I know many of you have done much to help Haiti, IMN School, Schools Count Corp, Kids4Good, and other charities since the January 2010 earthquake. I just wanted to alert everyone to the fact that one of the co-directors, Kent Annan, of Haiti Partners (who we have worked with extensively) will speak at Wheaton College tomorrow, Thursday, March 31 at 7:00. Sadly, I don't have a building location of the lecture but the campus is pretty compact so I don't think you will have a hard time finding the location of the presentation.
Kent has done much to aid Haitians over the past years and I think you will find his words to be inspiring and hopeful. Below is a brief bio on Kent that you may find useful.
Kent Annan is co-director of Haiti Partners, a nonprofit focused on helping Haitians change Haiti through education and leadership. He is also the author of Following Jesus through the Eye of the Needle and, most recently, After Shock: Searching for Honest Faith When Your World is Shaken which was written in response to the Haiti Earthquake. After living in Haiti for two and a half years, he now travels there regularly from Florida. He worked for almost three years with refugee ministries in Western Europe, Albania, and Kosovo. He graduated from Princeton Theological Seminary. Kent is married to Shelly, and they have two young children.
I hope you can make the presentation!!
Thanks,
Dick
Wednesday, March 30, 2011
Tuesday, March 29, 2011
Volunteer Today
Like you, I realize that spring has not quite made its way to the Midwest but we have to look ahead to planning the summer work of Schools Count Corp. I want to pass along some dates that offer you the opportunity to help us get ready to deliver supplies to the Chicago Public Schools.
We will sort, package, and load supplies for the Chicago Public Schools on Tuesday, August 2nd starting at 9:00 am at 20048 S. Kohlwood Dr., Mokena, IL. 60448. I think it will take us three to four hours to complete the task. As in the past, we will provide you with lunch. We would love to have your help!
On Wednesday and Thursday, August 3rd and 4th we will deliver supplies to the various schools in Chicago. We will begin our drop-offs around 9:30 am and deliver until roughly 3:00 pm. Our delivery schedule isn't set as of yet but as the spring and summer progress I will be sure to keep you informed. As in the past, the best way to get to the schools is to meet us at the first school location and then we will caravan to each thereafter.
This is a very big endeavor and we can use plenty of help! If you can make it one of these days, or more, please email me at rich219@comcast.net and let me know. I certainly appreciate the help!
Thanks,
Dick
We will sort, package, and load supplies for the Chicago Public Schools on Tuesday, August 2nd starting at 9:00 am at 20048 S. Kohlwood Dr., Mokena, IL. 60448. I think it will take us three to four hours to complete the task. As in the past, we will provide you with lunch. We would love to have your help!
On Wednesday and Thursday, August 3rd and 4th we will deliver supplies to the various schools in Chicago. We will begin our drop-offs around 9:30 am and deliver until roughly 3:00 pm. Our delivery schedule isn't set as of yet but as the spring and summer progress I will be sure to keep you informed. As in the past, the best way to get to the schools is to meet us at the first school location and then we will caravan to each thereafter.
This is a very big endeavor and we can use plenty of help! If you can make it one of these days, or more, please email me at rich219@comcast.net and let me know. I certainly appreciate the help!
Thanks,
Dick
Monday, March 28, 2011
More School Reform - Teacher Evaluation
If teacher evaluations can help improve student learning and teacher effectiveness then, by all means, let's make sure it is part of meaningful reform. To be clear, teacher evaluation is but a small part of improving student and teacher performance. It's not a matter that there ought to be teacher evaluation; rather, how can it be accomplished so that it leads to the desired result.
Simply having administrators come in and observe teachers is not likely to do the trick. The perception, real or not, is that they evaluate because that is part of their job. Of course administrators will evaluate a teacher. That won't change in all probability.
There are other evaluation tools that need to be part of the teacher evaluation process. Peer evaluation holds some promise as colleagues have much in common and much to share with one another. Who does the evaluating is far less important than other elements of teacher evaluation. The type of discussion that takes place after an evaluation is of utmost importance as is the evaluation tool itself. If the tool is constructed in such a way as to determine whether patterns of teaching are present, I'm afraid this will be of limited use.
What comprises an 'evaluation' of teachers needs to be looked at very carefully. It should not be limited to observing a teacher in the classroom. For example, another type of tool than can be used to assess teacher effectiveness is for the teacher to journal their own experiences for a period of time. Such a journal can be most helpful in terms of reflecting upon performance and seeking ways to improve.
I would caution schools and administrators about using journals, or any other single device, as a means of retaining teachers or letting them go. Though what is observed when evaluating a teacher is critical, it is far more important that the ensuing discussion be beneficial. If discussions can be held that get to the critical issues of the student-teacher relationship, delivery of curriculum, student engagement with the material, and other ideas related to teacher effectiveness then such evaluations will be meaningful.
Teachers are typically 'observed' anywhere from one to five times per year. Observing a teacher is but one means of evaluating a teacher and should not be the sole basis for assessing ones effectiveness. Observations can and should be combined with other tools such as journaling, obtaining student feedback, and gaining the insights of ones peers. Using various teacher evaluation tools can be most helpful when it comes to improving teacher and student performance.
I want to put out one cautionary point, teacher evaluation, alone, should in no way be equated to school reform. Improving the quality of instruction and student learning, the real crux of what ought to be school reform, is much more involved than being centered on teacher evaluations.
Thanks,
Dick
Simply having administrators come in and observe teachers is not likely to do the trick. The perception, real or not, is that they evaluate because that is part of their job. Of course administrators will evaluate a teacher. That won't change in all probability.
There are other evaluation tools that need to be part of the teacher evaluation process. Peer evaluation holds some promise as colleagues have much in common and much to share with one another. Who does the evaluating is far less important than other elements of teacher evaluation. The type of discussion that takes place after an evaluation is of utmost importance as is the evaluation tool itself. If the tool is constructed in such a way as to determine whether patterns of teaching are present, I'm afraid this will be of limited use.
What comprises an 'evaluation' of teachers needs to be looked at very carefully. It should not be limited to observing a teacher in the classroom. For example, another type of tool than can be used to assess teacher effectiveness is for the teacher to journal their own experiences for a period of time. Such a journal can be most helpful in terms of reflecting upon performance and seeking ways to improve.
