mrs. Humphrey showing us the journals and praising their quality. She is a tough teacher, and I thought since she had liked my paper so much I should give The Concord Review a go. I was not counting on being published. I knew my chances were slim, and I knew I was competing with students from around the world.
This November, I received a letter in the mail from Will Fitzhugh, the founder of The Concord Review. My paper was selected to be published in the Winter 2009 issue. That was the greatest feeling. I am a seventeen-year-old public high school student. I am also a seventeen-year-old published author. People work their whole lives to make it to this point. I feel so honored to have this recognition at my age. My hard work paid off far beyond where I thought it would. Thank you, Mr. Fitzhugh, for recognizing the true value of academic achievement and for reminding me why I love to learn.
Evaluating the Legacy of Civil War Medicine; Amputations, Anesthesia, and Administration
Former Dem lawmaker, DPI superintendent Grover advocates smaller districts within the Milwaukee Public Schools
Grover is not real sanguine with current education policy ideas, such as Mayor Tom Barrett’s bid for a takeover of Milwaukee public schools. Fundamentally, smaller school districts (500 kids) should be the goal, and structural changes will never trump upbringing and parental involvement in their children’s education, he said.
“The difference between the kid headed to a Milwaukee school and one in Whitefish Bay is what they bring to the school house door,” he said. “The aspiration level of the parents is key. They want the best for their kids.”
As for the contest to succeed Jim Doyle as governor in 2010, Grover isn’t sure Barrett can be tough enough but suggests he’d be an improvement.
“Jim Doyle started out life at third base and thought he hit a triple,” Grover said, using an aphorism to denote “an elitist west side (Madison) upbringing.”
“Barrett is absolutely a decent human being. I have the feeling he won’t be as aggressive as he will need to be. He’s almost like Barack (Obama) …’Let us reason together.'”
Smaller districts certainly make sense, including places like Madison.
The Opening of the Academic MindHow to rescue the professoriate from professionalization.
The state of higher education in America is one of those things, like the airline industry or publishing, that’s always in crisis. The academy is too distant from the concerns of everyday life, or else it’s too politically engaged. The academy has become completely irrelevant, except for the fact that it’s too relevant. We ought to be grateful to our universities for this. Academic wrongheadedness is one of the few things people across the political and cultural spectrum can agree upon.
One popular way of describing the failure of the contemporary academy is to complain that it no longer produces special things called “public intellectuals,” so it is either a great relief or a rule-proving exception to read a blazingly sane take on the academy’s troubles by one of the few professors who pretty safely deserves the term. Louis Menand’s The Marketplace of Ideas manages to do many things in four short essays–describe the changing self-conception of the university, identify the difficulties behind curricular reform, and analyze the anxieties of humanities professors. But the book’s chief accomplishment is its insistence that what we take for academic crises are probably just academic problems, and they are ours to solve.
The Four “R’s” – A Charter School That Works
“Good audience skills are imperative,” Danielle Johnson reminds her restless 10th-graders as one, Raquel, nervously fiddles with her laptop before holding forth on her project portfolio at City Arts and Technology High School (known as CAT), a charter school of 365 students on a green knoll above the blue-collar southern reaches of Mission Street in San Francisco.
“I decided to use the story of my mom getting to this country as an immigrant,” Raquel says, moving into her personal-memoir segment, sniffing back tears as a blurry photo of her mother at age 18 appears on the screen. “I had never asked my mother about how she got here.”
CAT exemplifies President Obama’s push to seed innovative schools that demand much from all students, echoed by Sacramento’s $700 million reform plan that goes to Washington this week. How to bottle the magic of CAT teachers like Johnson – listening carefully to each teen, strengthening each voice with basic skills and motivating ideals – is the challenge facing would-be reformers.
Market fixes for California’s schools
Ronald Reagan must be grinning in his grave.
Gov. Arnold Schwarzenegger sends to the White House this week a colorful pastiche of education fixes, hoping to score $700 million in federal dollars. Sacramento’s plan echoes Washington’s own reform strategy – built on President Obama’s surprising faith in market remedies for the ills facing schools.
Oddly mimicking Reagan’s game plan of a generation ago, Sacramento’s agenda relies on market competition by seeding more charter schools, allowing parents to shutter lousy schools and rewarding teachers who boost student performance.
“This is about parental choice in public education,” said state Sen. Gloria Romero, D-Los Angeles, a chief architect of the bipartisan plan.
What Randi Really Said and Meant
Last week, the nation’s press reported something that most teachers found unbelievable: Randi Weingarten, the president of the American Federation of Teachers, said that teachers should be evaluated by their students’ test scores.
Teachers hate this idea because they know that teachers are not solely responsible for their students’ scores. The students bear some responsibility, as do their families, for whether students do well or poorly on tests. District leaders bear some responsibility, depending on the resources they provide to schools. Teachers also are aware that the tests are not the only measure of what happens in their classrooms and that even the Secretary of Education Arne Duncan has said that we need better tests. There is a fairly sizable body of research demonstrating that test scores are affected by many factors beyond the teachers’ control.
I was surprised too when I read the headlines and the press accounts.
Verona, WI School Board Considers Chinese Immersion Charter School
Smart and timely. The Verona School Board will vote on the proposed Chinese immersion charter school Monday evening, 1/18/2010 – via a kind reader.
Documents:
- Chinese Immersion Charter School – review of the charter contract by Jon Anderson
- Draft Contract
- Sample Budget
- Update from the School’s developers
State of the Madison School District Presentation by Superintendent Dan Nerad 1/25/2010
via a kind reader’s email:
A State of the District presentation will be made by Superintendent
Daniel Nerad to the community at a Board of Education meeting on Monday, January 25 at 5:30 p.m. in the library of Wright Middle School, 1717 Fish Hatchery Rd. The presentation will be the meeting’s sole agenda item.
All community members are welcome to attend.