I would caution schools and administrators about using journals, or any other single device, as a means of retaining teachers or letting them go. Though what is observed when evaluating a teacher is critical, it is far more important that the ensuing discussion be beneficial. If discussions can be held that get to the critical issues of the student-teacher relationship, delivery of curriculum, student engagement with the material, and other ideas related to teacher effectiveness then such evaluations will be meaningful.
Teachers are typically 'observed' anywhere from one to five times per year. Observing a teacher is but one means of evaluating a teacher and should not be the sole basis for assessing ones effectiveness. Observations can and should be combined with other tools such as journaling, obtaining student feedback, and gaining the insights of ones peers. Using various teacher evaluation tools can be most helpful when it comes to improving teacher and student performance.
I want to put out one cautionary point, teacher evaluation, alone, should in no way be equated to school reform. Improving the quality of instruction and student learning, the real crux of what ought to be school reform, is much more involved than being centered on teacher evaluations.
Thanks,
Dick
Saturday, March 26, 2011
School Refom - March Madness
Nearly everyone is familiar with the term 'March Madness' as it relates to the basketball frenzy that is high school and college basketball. Often, March also happens to be the month when state testing occurs in schools throughout the country.
Testing is testing whether a unit test in a single course or the widespread statewide testing in schools. The questions on tests might very have a high degree of validity and test what they are suppose to test. But tests certainly have limits relative to being indicators of student and teacher success.
Over a period of time, the results of such tests may trend higher or lower for a particular locale or state. No doubt, if the trend is higher, people are pleased with the results. Who wouldn't want better tests results?
But let's be clear, the underlying reason for giving the tests is to see if schools and teachers measure up. And if they do measure up, in today's 'reform' environment, then a good number of people want to tie improved test scores to teacher pay. There are plenty of other perks that schools could realize if scores are on the rise. Conversely, if scores don't improve then, the thinking goes, teachers ought to be reprimanded/fired, schools ought to get less funding, or schools might need to be forced to close.
The problem with all of the above is quite simple. It is assumed that when scores go up, stay steady, or go down it's due largely, or solely, to what occurs in the classroom. While the classroom experience is a critical element in the education process it doesn't come close to explaining student learning and intelligence. Studies have indicated many other vital factors that have a great bearing upon learning.
While testing has some merits it ought not to be the reason for rewarding schools and teachers nor should it be the most important indicator of a lack of growth in teaching and learning. It certainly ought not to be a reason for punishing schools, teachers and students. Schools that are struggling don't need to face greater obstacles by being punished.
The madness in March that is state testing is a far cry from school reform, reform that leads to improved teaching and learning.
Look at it this way...if you make one choice, as your ultimate winner, when selecting your team in basketball's March Madness and that team fails then you are a loser. Likewise, if you hang your hat on the fact that state testing, alone, will be the factor that determines success or failure for a student and teacher then I think you will be sorely disappointed.
Schools can be improved by far better means than test results.
Thanks,
Dick
Testing is testing whether a unit test in a single course or the widespread statewide testing in schools. The questions on tests might very have a high degree of validity and test what they are suppose to test. But tests certainly have limits relative to being indicators of student and teacher success.
Over a period of time, the results of such tests may trend higher or lower for a particular locale or state. No doubt, if the trend is higher, people are pleased with the results. Who wouldn't want better tests results?
But let's be clear, the underlying reason for giving the tests is to see if schools and teachers measure up. And if they do measure up, in today's 'reform' environment, then a good number of people want to tie improved test scores to teacher pay. There are plenty of other perks that schools could realize if scores are on the rise. Conversely, if scores don't improve then, the thinking goes, teachers ought to be reprimanded/fired, schools ought to get less funding, or schools might need to be forced to close.
The problem with all of the above is quite simple. It is assumed that when scores go up, stay steady, or go down it's due largely, or solely, to what occurs in the classroom. While the classroom experience is a critical element in the education process it doesn't come close to explaining student learning and intelligence. Studies have indicated many other vital factors that have a great bearing upon learning.
While testing has some merits it ought not to be the reason for rewarding schools and teachers nor should it be the most important indicator of a lack of growth in teaching and learning. It certainly ought not to be a reason for punishing schools, teachers and students. Schools that are struggling don't need to face greater obstacles by being punished.
The madness in March that is state testing is a far cry from school reform, reform that leads to improved teaching and learning.
Look at it this way...if you make one choice, as your ultimate winner, when selecting your team in basketball's March Madness and that team fails then you are a loser. Likewise, if you hang your hat on the fact that state testing, alone, will be the factor that determines success or failure for a student and teacher then I think you will be sorely disappointed.
Schools can be improved by far better means than test results.
Thanks,
Dick
Friday, March 25, 2011
School Reform - Charter & Selective Schools
I have written about the need for keeping neighborhood schools, in this blog, over the past few months. Let me reiterate, closing the doors of a school that has academic problems and opening up a new charter or some sort of selective school doesn't end the existence of various academic concerns and issues.
Economic blight, neighborhood safety, a sense of hopelessness, the absence of family and other factors are reasons why students can, and do, have real academic problems. Unless these are tackled, the accompanying academic problems will persist.
First of all, the research regarding the performance of charters doesn't exactly indicate that they are much more successful than traditional schools.
I know of charter and selective schools that essentially skim the better performing students from traditional public schools. This isn't a rumor; rather, I have had principals we work with indicate the existence of this practice. I am also familiar with some charter and selective schools allowing fewer Ed. Services students into their ranks than their counterpart traditional public schools. Again, I have had principals inform me of this practice. I am sure many people aren't aware of the existence of such harmful practices.
Some charter and selective schools limit educational opportunities. They may offer few, or no, Home Economic, Art and Music courses. Some of these schools offer fewer athletic and activity programs. Of course, some people would say that's their choice. Ah, there's the rub...they get to play by their own rules.
Don't be misled, elective courses (as you know, I dislike this term), athletics and activities play an important role in the education of children. These programs shouldn't be dropped or limited to the point where a student doesn't have the opportunity to grow by being fully engaged in these curricula.
The above practices, on the part of some charter and selective schools, aren't the type of school reform that I see as aiding in stimulating the growth of a student. There are other ways of tackling learning problems and schools that are struggling rather than shutting them down and instituting some of the harmful practices that I have just alluded to.
By the way, I see the establishment of charter and selective schools, in a larger sense, as part of the current movement of various local and state governments making a concerted effort to get rid of their traditional duties and services. Such agencies are looking to the private sector to run what, up to this point in time, has been public education. I don't see this as a positive move.
Thanks,
Dick
Economic blight, neighborhood safety, a sense of hopelessness, the absence of family and other factors are reasons why students can, and do, have real academic problems. Unless these are tackled, the accompanying academic problems will persist.
First of all, the research regarding the performance of charters doesn't exactly indicate that they are much more successful than traditional schools.
I know of charter and selective schools that essentially skim the better performing students from traditional public schools. This isn't a rumor; rather, I have had principals we work with indicate the existence of this practice. I am also familiar with some charter and selective schools allowing fewer Ed. Services students into their ranks than their counterpart traditional public schools. Again, I have had principals inform me of this practice. I am sure many people aren't aware of the existence of such harmful practices.
Some charter and selective schools limit educational opportunities. They may offer few, or no, Home Economic, Art and Music courses. Some of these schools offer fewer athletic and activity programs. Of course, some people would say that's their choice. Ah, there's the rub...they get to play by their own rules.
Don't be misled, elective courses (as you know, I dislike this term), athletics and activities play an important role in the education of children. These programs shouldn't be dropped or limited to the point where a student doesn't have the opportunity to grow by being fully engaged in these curricula.
The above practices, on the part of some charter and selective schools, aren't the type of school reform that I see as aiding in stimulating the growth of a student. There are other ways of tackling learning problems and schools that are struggling rather than shutting them down and instituting some of the harmful practices that I have just alluded to.
By the way, I see the establishment of charter and selective schools, in a larger sense, as part of the current movement of various local and state governments making a concerted effort to get rid of their traditional duties and services. Such agencies are looking to the private sector to run what, up to this point in time, has been public education. I don't see this as a positive move.
Thanks,
Dick
Thursday, March 24, 2011
School Reform - School Consolidation
Plenty of chatter is out there with regard to school consolidation. Before discussing any of the merits or drawbacks to school consolidation, I want to warn readers that any sort of consolidation needs to be beneficial in terms of positively impacting students. School reform isn't reform unless improvements are made on behalf of its clients.
The idea of consolidation is, of course, to save money and to close schools that are serving ever decreasing school populations. As I said, consolidation, if it takes place, better have positive effects.
Let me provide some words of caution about school consolidation. First, it needs to be driven by local schools. If the state is 'telling' two, or more, schools to consolidate then there might be some real problems in terms of 'marrying' the schools. Who will be the new principal? Which school will close? Which staff, if need be, will be terminated? How will parents and students react to being 'told' that their school has been shut down after being open for seventy-five or one hundred years? Think it will matter which mascot is chosen? How about the school colors?
My point is this...a higher authority telling schools to merge/consolidate could well spell trouble. It would be better left to area schools, should they desire, to determine whether to consolidate. Having a central bureaucracy making such a decision is likely to be disastrous.
I can think of other areas, particularly in inner cities, where consolidation may be more problematic than people may think. For example, let's say two neighborhood schools, within a couple of miles of each other, are told to consolidate because of dwindling enrollments. Having the population of one school shift to another may result in some safety issues. The students who have to attend another school may go through a part of the neighborhood in which a gang exists that may cause these students some real problems.
Other issues will come up in such a scenario...busing, the issues I discussed in the third paragraph, a loss of parental support, further neighborhood deterioration due to the loss of the school as a neighborhood 'anchor' and more.
These are serious concerns associated with school consolidation. Again, if consolidation doesn't have more positives than negatives in terms of improving education then it isn't really reform.
Many thanks,
Dick
The idea of consolidation is, of course, to save money and to close schools that are serving ever decreasing school populations. As I said, consolidation, if it takes place, better have positive effects.
Let me provide some words of caution about school consolidation. First, it needs to be driven by local schools. If the state is 'telling' two, or more, schools to consolidate then there might be some real problems in terms of 'marrying' the schools. Who will be the new principal? Which school will close? Which staff, if need be, will be terminated? How will parents and students react to being 'told' that their school has been shut down after being open for seventy-five or one hundred years? Think it will matter which mascot is chosen? How about the school colors?
My point is this...a higher authority telling schools to merge/consolidate could well spell trouble. It would be better left to area schools, should they desire, to determine whether to consolidate. Having a central bureaucracy making such a decision is likely to be disastrous.
I can think of other areas, particularly in inner cities, where consolidation may be more problematic than people may think. For example, let's say two neighborhood schools, within a couple of miles of each other, are told to consolidate because of dwindling enrollments. Having the population of one school shift to another may result in some safety issues. The students who have to attend another school may go through a part of the neighborhood in which a gang exists that may cause these students some real problems.
Other issues will come up in such a scenario...busing, the issues I discussed in the third paragraph, a loss of parental support, further neighborhood deterioration due to the loss of the school as a neighborhood 'anchor' and more.
These are serious concerns associated with school consolidation. Again, if consolidation doesn't have more positives than negatives in terms of improving education then it isn't really reform.
Many thanks,
Dick
Wednesday, March 23, 2011
School Reform - Unions
Let's get right to the point. Many people contend that teacher unions stop any chance for school reform. Along these lines, it is said that unions prevent bad teachers (yes, there are some) from being fired. Still others remark that unions prevent any advancement or change (for example, keeping tenure) in the field of education.
Unions, at their core, are necessary. For one, they collective bargain. And while collective bargaining does involve working out details regarding salaries and benefits, it also critically addresses some of the important needs of teachers; in-service training, ways of addressing the changing and diverse classroom, class size, curriculum and so much more. I have served on negotiation teams and can tell you that these non-financial factors are critical relative to teacher and student performance.
Does anyone think that eliminating unions is wise and that the hundreds of thousands of teachers can bargain on their own or that schools want to individually bargain with each teacher? That is simply crazy.
As a 34 year teacher, with an additional six years of substituting, I can tell you that I have not seen unions try to stop progress or to simply hold onto power (so to speak) for the sake of having power. Let me sight the example of releasing ineffective teachers.