The presentation will provide an overview of important information and data regarding the Madison School District – including student achievement – and future areas of focus.
The visually-supported talk will be followed by a short period for questions from those in attendance.
The speech and Q&A period will be televised live on MMSD-TV Cable Channels 96/993 and streaming live on the web at www.mmsd.tv. It will
also be available for replay the following day at the same web site.
For more information, contact:
Ken Syke, 663-1903 or ksyke@madison.k12.wi.us , or
Joe Quick, 663-1902 or jquick@madison.k12.wi.us
Ken Syke
Public Information
Madison School District
voice 608 663 1903; cell 608 575 6682; fax 608 204 0342
The Weingarten Speech
Today at the National Press Club AFT President Randi Weingarten is calling for reforms to due process for teachers. You can’t do much better than Sawchuk’s take on it here, but Washington Post and Jay Mathews, USAT, and Bob Herbert also write on it this morning. And although the text isn’t online yet here’s Weingarten herself over at the Huffpo. Update: Text on the AFT site now (pdf).
First the good: This is an important acknowledgement from Weingarten and one with some big implications. She deserves credit for that. For a long time the union line on all this has been that it’s not hard to rid the field of low-performers, the problem is lousy administrators and a blame the teachers mindset. This isn’t all wrong by the way, administrators are not just chompin’ at the bit to rid schools of under-performing teachers. The problems are systemic ones. But by laying this on the table Weingarten is opening the door on that conversation more than a crack and pulling the rug out from under a lot of folks. That’s important. By calling the process “glacial” the genie is out of the bottle, perhaps more than Weingarten herself may realize.
In addition, bringing in Kenneth Feinberg is important. He demonstrated an ability for reasonableness in thorny situations. And because he has no aspirations within education he has no reason to pull any punches. Perhaps most importantly, with Feinberg you get the sense that if this is all a big ruse, that will become clear. He doesn’t seem like someone with a lot of patience for misdirection plays and so forth. In other words, involving him increases the accountability.
U. Tube: Student Teachers Learn From Video Training
The teacher sits in a large wooden rocking chair. One by one, she invites her third-graders to get up from their desks and take a place in front of her on the rug. “Thank you, Kiara,” she says, complimenting a scrawny child with long black hair for sitting criss-cross-style. As the other students take their places on the rug, the teacher sits on the edge of her chair. Her eyes move from left to right, watchful for misbehavior.
“Look at that teacher scan,” says Jim Lengel with an excited laugh. “It’s like radar.”
The students freeze as Lengel, a visiting professor at Hunter College School of Education, pauses the video he’s been watching them on. Ten of the third-graders are looking directly at the teacher, while two look off toward the camera.
County gives Los Angeles International Charter High School a second chance
The first thing a visitor notices about Los Angeles International Charter High School is its campus, a leafy, hilltop aerie that looks like the private school it once was.
Then there are the students, preppy in white shirts and ties, their black sweater vests emblazoned with the school seal.
Appearances aren’t necessarily deceiving: L.A. International does have an exceptional campus, perched on a bluff in the tiny community of Hermon, overlooking Highland Park. It formerly was the campus of the now-defunct Pacific Christian High School. And the students, most of them, aspire to succeed in school and go to college.
But that doesn’t tell the whole story.
Public Comments on a Sales Tax Increase For Schools and TAG Problems at the 1/11/2010 Madison School Board Meeting
19MB mp3 audio file. TJ Mertz spoke in favor of a .01 increase in the state sales tax, dedicated to schools. There were also a number of pointed parent comments on the District’s Talented and Gifted program.
4K Inches Forward in Madison, Seeks Funding
Listen to the Madison School Board Discussion via this 32MB mp3 audio file (and via a kind reader’s email).
Financing this initiative remains unsettled.
I recommend getting out of the curriculum creation business via the elimination of Teaching & Learning and using those proceeds to begin 4K – assuming the community and Board are convinced that it will be effective and can be managed successfully by the Administration.
I would also like to see the Administration’s much discussed “program/curricular review” implemented prior to adding 4K.
Finally, I think it is likely that redistributed state tax programs to K-12 will decrease, given the State’s spending growth and deficit problems. The financial crunch is an opportunity to rethink spending and determine where the dollars are best used for our children. I recommend a reduction in money spent for “adults to talk with other adults”.
Board member Beth Moss proposed that 4K begin in 2010. This motion was supported by Marj Passman and Ed Hughes (Ed’s spouse, Ann Brickson is on the Board of the Goodman Center, a possible 4K partner). Maya Cole, Lucy Mathiak and Arlene Silveira voted no on a 2010 start. The Board then voted 5-1 (with Ed Hughes voting no) for a 2011 launch pending further discussions on paying for it. Retiring Board member Johnny Winston, Jr. was absent.
I appreciate the thoughtful discussion on this topic, particularly the concern over how it will be financed. Our Federal Government, and perhaps, the State, would simply plow ahead and let our grandchildren continue to pay the growing bill.
Links:
- Gayle Worland:
“I’m going to say it’s the hardest decision I’ve made on the board,” said board member Marj Passman, who along with board members Beth Moss and Ed Hughes voted to implement four-year-old kindergarten in 2010. “To me this is extremely difficult. We have to have 4K. I want it. The question is when.”
But board president Arlene Silveira argued the district’s finances were too unclear to implement four-year-old kindergarten — estimated to serve 1,573 students with a free, half-day educational program — this fall.
“I’m very supportive of four-year-old kindergarten,” she said. “It’s the financing that gives me the most unrest.”
Silveira voted against implementation in the fall, as did Lucy Mathiak and Maya Cole. Board member Johnny Winston, Jr. was absent.
On a second vote the board voted 5-1 to approve 4K for 2011-12. Hughes voted against starting the program in 2011-12, saying it should begin as soon as possible. - Channel3000:
The plan will begin in September 2011. Initially, the board considered a measure to start in 2010, but a vote on that plan was deadlocked 3-3. A second motion to postpone the beginning until the 2011-2012 school year passed by a 5-1 vote.