Many states say that tenure kicks in after a teacher has four years of experience. I have witnessed a good number of schools releasing poor teachers prior to tenure kicking in and unions have not attempted to stop such action. After a teacher has tenure, I am aware that remediation plans exist to improve teacher performance. While this may, or may not, solve the problem, to this day I have yet to see a union stopping the school administration from curtailing the employment of a poor tenured teacher.
Unions also put out a good deal of information on effective teaching practices. Nothing negative about this communication tool. It positively serves the interests of both teachers and students.
And yes unions do get involved in the political process. I have long been involved in local school board elections. Do you want to know why? I want positive people, who aren't one issue board members serving our school. I want to try to help get thoughtful, reasonable and supportive people on the school board. I want to keep reactionaries off the school board. I want to see people who really care about children serving on the board. That's exactly what unions ought to do, to help get supportive people to serve education.
Unions typically do much to aid the progress of educating children. Don't let someone, who is not experienced in working with teacher unions, tell you differently.
Thanks,
Dick
Unions, at their core, are necessary. For one, they collective bargain. And while collective bargaining does involve working out details regarding salaries and benefits, it also critically addresses some of the important needs of teachers; in-service training, ways of addressing the changing and diverse classroom, class size, curriculum and so much more. I have served on negotiation teams and can tell you that these non-financial factors are critical relative to teacher and student performance.
Does anyone think that eliminating unions is wise and that the hundreds of thousands of teachers can bargain on their own or that schools want to individually bargain with each teacher? That is simply crazy.
As a 34 year teacher, with an additional six years of substituting, I can tell you that I have not seen unions try to stop progress or to simply hold onto power (so to speak) for the sake of having power. Let me sight the example of releasing ineffective teachers.
Many states say that tenure kicks in after a teacher has four years of experience. I have witnessed a good number of schools releasing poor teachers prior to tenure kicking in and unions have not attempted to stop such action. After a teacher has tenure, I am aware that remediation plans exist to improve teacher performance. While this may, or may not, solve the problem, to this day I have yet to see a union stopping the school administration from curtailing the employment of a poor tenured teacher.
Unions also put out a good deal of information on effective teaching practices. Nothing negative about this communication tool. It positively serves the interests of both teachers and students.
And yes unions do get involved in the political process. I have long been involved in local school board elections. Do you want to know why? I want positive people, who aren't one issue board members serving our school. I want to try to help get thoughtful, reasonable and supportive people on the school board. I want to keep reactionaries off the school board. I want to see people who really care about children serving on the board. That's exactly what unions ought to do, to help get supportive people to serve education.
Unions typically do much to aid the progress of educating children. Don't let someone, who is not experienced in working with teacher unions, tell you differently.
Thanks,
Dick
Tuesday, March 22, 2011
Update on Haiti
The following is an update from the New York Times, on March 21st, regarding updates on earthquake deaths, the March 20th election, reconstruction, and more.
One of the poorest and least developed countries in the world, Haiti in recent years has struggled with problems ranging from near-constant political upheaval, health crises, an annual barrage of hurricanes. and the worst earthquake in the region in more than 200 years.
The quake that struck on Jan. 10, 2010, reduced much of the capital, Port-au-Prince, to rubble. A study by the Inter-American Development Bank estimated that the total cost of the disaster was between $8 billion to $14 billion, based on a death toll from 200,000 to 250,000. That number was revised in 2011 by Haiti's government to 316,000.
More than a million displaced people still live under tents and tarpaulins. International donors promised Haiti $5.3 billion at a March 2010 donor’s conference. But reconstruction involving better buildings and roads has barely begun. Officials’ sole point of pride six months after the earthquake — that disease and violence had been averted — vanished with the outbreak of cholera.
Two conservative rivals faced off in a March 20, 2011, election runoff. Mirlande H. Manigat, a former first lady and college administrator who was the top vote getter in the election in November 2010, is running against Michel Martelly, a performer with the stage name Sweet Micky.
And in mid-March, days before the election, and despite warnings from President Obama that his return could cause yet another tumultuous political development here, Jean-Bertrand Aristide, the twice-exiled former president of Haiti, returned home.
On voting day, many of the ballots arrived late and some voters were turned away, but the problems appeared minimal. As yet, the outcome of the election is unclear.
Read More...
One of the poorest and least developed countries in the world, Haiti in recent years has struggled with problems ranging from near-constant political upheaval, health crises, an annual barrage of hurricanes. and the worst earthquake in the region in more than 200 years.
The quake that struck on Jan. 10, 2010, reduced much of the capital, Port-au-Prince, to rubble. A study by the Inter-American Development Bank estimated that the total cost of the disaster was between $8 billion to $14 billion, based on a death toll from 200,000 to 250,000. That number was revised in 2011 by Haiti's government to 316,000.
More than a million displaced people still live under tents and tarpaulins. International donors promised Haiti $5.3 billion at a March 2010 donor’s conference. But reconstruction involving better buildings and roads has barely begun. Officials’ sole point of pride six months after the earthquake — that disease and violence had been averted — vanished with the outbreak of cholera.
Two conservative rivals faced off in a March 20, 2011, election runoff. Mirlande H. Manigat, a former first lady and college administrator who was the top vote getter in the election in November 2010, is running against Michel Martelly, a performer with the stage name Sweet Micky.
And in mid-March, days before the election, and despite warnings from President Obama that his return could cause yet another tumultuous political development here, Jean-Bertrand Aristide, the twice-exiled former president of Haiti, returned home.
On voting day, many of the ballots arrived late and some voters were turned away, but the problems appeared minimal. As yet, the outcome of the election is unclear.
Read More...
Monday, March 21, 2011
School Reform - Tenure
Before taking on the issue of tenure, I want to identify what ought to be the goal of school reform. The goal of any reform ought to be to improve student learning. It's my belief that school reform is affected by greater issues and concerns than tenure. Eliminating tenure will likely have little significant impact on student learning and success.
Most people really don't want to touch the issue of tenure. For a long period of time tenure had to be a part of the American education scene. Quite simply, without it, schools were notorious for getting rid of teachers after a few years. They fired teachers because the longer teachers stayed at a school, the more it cost the district. Teachers were let go, not because of the quality of their teaching; rather, due to cutting costs. Tenure was instituted to stop this tactic.