The board didn’t outline any of the financing as yet. District spokesman Ken Syke said that they’re working on 2010 budget first before planning for the 2011 one.
The board’s decision could have a large impact on the district and taxpayers as the new program would bring in federal funds. - WKOW-TV:
This is the first real commitment from MMSD to establish comprehensive early childhood education.
What they don’t have yet is a plan to pay for it.
It would’ve cost about $12.2 million to start 4k this fall, according to Eric Kass, assistant superintendent for business services.
About $4.5 million would come from existing educational service funds, $4.2 million from a loan, and about $3.5 million would be generated thru a property tax increase.
Some board members said they were uncomfortable approving a funding plan for 4k, because there are still a lot of unanswered questions about the district’s budget as a whole. - NBC15:
Members first deadlocked in a three-to-three tie on whether to start 4-K this fall, then voted five-to-one to implement it the following year.
The cost this year would have been more than $12 million. The decision to delay implementation is due to serious budget problems facing the Madison District.
Nearly 1600 4-year-old students are expected to participate in the half-day kindergarten program. - Don Severson:
The Board of Education is urged to vote NO on the proposal to implement 4-year old Kindergarten in the foreseeable future. In behalf of the public, we cite the following support for taking this action of reject the proposal:
The Board and Administration Has failed to conduct complete due diligence with respect to recognizing the community delivery of programs and services. There are existing bona fide entities, and potential future entities, with capacities to conduct these programs
Is not recognizing that the Constitution and Statutes of the State of Wisconsin authorizes the provision of public education for grades K-12, not including pre-K or 4-year old kindergarten
Has not demonstrated the district capacity, or the responsibility, to manage effectively the funding support that it has been getting for existing K-12 programs and services. The district does not meet existing K-12 needs and it cannot get different results by continuing to do business as usual, with the ‘same service’ budget year-after-year-after-year
The Americanization of “mental illness”
During my guestblogging stint, I have mentioned a couple of American expats who exported their problematic conceptions of “mental illness” all over the world from their base in Toronto. Ken Zucker and Ray Blanchard are egregious examples of this problem, but they are just the tip of the iceberg. It’s one of the most important political issues of the 21st century, but it is one of the most difficult for both practitioners and the general public to step back and see in its historical and geopolitical context. It involves challenging some of the most deeply held beliefs about how the world works.
Today, the New York Times has an excellent introduction to the concept, by Ethan Watters, author of Therapy’s Delusions. It’s a good overview of his upcoming book. Quoth Ethan:
Revolution in U.S. education is in California
The greatest revolution in education in the United States today is taking place in Los Angeles. It is the mandate of the Los Angeles Unified School District School Board to convert almost a third of its schools either to charter schools, the public schools of choice that are the one shining light in an otherwise dysfunctional system, or other alternatives such as magnet schools. The change is not only a mighty one for the state’s largest school district, but in time it could double the number of public schools of choice in California.
What is remarkable is not just the magnitude of this earth-shaking change, but the complete shift of the paradigm about how we think about public education. The driving force behind this revolution is Los Angeles Mayor Antonio Villaraigosa, who is not only a Democrat but also a former organizer for the United Teachers of Los Angeles, Los Angeles teachers’ union. Villaraigosa took his nontraditional stand because, as he noted, LAUSD was racked with violence and plagued with a dropout rate of 50 percent, and showed no signs of improving.
Meet Old School New Teacher’s Union Boss Michael Mulgrew
With the governor urging action, the New York Legislature is considering lifting the cap on the number of charter schools in the state.
This has presented Michael Mulgrew, the new president of New York City’s teachers union, with a choice: stand with the reformers, straddle the line or go to the mattresses against change.
He has chosen what’s behind door No. 3.
In fact, despite the emergence of a powerful new national reform consensus led by President Obama, Mulgrew is consistently proving himself to be a bare-knuckled trench-fighter – a throwback to the muscle-flexing union leaders of the distant past.
Witness the evolution. In 1998, the UFT was one of the chief opponents of the original charter-school law. But in subsequent years, Mulgrew’s predecessor, Randi Weingarten, repositioned it as a progressive union that did not fear charters and, in fact, embraced them. Weingarten’s boldest move in this regard was her decision to open two UFT charter schools.
ACE Urges MMSD Board NO Vote on 4k and RttT
TO: MMSD Board of Education
FROM: Active Citizens for Education
RE: 4-year old Kindergarten
Race to the Top
I am Don Severson representing Active Citizens for Education.
The Board of Education is urged to vote NO on the proposal to implement 4-year old Kindergarten in the foreseeable future. In behalf of the public, we cite the following support for taking this action of reject the proposal:
- The Board and Administration Has failed to conduct complete due diligence with respect to recognizing the community delivery of programs and services. There are existing bona fide entities, and potential future entities, with capacities to conduct these programs
- Is not recognizing that the Constitution and Statutes of the State of Wisconsin authorizes the provision of public education for grades K-12, not including pre-K or 4-year old kindergarten
- Has not demonstrated the district capacity, or the responsibility, to manage effectively the funding support that it has been getting for existing K-12 programs and services. The district does not meet existing K-12 needs and it cannot get different results by continuing to do business as usual, with the ‘same service’ budget year-after-year-after-year
- Will abrogate your fiduciary responsibility by violating the public trust and promises made to refrain from starting new programs in exchange for support of the “community partnership” urged for passing the recent referendum to raise the revenue caps
To reiterate, vote NO for District implementation of 4-K.
The Board of Education is urged to vote NO to signing the Memorandum of Understanding (MOU) with the State of Wisconsin as part of an application for funding through the U.S. Department of Education ACT “Race to the Top” (RttT).
In behalf of the public we cite the following support for taking this action to reject the signing the RttT MOU: The Board and Administration
- Does not have complete information as to the requirements, criteria, expectations and definitions of terms of the MOU or its material Exhibits; therefore, there has been serious inhibitors in time, effort and due diligence to examine, understand and discuss the significant implications and consequences of pursuing such funding
- Does not have an understanding through the conduct of interactive discussions regarding the roles and relationships of the Board of Education, the Administration and the union regarding the requirements of the MOU as well as any subsequent implications for planning, implementation, evaluation and results for receiving the funding
- Must understand that the Board of Education, and the Board alone by a majority vote, is the only authority which can bind the District in any action regarding the MOU and subsequent work plan. District participation cannot be authorized by the Board if such participation is contingent on actual or implied approval, now or in the future, of any other parties (i.e., District Administration and/or union)
- Does not have an understanding of its personnel capacity or collective will to establish needs, priorities and accountabilities for undertaking such an enormous and complicated “sea change” in the ways in which the district conducts its business in the delivery of programs and services as appears to be expected for the use any RttT funding authorized for the District
- Must also understand and be prepared for the penalties and reimbursements due to the state and federal governments for failure to comply with the provisions attached to any authorized funding, including expected results
To reiterate, vote NO for District approval for the MOU and application for funding through the RttT.
Articles and Books on Mathematics Education
The winter 2009-2010 issue of “American Educator”, has a number of interesting articles. Here are two of interest for people interested in mathematics education.
Daniel Willingham “Is It True That Some People Just Can’t Do Math”
Patsy Wang-Iverson, Perla Myers, and Edmund Lim W.K. “Beyond Singapore’s Mathematics Textbooks – Focused and Flexible Supports for Teaching and
Learning”
The first has a number of useful references as well as comments. Here is one. There have been many papers written in Madison on student’s lack of understanding of the equal sign. I once asked Liping Ma if this was a problem in China. She said that as far as she knew it was not. There is confirmation of this in one of the references.
Four questions asked of sixth grade students in the U.S. and China.
The second article in American Educator has comments on curriculum, teacher induction and education and support while teaching. There is also a one page supplemental article on teacher professional development and evaluation by Susan Sclafani and Edmund Lim W.K.
In addition there have been two very interesting books on school mathematics education written by mathematicians. The first is “Arithmetic for Parents: A Book for Grownups about Children’s Mathematics” by Ron Aharoni, Sumizdat, 2007. An article by Aharoni about his experience teaching mathematics in an elementary school in Israel can be read here. This is a good introduction to his book, and more useful details are in the
book.
The second is “And All the Children Are Above Average: A Review of The End of Ignorance: Multiplying Our Human Potential” by John Mighton, a Canadian mathematician and playwright. The paperback version of this book was published by Vintage Canada. You can read about Mighton here. and there is also information about his math program JUMP here. This program was developed after Mighton learned a number of things while tutoring students who had significant problems in learning elementary mathematics. A review of this book by David Kirshner appeared in the Journal for Research in Mathematics Education in the January, 2010 issue.
What Makes a Great Teacher?
ON AUGUST 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math.
One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor’s math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked.
The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a ZIP code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so.
Big goals drive a little district in heart of Milwaukee
Semaj Arrington hadn’t missed a day of school in almost four years at Tenor High School, a small charter school downtown. It was a pretty remarkable record, given his background, which was, um, not out of a textbook for school success.
Then one morning last spring, he didn’t show up at school. The principal, Jodi Weber, called his house. Arrington said he’d hurt his ankle and couldn’t walk. He couldn’t catch the bus to school.
Excused absence, right? Wrong. Mark Schneider, the dean of students, drove across town to Arrington’s house, helped him to the car, and brought him to school.
“They have ways of making you be more professional, just have your head on right,” says Arrington, 19, now working on becoming an electrician at Milwaukee Area Technical College.
In 2005, I wrote a story about what I called the Marcia Spector school district, a set of small elementary schools and high schools under the umbrella of Seeds of Health, a nonprofit organization headed by the smart, entrepreneurial and forceful Spector.
There were about 900 students in the schools, all of them funded with public dollars but operating outside the traditional public school system. Each of the schools had high energy, a distinctive and well-executed program, and a record that made them valuable parts of the local school scene.
My Lazy American Students & The Blowback
IT WAS the kind of student conference I hate.
“I’ll do better,” my student told me, leaning forward in his chair. “I know I’ve gotten behind this semester, but I’m going to turn things around. Would it be OK if I finished all my uncompleted work by Monday?”
I sat silent for a moment. “Yes. But it’s important that you catch up completely this weekend, so that you’re not just perpetually behind.”
A few weeks later, I would conduct a nearly identical conversation with two other students. And, again, there would be no tangible result: No make-up papers. No change in effort. No improvement in time management.
By the time students are in college, habits can be tough to change. If you’re used to playing video games like “Modern Warfare” or “Halo” all night, how do you fit in four hours of homework? Or rest up for class?
Teaching in college, especially one with a large international student population, has given me a stark – and unwelcome – illustration of how Americans’ work ethic often pales in comparison with their peers from overseas.
My “C,” “D,” and “F” students this semester are almost exclusively American, while my students from India, China, and Latin America have – despite language barriers – generally written solid papers, excelled on exams, and become valuable class participants.
- Lauren Garey: Lazy American students? Uninformed professor!
- Matt Rocheleau:
Mixed reaction to ‘My lazy American students’ column
- Jason Woods & Matt Rocheleau: Babson dean provides rebuttal on ‘lazy American students’
- Kara Miller: Lazy American Students: After the Deluge:
On Monday, The Boston Globe ran an opinion piece entitled “My Lazy American Students.”
In it, I wrote about how teaching in college has shown me that international students often work harder than their American counterparts. Though this is emphatically not true across the board, the work ethic and success of Asian, European, and South American students – who have to compete with a classroom of native English speakers – can be astounding.