In some instances, where budgets are constrained, I have no doubt that, without tenure, local school boards would let people go after a few years. There are plenty of areas of this country where school boards face such budget woes. That's why tenure is needed.
For the most part, though, tenure has outlived its usefulness. Tenure, in many states, kicks in after two, three or four years. Quite honestly, schools can usually determine whether a teacher can 'make the grade' within a few years of being employed. There are plenty of in-service aids that can assist teachers to improve their performance and, in turn, help with improving student performance.
If there are honest brokers in collective bargaining ( a big caveat for sure) then both sides ought to be able to figure out ways to retain good teachers and to search for ways to help them improve their classroom performance. Again, the ultimate goal is to help kids. Tenure in and of itself won't assure meeting that end.
An agreement needs to be reached that goes something like this...schools won't fire teachers due to budgetary concerns while teacher associations and unions will drop their need for tenure and instead insist on school sponsored programs that will aid in teacher development. Once such an arrangement is arrived at, and only then, tenure can be dispensed with.
The institution of tenure was arrived at through collective bargaining. The elimination of it, along the lines I've described in the previous paragraph, needs to be accomplished through the same collective bargaining process.
Dick
Most people really don't want to touch the issue of tenure. For a long period of time tenure had to be a part of the American education scene. Quite simply, without it, schools were notorious for getting rid of teachers after a few years. They fired teachers because the longer teachers stayed at a school, the more it cost the district. Teachers were let go, not because of the quality of their teaching; rather, due to cutting costs. Tenure was instituted to stop this tactic.
In some instances, where budgets are constrained, I have no doubt that, without tenure, local school boards would let people go after a few years. There are plenty of areas of this country where school boards face such budget woes. That's why tenure is needed.
For the most part, though, tenure has outlived its usefulness. Tenure, in many states, kicks in after two, three or four years. Quite honestly, schools can usually determine whether a teacher can 'make the grade' within a few years of being employed. There are plenty of in-service aids that can assist teachers to improve their performance and, in turn, help with improving student performance.
If there are honest brokers in collective bargaining ( a big caveat for sure) then both sides ought to be able to figure out ways to retain good teachers and to search for ways to help them improve their classroom performance. Again, the ultimate goal is to help kids. Tenure in and of itself won't assure meeting that end.
An agreement needs to be reached that goes something like this...schools won't fire teachers due to budgetary concerns while teacher associations and unions will drop their need for tenure and instead insist on school sponsored programs that will aid in teacher development. Once such an arrangement is arrived at, and only then, tenure can be dispensed with.
The institution of tenure was arrived at through collective bargaining. The elimination of it, along the lines I've described in the previous paragraph, needs to be accomplished through the same collective bargaining process.
Dick
Sunday, March 20, 2011
Big Bowling Benefit Bonanza
49 Hinsdale Central High School students, including 25 members of the HC varsity baseball team, descended on Willowbrook Lanes on Friday. We all had a blast...bowling of course, hanging out with friends, having some snacks and generally having a good time.
To top it all off, the 49 nine bowlers raised $1205.00 in funds for Schools Count!! Yes, over $1200!! Talk about a success!! I have to tell you that, with the generous discount offered by Kits for Kidz, that sum will buy a huge quantity of new classroom supplies for one small size elementary school.
I want to express my thanks to head baseball coach Justin Cronin for bringing the entire team to the event. It was obvious they had a good time. Kudos go out to Marge McMahon, as sponsor of the Future Educators of America, for organizing the event and providing snacks for the bowlers. I am appreciative of Lisa Sopiarz, of FCCLA, for providing prizes for those bowlers who had the top scores in all three games. Finally, to all the bowlers, my thanks for participating in the event so that you could raise funds for children who desperately need school supplies.
Many thanks,
Dick
To top it all off, the 49 nine bowlers raised $1205.00 in funds for Schools Count!! Yes, over $1200!! Talk about a success!! I have to tell you that, with the generous discount offered by Kits for Kidz, that sum will buy a huge quantity of new classroom supplies for one small size elementary school.
I want to express my thanks to head baseball coach Justin Cronin for bringing the entire team to the event. It was obvious they had a good time. Kudos go out to Marge McMahon, as sponsor of the Future Educators of America, for organizing the event and providing snacks for the bowlers. I am appreciative of Lisa Sopiarz, of FCCLA, for providing prizes for those bowlers who had the top scores in all three games. Finally, to all the bowlers, my thanks for participating in the event so that you could raise funds for children who desperately need school supplies.
Many thanks,
Dick
Friday, March 18, 2011
School Reform - Merit Pay
Lots of ideas are circulating about how to reform education. Some deserve more attention than others while some ideas simply will do more harm than good. Among the more prominent ideas are; longer school days, reducing the influence of unions, merit pay, getting rid of tenure, smaller class size, increasing charters/selective schools, teacher effectiveness and more.
In the past I have discussed longer school days and devoting more time to instruction. There are a number of schools where students attend classes six hours during the day. Students in this environment could certainly use more time in the classroom.
A number of people, among them government officials, want to see merit pay. Some citizens are also demanding merit pay as a means of improving teacher and learner performance. Let me provide some reasons for not bringing merit pay into the equation in terms of improving learning.
First of all, plenty of studies have been done that indicate that when people work for pay their performance doesn't improve; rather, it actually becomes less effective.
Also, the idea of merit pay is tied to test scores. The rationale goes like this...improved student test scores should be rewarded with higher pay. The problem with this thinking is that there are too many variables that affect test scores, more importantly learning, that lie outside of the control of the teacher. For example, on other occasions, in this blog, I have discussed the home and community environment at length relative to its affects on learning.
Student learning is partly, and rightly, based upon teacher effectiveness. I have witnessed great teachers, on a daily basis, who are terrific in many regards. Their dedication, preparedness, and effectivness are truly terrific. The problem is that these qualities can't be measured in dollars. The merit of their work quite simply can't be quantified like some equation.
Tying test scores to merit pay for teachers is an ill thought out idea and should not be part of improving instruction and student learning. There are other ideas that can better address these two factors. I'll address these in the days to come.