I also noted in the column that there’s too much texting in class, too much dozing off, too much e-mail-checking, too much flirting (I didn’t mention flirting in the first piece, but I’ll mention it here). Obviously, international students do all these things, but I have noticed them more amongst American students.
I worked hard on the column and lay in bed Sunday night hoping that – amidst the flurry of Christmas shopping – someone would read it.
And that’s when the avalanche started.
Gauging the Dedication of Teacher Corps Grads
Amanda Fairbanks:
Teach for America, a corps of recent college graduates who sign up to teach in some of the nation’s most troubled schools, has become a campus phenomenon, drawing huge numbers of applicants willing to commit two years of their lives.
Do Teachers Need Education Degrees?
But a new study has found that their dedication to improving society at large does not necessarily extend beyond their Teach for America service.
In areas like voting, charitable giving and civic engagement, graduates of the program lag behind those who were accepted but declined and those who dropped out before completing their two years, according to Doug McAdam, a sociologist at Stanford University, who conducted the study with a colleague, Cynthia Brandt.
The reasons for the lower rates of civic involvement, Professor McAdam said, include not only exhaustion and burnout, but also disillusionment with Teach for America’s approach to the issue of educational inequity, among other factors.
The study, “Assessing the Long-Term Effects of Youth Service: The Puzzling Case of Teach for America,” is the first of its kind to explore what happens to participants after they leave the program. It was done at the suggestion of Wendy Kopp, Teach for America’s founder and president, who disagrees with the findings. Ms. Kopp had read an earlier study by Professor McAdam that found that participants in Freedom Summer — the 10 weeks in 1964 when civil rights advocates, many of them college students, went to Mississippi to register black voters — had become more politically active.
First big crisis over for Rhee–when’s the next one?
I share my colleague Bill Turque’s well-earned skepticism about reports of an agreement on a D.C. teacher’s contract, but Washington Teachers’ Union chief George Parker’s encouraging public statement about the negotiations is one more sign that D.C. Schools Chancellor Michelle A. Rhee’s job is safe– for now.
There are smart people around town, and in the country (Rhee remains the most interesting story in U.S. education circles), who thought the D.C. Council criticism and teachers union legal action against her would end her tenure when she laid off 266 teachers and staff in October. But I ran into a council member at a holiday gathering last week who agreed with me that she has successfully ridden the crisis out.
So what’s next? I can confidently predict she will be in trouble again. She is essentially attempting to charterize a public school system—give individual principals the same powers that charter school leaders have to hire and fire their teachers and create education teams that focus intensely on raising student achievement. No other major urban school system has had a leader with such an agenda before. She threatens many strongly held views about how schools should be run, and she isn’t that diplomatic in going about it.
Charters and Unions What’s the future for this unorthodox relationship?
Nearly two years ago, Spanish teacher Emily Mueller was dismayed to learn that her charter high school, Northtown Academy in Chicago, was asking teachers to teach six classes instead of five.
There was no real discussion between teachers and administrators about alternative solutions, according to Mueller. There was no pay increase attached to the increased workload, either. The unilateral, unpaid workload increase “just didn’t seem sustainable,” she says.
But Mueller didn’t want to leave the school, one of three chartered by an organization called Chicago International Charter School and operated by an organization called Civitas Schools. So she and a handful of colleagues did something that only a few charter school teachers have done: they began the long, difficult, but ultimately successful push to join the Illinois Federation of Teachers and negotiate a contract that now represents roughly 140 teachers at the three schools.
2010 Likely to See Major Debate On Education
Paul Krawzak & Melissa Bristow:
When it comes to education, Americans may disagree on most of the details, but they do agree on one point: Today’s system is in need of an overhaul. Despite huge hikes in federal, state and local spending on schools in recent decades, policymakers, education advocates and experts, parents, employers and educators concur: The nation’s children need better preparation for 21st century life and careers.
Whatever the system’s good points and whatever its faults, there is strong agreement on the need to revamp for a new decade and radically changing job markets. With unemployment at 10%, many jobs go unfilled because of a shortage of skilled workers. Higher education costs more than too many people can afford and keeps rising much faster than inflation. And too many youngsters are left behind by a system that can’t keep up with changing needs.
Michigan Teaching School Tries Something New
America’s teachers’ colleges are facing some pressure to reinvent themselves.
Education Secretary Arne Duncan has been leading the assault, with a series of speeches calling for better teacher training. Duncan says it’s crucial that education schools revamp their curricula so they can help replace a wave of baby boomers who will soon retire from teaching.
One university is trying to rebuild its teacher-training program from the ground up.
At the University of Michigan School of Education, Dean Deborah Ball and her faculty have taken apart their training program and reassembled it, trying to figure out what skills teachers really need.
Katie Westin, a senior at the University of Michigan and a student teacher, says that when she compares notes with teachers-in-training at other schools, it’s clear that her program is more hands-on.
“We expect people to be reliably able to carry out that work. We don’t seem to have that same level of expectation or requirement around teaching,” Ball says.
Elmbrook gets UW-Waukesha classes: “Professors Save Students the Trip”
Amy Hetzner, via a kind reader’s email:
By the time the first bell rings at Brookfield Central High School, most of the students in Room 22 are immersed in college-level vector equations, reviewing for their final exam on the Friday before Christmas.
Senior Lea Gulotta, however, looks on the bright side of waking early every morning for the past semester so she can take a Calculus 3 class taught at the school by a college professor.
“We get to sleep in for a month,” she said, noting that the regular high school semester won’t end until mid-January.
There’s another positive to Brookfield Central’s agreement with the University of Wisconsin-Waukesha continuing education department, which brought the advanced mathematics class to the high school this year as part of the state’s youth options program. Under youth options, school districts pick up the costs of courses at Wisconsin colleges if they don’t have similar offerings available to students.
Instead of seeing students spend extra time commuting and attending class on a college campus, the arrangement placed the professor in the high school to teach 11 students who had completed advanced-placement calculus as juniors. Two of the students in the class come from the Elmbrook School District’s other high school, Brookfield East.