Thanks,
Dick
In the past I have discussed longer school days and devoting more time to instruction. There are a number of schools where students attend classes six hours during the day. Students in this environment could certainly use more time in the classroom.
A number of people, among them government officials, want to see merit pay. Some citizens are also demanding merit pay as a means of improving teacher and learner performance. Let me provide some reasons for not bringing merit pay into the equation in terms of improving learning.
First of all, plenty of studies have been done that indicate that when people work for pay their performance doesn't improve; rather, it actually becomes less effective.
Also, the idea of merit pay is tied to test scores. The rationale goes like this...improved student test scores should be rewarded with higher pay. The problem with this thinking is that there are too many variables that affect test scores, more importantly learning, that lie outside of the control of the teacher. For example, on other occasions, in this blog, I have discussed the home and community environment at length relative to its affects on learning.
Student learning is partly, and rightly, based upon teacher effectiveness. I have witnessed great teachers, on a daily basis, who are terrific in many regards. Their dedication, preparedness, and effectivness are truly terrific. The problem is that these qualities can't be measured in dollars. The merit of their work quite simply can't be quantified like some equation.
Tying test scores to merit pay for teachers is an ill thought out idea and should not be part of improving instruction and student learning. There are other ideas that can better address these two factors. I'll address these in the days to come.
Thanks,
Dick
Thursday, March 17, 2011
Tough Sledding
Yesterday I spent about an hour and one-half in a Chicago southside neighborhood school. I had a great conversation with the secretary in the Main Office as well as with the Principal and Assistant Principal. It is a school in need of our help and the people have already expressed their profound appreciation for our upcoming assistance.
What struck me is the area surrounding the school. To see so many homes boarded up is truly sad. So many people seemed to be milling about, around 2 pm, in an almost aimless manner...no doubt there are too few jobs. The streets are in disrepair and the amount of litter was overwhelming...it was everywhere. A Chicago policeman stood on the corner near the elementary school and many parents were waiting for their children by the front door. I had the sense they did so for safety concerns.
The once majestic building was clearly in need of repair. The Principal voiced concern over whether his building will be open in the 2011-12 school year as the student population has continued to dwindle. One of secretaries lamented a classroom that was out of control and that substitute teachers had come and gone in rapid succession.
Both the Principal and Asst. Principal were kind and hopeful as were the few teachers I met. But I must say, I sensed a sadness about them in terms of overcoming all of the odds that seem stacked against them.
I left the school determined to help them. But I also thought about the future of the school, its personnel and the neighborhood. Where would they get jobs? Will they be safe? Can they see a better day? Can they surmount the many pitfalls that seem to be everywhere? Do they have access to the advantages many of us have in our daily lives?
Honestly, I have some real apprehensions relative to what lies ahead. It is indeed tough sledding. It is one of the first times, in years, I left a school disheartened. One more hill to climb.
Thanks,
Dick
What struck me is the area surrounding the school. To see so many homes boarded up is truly sad. So many people seemed to be milling about, around 2 pm, in an almost aimless manner...no doubt there are too few jobs. The streets are in disrepair and the amount of litter was overwhelming...it was everywhere. A Chicago policeman stood on the corner near the elementary school and many parents were waiting for their children by the front door. I had the sense they did so for safety concerns.
The once majestic building was clearly in need of repair. The Principal voiced concern over whether his building will be open in the 2011-12 school year as the student population has continued to dwindle. One of secretaries lamented a classroom that was out of control and that substitute teachers had come and gone in rapid succession.
Both the Principal and Asst. Principal were kind and hopeful as were the few teachers I met. But I must say, I sensed a sadness about them in terms of overcoming all of the odds that seem stacked against them.
I left the school determined to help them. But I also thought about the future of the school, its personnel and the neighborhood. Where would they get jobs? Will they be safe? Can they see a better day? Can they surmount the many pitfalls that seem to be everywhere? Do they have access to the advantages many of us have in our daily lives?
Honestly, I have some real apprehensions relative to what lies ahead. It is indeed tough sledding. It is one of the first times, in years, I left a school disheartened. One more hill to climb.
Thanks,
Dick
Wednesday, March 16, 2011
The Work of Schools Count
As many of you know Schools Count provides various supplies and materials to students in various locations in the United States. Whether suffering from the effects of a flood, earthquake or poverty, we want to help students continue their studies by providing basic learning materials that they otherwise would very likely go without.
What you may not know is that there is a rhyme and reason to how we select schools. We use many factors in determining who to assist. We look at which schools have been the most neglected, have the greatest needs and which demonstrate real signs of hard work to overcome a variety of obstacles.
We take great care to assess who will use what we provide in a wise and prudent manner. To the best of our ability, by talking to school leaders, we try to get a sense of who will be a good school to partner with.
Beyond these and other factors, as we go forward in our work in the Chicago Public School system, we also want to serve entire neighborhoods. For example, last year we helped Curtis Elementary on the southside of the city. This coming year we will aid other schools which are nearby. These include West Pullman, Lavizzo and Songhai.
Only by saturating an entire region can we hope to effect the greatest number of children who have a need for our supplies. To assist just one school, while ignoring others, would be an injustice to deserving youngsters. Moving ahead, in the years to come, we hope to be able to help more and more city neighborhoods.
Because of you, we are able to reach out to more and more schools this year. Your willingness to help us serve those who just want a chance at the American Dream is most appreciated!
Many thanks,
Dick
What you may not know is that there is a rhyme and reason to how we select schools. We use many factors in determining who to assist. We look at which schools have been the most neglected, have the greatest needs and which demonstrate real signs of hard work to overcome a variety of obstacles.
We take great care to assess who will use what we provide in a wise and prudent manner. To the best of our ability, by talking to school leaders, we try to get a sense of who will be a good school to partner with.
Beyond these and other factors, as we go forward in our work in the Chicago Public School system, we also want to serve entire neighborhoods. For example, last year we helped Curtis Elementary on the southside of the city. This coming year we will aid other schools which are nearby. These include West Pullman, Lavizzo and Songhai.
Only by saturating an entire region can we hope to effect the greatest number of children who have a need for our supplies. To assist just one school, while ignoring others, would be an injustice to deserving youngsters. Moving ahead, in the years to come, we hope to be able to help more and more city neighborhoods.