Elmbrook pays UW-Waukesha the same tuition that it would pay if its students chose to attend the college campus on their own, she said.
Related: Janet Mertz’s tireless crusade on credit for non-Madison School District classes.
Preliminary Draft of the Milwaukee Mayoral Control Legislation:
LRB 3737/P2 Milwaukee Transforms Education for All Our Children (TEACH) Act
via a kind reader’s email 180K PDF:
Milwaukee Public Schools Reading & Math Proficiency 15K PDF.
Related: Madison School District Reading and the Poverty Achievement Gap.
The Replacements: On Substitute Teaching and Days Out of the Classroom
TWO years ago, during lunch with a second-grade teacher in the Chicago area, I mentioned that I was going to substitute teach. The teacher — I’ll call him Dan — started into a story about his own experience with a substitute, which is easily summarized: Dan left a lesson plan; the sub didn’t follow it. So, he ended by asking, how hard can substitute teaching be?
I smiled, said nothing and bit into my Reuben.
Over the next two years, I would learn — as I subbed once a week for a variety of classes, including kindergarten, sixth grade, middle-school social studies, high-school chemistry, phys ed, art, Spanish, and English as a second language — that Dan’s story is standard teacher fare. Last time I heard it, though, I didn’t bite my sandwich or my tongue.
As much as I became frustrated by the lack of training and support, I was most angered by how many days teachers were out of their classrooms. Nationwide, 5.2 percent of teachers are absent on any given day, a rate three times as high as that of professionals outside teaching and more than one and a half times as high as that of teachers in Britain. Teachers in America are most likely to be absent on Fridays, followed by Mondays.
This means that children have substitute teachers for nearly a year of their kindergarten-through-12th-grade education. Taxpayers shell out $4 billion a year for subs.
I subbed for many legitimately ill teachers and for many attending educational conferences. But my first assignment was to fill in for a sixth-grade teacher who went to a home-and-garden show. My last was for a first-grade teacher who said she needed a mental health day because her class was so difficult.
Creativity in Schools in Europe: A survey of Teachers
The Institute for Prospective Technological Studies: CACHIA Romina, FERRARI Anusca, KEARNEY Caroline, PUNIE Yves, VAN DEN BERGHE Wouter, WASTIAU Patricia – 1MB PDF:
An overwhelming majority of teachers are convinced that creativity can be applied to every domain of knowledge and that everyone can be creative. They also subscribe to the idea that creativity is a fundamental skill to be developed in schools, even if they are more ambiguous about how it can be taught, and less sure still about how it can be assessed.
Survey respondents were asked to express their opinion about how they view creativity, as a general concept as well as in the school context, on a scale of 5 ranging from ‘strongly agree’ to ‘strongly disagree’. The results are displayed in Figure 1.
Literature reports that very often people, including teachers, refer to creativity as being related exclusively to artistic or musical performances, as springing from natural talent, and as being the characteristic of a genius. These myths about creativity stifle the creative potential of students and create barriers to fostering creativity in schools.
To a large extent, the teachers that took part in our survey have an understanding of creativity which goes against such myths. Almost all teachers who took part in the survey are convinced that creativity can be applied to every domain of knowledge (95,5%) , and to every school subject. More than 60% are even strongly convinced of this. They confirm this view very clearly by disagreeing to a large extent with a statement restricting creativity to the realm of artistic and cultural expression (85%).
True education reform starts with good teachers
There is a lot of talk about education reform, but let’s face it: True education reform takes place once the classroom door closes. A recent report by the National Council on Teacher Quality (“Human Capital in Seattle Public Schools”) reinforces this point. The most effective education reform begins and ends in the classroom. Nothing we do at the state level can replace the value of a superior teacher.
So what is the measurement of a premier educator? It’s more than just a student’s test scores.
The best teachers value their students as individuals. Danyell Laughlin, an English teacher in Silverdale, works tirelessly to show students that each one “of them is valuable and has valuable things to share.” Every child is a priority, and because that child is valued, that child values learning.
Our best teachers foster a respect for self and others, a love for learning, and a child’s capacity to dream and achieve those dreams.
The best teachers also believe that each and every child can learn. Their belief in their students is contagious.
The search for a good teacher
Is a good teacher hard to find?
Statistically, no. A good teacher is easy to find if you check their SAT scores, their resumes and then see if their students’ standardized test scores beat the average and close the gap. But a really good teacher–one that isn’t just perfect on paper, but is also effective in the classroom–is harder to seek out. No one can pinpoint what exactly makes a good teacher, if not their results from the students.
So the search begins. The Gates Foundation, a large proponent for education reform, has dedicated $2.6 million towards finding what exactly makes a good, effective teacher. The study, called the Measures of Effective Teaching (MET), will last two years, beginning with the 2009 school year, with the goal to figure out how to measure the effectiveness of a teacher without having to rely on the performance results from the students’ standardized test scores.
This study is going beyond just measuring test scores. They realize that it is going to be hard to take into consideration what all a teacher does in the classroom. They’ve upped the ante by asking for volunteer teachers to sign up their classrooms to be observed by way of videotape, their students’ test scores and also by taking test themselves.
In D.C. teacher assessments, details make a difference
I am still receiving e-mails about my Nov. 23 column on Dan Goldfarb, the first teacher to share with me the results of an evaluation under the new D.C. teacher assessment plan, IMPACT.
Goldfarb was not happy with his score, 2.3 out of a possible 4 points. He said the rules forced his evaluator to focus on trivia, such as whether he had been — to quote the IMPACT guidelines — “affirming (verbally or in writing) student effort or the connection between hard work and achievement.” He said the evaluator told his principal of his complaints about the program and about D.C. Schools Chancellor Michelle A. Rhee, violating confidentiality.