Because of you, we are able to reach out to more and more schools this year. Your willingness to help us serve those who just want a chance at the American Dream is most appreciated!
Many thanks,
Dick
Tuesday, March 15, 2011
Take the Challenge
With our bowling benefit just days away (Friday, March 18th) I want to remind our donors and volunteers of your opportunity to bowl your best and, along the way, you can help to earn more money for Schools Count.It works like this. You pay your $25 fee ($10 for three games of bowling, the other $15 goes to Schools Count) and you get the opportunity, with some great scores, to have me chip in some extra funds. Let say you bowl a 155 in the first game and you beat my 152 score. Since you had a higher score, I will donate $10 to Schools Count. I will contribute $10 for EVERY bowler who beats my score. How much fun is that?!
We will be bowling at Willowbrook Lanes, on Plainfield Rd., from 3:30 to around 6:00 pm. We'll provide some prizes and refreshments as you throw some striles and spares! To get in on the action simply email me at rich219@comcast.net to let me know you'll be joining in on the fun. You can pay at the door by cash or check.
Looking forward to a great time!
Thanks,
Dick
Monday, March 14, 2011
HC Baseball Hits Homerun
The Hinsdale Central Red Devil baseball team has hit a homerun even before their season opener on Thursday, March 17th! The varsity team, led by head coach Justin Cronin, held three mini baseball clinics for youth teams in the Hinsdale area on Sunday, March 13th.Coach Cronin, along with all of his assistant coaches, as well as the entire varsity team conducted instruction sessions on hitting in addition to infield and outfield play. Talk about some great energy...wow!
Not only did the coaches and players conduct the sessions in order to give the Little Leaguers some tips on hitting and fielding, they also donated all the registration proceeds to Schools Count Corp so that we can help a couple of teams in Chicago get some basic supplies such as gloves, baseballs and bats.
If the energy, at the clinic of the boys and coaches is indication of the season to come then they will surely win their share of games! I want to thank the entire HC baseball organization, including the parents, for their involvement in such a wonderful clinic and for supporting our charity.
Good things happen when we band together!
Dick
Thursday, March 10, 2011
Tackling Failure
When students are failing a class or test or simply struggling in school, in some other fashion, as educators we are asked to do our best to help the student(s) overcome such difficulties. We don't kick them out just because they are failing. We work to help them overcome setbacks and failures. That's as it should be!
If a large group of students in a school are doing poorly, educators are called on to do the same. We don't have a choice. We need to jump in and do our best to help children overcome such difficulties no matter where they stem from. Educators know that we don't have a choice, throwing up our hands in despair is not an option.
The same attitude needs to prevail in the neighborhoods, towns, rural areas and cities in this country. If a school is doing poorly, shutting it down doesn't solve the problem. Labeling as a failure accomplishes nothing. Opening up a new building or school doesn't address the reasons for a lack of success.
Failure occurs, that is a sad truth. Like a teacher has to do, it is far better to look at the causes of a student's problem and to offer solutions to the specific issue. We are guided to find out if a student has the proper study habits, to look at ones reading comprehension, to assess their learning deficits (if any exist), and more and then do something about it.
Let's unite and find a way to pitch in and solve specific school and learner problems. Doing so is in the best interests of students.
Thanks,
Dick
If a large group of students in a school are doing poorly, educators are called on to do the same. We don't have a choice. We need to jump in and do our best to help children overcome such difficulties no matter where they stem from. Educators know that we don't have a choice, throwing up our hands in despair is not an option.
The same attitude needs to prevail in the neighborhoods, towns, rural areas and cities in this country. If a school is doing poorly, shutting it down doesn't solve the problem. Labeling as a failure accomplishes nothing. Opening up a new building or school doesn't address the reasons for a lack of success.
Failure occurs, that is a sad truth. Like a teacher has to do, it is far better to look at the causes of a student's problem and to offer solutions to the specific issue. We are guided to find out if a student has the proper study habits, to look at ones reading comprehension, to assess their learning deficits (if any exist), and more and then do something about it.
Let's unite and find a way to pitch in and solve specific school and learner problems. Doing so is in the best interests of students.
Thanks,
Dick
Wednesday, March 9, 2011
One More Reason to Help
Over the past weeks and months I have blogged about the reasons for helping schools and areas that have suffered from the effects of floods, earthquakes, poverty, and hurricanes. I have, from time to time talked about the need to build up neighborhoods that have seen some of their past glories fade.
I have spent time harping about the need to get away from an emphasis on state testing results and having everyone concentrate on doing ones best to educate children.
At times I have labored to explain that schools are struggling for a variety of reasons, often out of their control. Environmental factors, economic ones, and family circumstances are among the most prevalent issues which confront school personnel and students.
One area I have failed to comment on deserves some attention. I believe the success or failure of a school, individual teacher, or student should be viewed in another way. Students and teachers need to be assessed in an additional manner, one not often widely discussed.
I am certain looking at the factor called 'progress' would be helpful. As a parent and citizen wouldn't you applaud a youngster who better comprehends his/her reading over a period of time? Can you imagine a student who shows marked improvement in class participation? And what of a youngster who simply receives higher grades, perhaps going from an average of 34% to an average of 61%? Don't discount the value of such drastic improvement.
In the grand scheme of a person's length of time in education, the factor of 'progress' needs to be a far more critical element in terms of positive attributes that are recognized by educators and parents. When students are on a consistent path of improvement then the end result, including test scores, in the long run, is bound to be positive.
When we see the sorts of improvements, mentioned above, in the schools we serve in New Orleans and Chicago we are all the more inclined to continue to help them.
Many thanks,
Dick
I have spent time harping about the need to get away from an emphasis on state testing results and having everyone concentrate on doing ones best to educate children.
At times I have labored to explain that schools are struggling for a variety of reasons, often out of their control. Environmental factors, economic ones, and family circumstances are among the most prevalent issues which confront school personnel and students.
One area I have failed to comment on deserves some attention. I believe the success or failure of a school, individual teacher, or student should be viewed in another way. Students and teachers need to be assessed in an additional manner, one not often widely discussed.
I am certain looking at the factor called 'progress' would be helpful. As a parent and citizen wouldn't you applaud a youngster who better comprehends his/her reading over a period of time? Can you imagine a student who shows marked improvement in class participation? And what of a youngster who simply receives higher grades, perhaps going from an average of 34% to an average of 61%? Don't discount the value of such drastic improvement.