Goldfarb had legitimate gripes. But his evaluation was a tiny sample of this innovative attempt to rate teachers. When I sought evaluations from teachers not as opposed to IMPACT, several said they would send theirs, but so far only one has.
That evaluation differed from Goldfarb’s in intriguing ways. The score was almost perfect, 3.92 out of 4. The analysis, however, seemed somewhat out of sync with the thinking behind the program.
Landing a Job of the Future Takes a Two-Track Mind
If you’re gearing up for a job search now as an undergraduate or returning student, there are several bright spots where new jobs and promising career paths are expected to emerge in the next few years.
Technology, health care and education will continue to be hot job sectors, according to the Bureau of Labor Statistics’ outlook for job growth between 2008 and 2018. But those and other fields will yield new opportunities, and even some tried-and-true fields will bring some new jobs that will combine a variety of skill sets.
The degrees employers say they’ll most look for include finance, engineering and computer science, says Andrea Koncz, employment-information manager at the National Association of Colleges and Employers. But to land the jobs that will see some of the most growth, job seekers will need to branch out and pick up secondary skills or combine hard science study with softer skills, career experts say, which many students already are doing. “Students are positioned well for future employment, particularly in specialized fields,” Ms. Koncz says.
Career experts say the key to securing jobs in growing fields will be coupling an in-demand degree with expertise in emerging trends. For example, communications pros will have to master social media and the analytics that come with it; nursing students will have to learn about risk management and electronic records; and techies will need to keep up with the latest in Web marketing, user-experience design and other Web-related skills.
Madison School District’s Infinite Campus Teacher Tool and Parent/Student Portal Report: Approximately 2/3 of Middle and High School Parents don’t use it
This report summarizes data on the use of Infinite Campus teacher tools and the Parent and Student Portal. Data come from a survey conducted among all teachers responsible for students within the Infinite Campus system and an analysis of the Infinite Campus data base. Below are highlights from the report.
About half of all middle and high school teachers responsible for providing grades to students are using the grade book tool.
Grade book use has declined over the past year at the middle school level due to the introduction of standards- based grading. In addition to the change in grading approach, the grade book tool in Infinite Campus does not handle standards-based grading as efficiently as traditional grading.
Lesson Planner and Grade book use is most common among World Languages, Physical Education, and Science teachers and less common among fine arts and language arts/reading teachers.
Grade book and other tool use is most common among teachers with less than three years of teaching experience. Seventy percent ofteachers responding to the survey within these years of experience category report using the tools compared with about half of all other experience categories.
Most of the other teacher tools within Infinite Campus, e.g., Messenger, Newsletters, reports, etc., are not being used due to a lack of familiarity with them.
Many teachers expressed interest in learning about how they can use other digital tools such as the Moodie learning management system, blogs, wikis, and Drupal web pages.
About one third of parents with high school students use the Infinite Campus Parent Portal. Slightly less than 30 percent of parents of middle school students use the Portal.
Having just been introduced to elementary schools this fall, slightly more that ten percent of parents of students at this level use the Portal.
Parents of white students are more likely to use the Portal than are parents of students within other racial/ethnic subgroups.
About half of all high school students have used the Portal at one time this school year.
About one in five middle school students have used the Portal this year.
Variation in student portal use is wide across the middle and high schools.
Follow up is planned during January 2010 with staff on how we can address some ofthe issues related to enhancing the use of these tools among staff, parents, and students.
This report is scheduled to be provided to the Board of Education in February 2010.
Race to the Top Insights: Part 1
Mchele McNeil:, via a kind reader’s email
I spent the morning in a U.S. Department of Education technical-assistance planning seminar on Race to the Top, and have picked up a lot of interesting tidbits. Many states are in attendance–including Hawaii, Mississippi, New Mexico, North Dakota, and Tennessee (including education commissioner Tim Webb), just to name a few. Interestingly, Texas is also in attendance, I’m told.
The seminar will continue well into the afternoon, but so far, here are the insights I’ve picked up about this $4 billion competition:
Race to the Top Director Joanne Weiss emphasized that there will be a lot of losers in Phase 1 of the application, so states shouldn’t worry if they want to wait until the second round of competition. “We promise there will be plenty of money left in Phase 2,” she said.
Tracking An Emerging Movement: A Report on Expanded-Time Schools in America
Fifteen years ago, the National Education Commission on Time and Learning explained that the American school calendar of 180 six-hour days stands as the “design flaw” of our education system, for schools could not be expected to enable children to achieve high standards within the confines of the antiquated schedule. Today, a small but growing number of schools have begun to overcome this “flaw” by operating with school days substantially longer than the six-hour norm and, in many cases, a calendar that exceeds the standard 180 days.
The National Center on Time & Learning (NCTL), with the support of the William and Flora Hewlett Foundation, has produced this groundbreaking report on the state of what can be called “expanded- time schools.” Through this effort, NCTL has helped to define and bring together this previously unidentified category of schools, while still recog- nizing the considerable diversity among this group. Extracting and analyzing information from NCTL’s newly created database of over 650 schools that feature an expanded day and/or year, this report describes the various trends emerging among these schools, including issues related to costs, time use and student outcomes. The searchable database is available on our website, www.timeandlearning.org.
Teacher Support for Compensation Reform Surveys Show Less Experienced Teachers Are More Supportive of Differentiated Compensation
Download this memo (pdf)
Policymakers have grappled in recent years with strategies for improving the effectiveness of the teaching workforce, particularly that segment serving students in poverty. There is a growing consensus that state and district systems for attracting, evaluating, developing, compensating, and retaining effective teachers are in need of a major overhaul. Three polls find that inexperienced teachers are open to reforms to one of these systems–compensation systems.
A number of promising compensation reform programs have shown that changes in payment structures often include upgrades to other systems as well, such as those needed for evaluating and developing teachers. It is unclear whether inexperienced teachers will continue to support differentiated compensation as they become more experienced, but these findings indicate that the time is ripe for targeting differentiated compensation to new teachers at the federal, state, and district level.
Targeting these new teachers is critical. Reforming the profession in ways that appeal to them could help increase the retention rates of the effective teachers in this group. Several forms of differentiated compensation reward the most effective teachers, hopefully increasing the proportion of highly effective teachers in the profession. And it is likely that these teachers will be more supportive of differentiated compensation as veterans if they have a positive experience with it early on in their career. If districts want to reform compensation systems more broadly, it is important that they eventually have veterans on board with these reforms.
Silicon Valley companies’ help needed to shore up math education
Thirteen-year-old Kayla Savage was failing math. Like many of her classmates in middle school, she hated the subject. Stuck in a large seventh-grade class with a teacher who had little time to offer individual help, Kayla was lost among rational numbers and polynomials.
Her frustration led to a phobia of math, an all-too-common affliction that often starts in middle school and threatens to derail students’ future math studies in high school and chances for college.
Kayla is like thousands of students across America who struggle with math. The struggle in California is borne out by this grim U.S. Education Department statistic: Students in California rank 40th in eighth-grade math, a critical year in math learning that sets the path for math success in high school and beyond.
In Santa Clara County, only about 39 percent of eighth-graders meet the California standard for Algebra I proficiency. One study showed that less than one-third of eighth-graders have the skills or interest to pursue a math or science career. Yet these careers are the drivers of our future.
Silicon Valley Education Foundation.
Notes on the history of information overload
I spent most of today tracking down some information about the history of information overload, so I though I’d blog it in case someone else is looking into this. Also, I may well be getting it wrong, in which case please correct me. (The following is sketchy because it’s just notes ‘n’ pointers.)
I started with Alvin Toffler’s explanation of info overload in the 1970 edition of Future Shock. He introduces the concept carefully, expressing it as the next syndrome up from sensory overload.
So, I tried to find the origins of the phrase “sensory overload.” The earliest reference I could find (after getting some help from the Twitterverse, which pointed me to a citation in the OED) was in coverage of a June, 1958 talk at a conference held at Harvard Medical School. The article in Science (vol 129, p. 222) lists some of the papers, including:
School district, Austin Education Association reach contract agreement: no salary increases and no benefit changes for two years
Austin Public School (APS) District and the Austin Education Association announced Wednesday that they have reached a contract agreement.
The agreement includes no salary increases and no changes to insurance for the duration of the contract — the 2009-2010 and 2010-2011 years. Approximately 85 percent of association members voted this week. Of voters, 91 percent voted yes to ratify the new contract.>
Cultures clash among classmates at SE Minnesota schools
Abdalla Mursal moved his family from Atlanta to southeastern Minnesota a decade ago to raise his four children in an area with good schools and low crime.
“This city is a very peaceful city and everybody who lives here likes it,” Mursal said of Rochester. “I like this city.”
But in recent months, Mursal and other Somali parents have discovered that their children’s schools aren’t so tranquil, as Somali youngsters have been in fights with white and African American students.
On Oct. 14, another student teased Mursal’s son, Abdirahman, a high school junior, and hit him with a baseball bat at school.
I took a cab some time ago with a Somali Driver in the Western United States. The driver’s cell phone featured a 612 area code – surprising outside of Minneapolis. I asked about this and heard a remarkable story of his entire family leaving Somali as refugees and, finally, in the early 1990’s receiving asylum in the United States. His large family settled in Mineapolis for more than a decade. We had a fascinating discussion about culture, academics, particularly rigor and assimilation.
How teacher pay should work
Kim Marshall’s December 16 EdWeek commentary attempts to “demolish the argument for individual merit pay.” He makes good points that suggest that individual bonuses based solely on value-added test scores are not a good idea. He suggests, instead, team-based bonuses and more pay for master teachers.
There’s an alternative in between that most big organizations and it works like this:
- In collaboration with peers and a manager, a Personal Performance Plan, sets out objectives for the year. For a teacher these objectives may include several objective assessments, but would also include team contributions, and a personal growth plan.
- A pool for merit increases is set based on the financial health of the organization and cost of living (let’s assume an annual target of 2.5%)
- Quarterly conversations about performance are summarized in a year end document.
- Merit increases would range from 0% for teachers that accomplished few objectives and 5% for teachers that exceeded expectations.
4k-8 study Monona Grove School District Report
At last nights board meeting former Winnequah Principal Patty McGuinness presented the results of the 4k-8 study commissioned by the board last summer. The report detailed the costs of implementing 4k-8 grade configurations in each community. The proposed configuration would require significant changes to Winnequah school to accomodate programming for Monona 3-8th grade students and some changes to Glacial Drumlin to shift CG 4th graders into the building.
The report (I’ll link it here when it is up on the district website) was very thorough, and I found it a useful exercise to see all the costs and factors that go into making a school laid out in one place. It is worth a read on that basis. One issue identified from the study was that the scheduling wouldn’t work with the current encore staff and additional staffing would be required. These additional requirements hadn’t been worked out, but they would add to the costs included the study.
High School’s Last Test: Ratcheting Up Accountability in Grade 13
But the real revolution, tucked away in the Race to the Top guidelines released by the Department of Education last month, is that high school has a new mission. No longer is it enough just to graduate students, or even prepare them for college. Schools must now show how they increase both college enrollment and the number of students who complete at least a year of college. In other words, high schools must now focus on grade 13.
To be sure, this shift is long overdue. It has been a generation since a high school diploma was a ticket to success. Today, the difference in earning power between a high school graduate and someone who’s finished eighth grade has shrunk to nil. And students themselves know, better even than their parents or teachers, according to a recent poll conducted by Deloitte, that the main mission of high school is preparation for college.
Still, this shift will be seismic for our nation’s high schools, because it will require gathering a great deal of information, and using it. And at the moment, high school principals know virtually nothing about what becomes of their graduates. Most don’t even know whether their students make it to college at all.