In the grand scheme of a person's length of time in education, the factor of 'progress' needs to be a far more critical element in terms of positive attributes that are recognized by educators and parents. When students are on a consistent path of improvement then the end result, including test scores, in the long run, is bound to be positive.
When we see the sorts of improvements, mentioned above, in the schools we serve in New Orleans and Chicago we are all the more inclined to continue to help them.
Many thanks,
Dick
Tuesday, March 8, 2011
Mardi Gras - A Smash Hit!
Now that the jazz has ended and the Mardi Gras decorations are put away for another year, I wanted to give you the final count on the whopping success of the Feb. 22nd Hinsdale Central HS Jazz Concert.And what a success it was for this fourth annual event! We collected four instruments and collected, are you ready for this?, a staggering $1605.00 in donations and admissions. That is quite a sum!! This will surely benefit the Banneker Elementary music program. All of this in addition to a wonderful evening of smooth jazz.
To one and all; parents, musicians, the Waggonner Family, patrons, cheerleaders and those who attended to the event...a heartfelt thank you.
Dick Flesher
Monday, March 7, 2011
The Challenge Remains the Same
Given the public cry for school reform, it is too easy to lose sight of the task at hand. The challenge remains the same...to help young people to grow.
Too often the short term, often mandated, school initiatives revolve around state test scores, standardized testing, and getting to college. I realize these are very real programs encountered along the way but they don't get to the core of our real task as educators, to see to it that we help students grow.
As people in the business of teaching we know darn well that getting students headed in the right direction means we have to engage students in profound and meaningful ways. It means that we have to see to it that we create a spark, that we help foster a real urge to learn. Along the way, as teachers, we find ways to instill in young people a sense of self-discipline, a self discipline that is used in the classroom and elsewhere.
Teachers realize, through their teaching, that they have a calling to find ways to make students responsible for their actions whether positive or negative. Not an easy task, for sure, but one that has lasting lessons for the learner.
Our profession calls on us to provide provocative and meaningful lessons so that students learn to ask questions, to consider options, and to find solutions. Is there anyone out there reading this that doubts the importance of acting on these lessons throughout life? I truly doubt it.
Yes, 'the challenge remains the same,' to spark an interest in learning, to help create an environment where self-discipline and responsible behavior are nurtured, and to encourage students to question/consider options and find solutions to problems.
When we find schools willing to take up these challenges, and others, we love to support them!
Many thanks,
Dick
Too often the short term, often mandated, school initiatives revolve around state test scores, standardized testing, and getting to college. I realize these are very real programs encountered along the way but they don't get to the core of our real task as educators, to see to it that we help students grow.
As people in the business of teaching we know darn well that getting students headed in the right direction means we have to engage students in profound and meaningful ways. It means that we have to see to it that we create a spark, that we help foster a real urge to learn. Along the way, as teachers, we find ways to instill in young people a sense of self-discipline, a self discipline that is used in the classroom and elsewhere.
Teachers realize, through their teaching, that they have a calling to find ways to make students responsible for their actions whether positive or negative. Not an easy task, for sure, but one that has lasting lessons for the learner.
Our profession calls on us to provide provocative and meaningful lessons so that students learn to ask questions, to consider options, and to find solutions. Is there anyone out there reading this that doubts the importance of acting on these lessons throughout life? I truly doubt it.
Yes, 'the challenge remains the same,' to spark an interest in learning, to help create an environment where self-discipline and responsible behavior are nurtured, and to encourage students to question/consider options and find solutions to problems.
When we find schools willing to take up these challenges, and others, we love to support them!
Many thanks,
Dick
Sunday, March 6, 2011
More on Class Size
Yesterday, as you may recall, I had some negative things to say about the Time magazine article that said class size didn't matter if a poor teacher was in the classroom. My warning for readers was to not generalize a need for larger class sizes.
Here's a bit more on class size. It matters, has always mattered, and it matters in 2011. Here's why. We have more students, in many classes, who have to have adaptations made in the curriculum they receive. It is often mandated by law.
Yes, a class in Geometry may have an Austistic student and two Educational Services students who have severe learning disabilities. Do you think provisions have to be made, right there on the spot, for them while the teacher attends to 25 other students. Of course!!!
By the way, if you are a parent and want your child to get individual attention to do suppose they are going to get it in a class of 43 Chemistry students or a class of 50 Advanced Placement U. S. History students? On the surface, it's a silly question because we all know how you will answer that question. No way! Why?...well, you want your student to receive personal attention that's why.
Large class sizes are harmful to all students. By the way, let's not worry so much about a poorer teacher. A great teacher will also suffer with huge numbers in his or her classes. Let's find ways to help students and teachers, alike, a way that doesn't include increasing class sizes.
Many thanks,
Dick
Here's a bit more on class size. It matters, has always mattered, and it matters in 2011. Here's why. We have more students, in many classes, who have to have adaptations made in the curriculum they receive. It is often mandated by law.
Yes, a class in Geometry may have an Austistic student and two Educational Services students who have severe learning disabilities. Do you think provisions have to be made, right there on the spot, for them while the teacher attends to 25 other students. Of course!!!
By the way, if you are a parent and want your child to get individual attention to do suppose they are going to get it in a class of 43 Chemistry students or a class of 50 Advanced Placement U. S. History students? On the surface, it's a silly question because we all know how you will answer that question. No way! Why?...well, you want your student to receive personal attention that's why.
Large class sizes are harmful to all students. By the way, let's not worry so much about a poorer teacher. A great teacher will also suffer with huge numbers in his or her classes. Let's find ways to help students and teachers, alike, a way that doesn't include increasing class sizes.
Many thanks,
Dick
Saturday, March 5, 2011
Really!!
A recent Time magazine article
When It Comes To Class Size, Smaller Isn't Always Betterhttp://www.time.com/time/nation/article/0,8599,2056571,00.html?artId=2056571?contType=article?chn=us
proclaimed that smaller class sizes aren't always better. I'm paraphrasing but the author of the article stated that a class small in size won't perform better with a lousy teacher. No kidding!! This isn't a revelation by any stretch. A poor teacher is likely to be of little help if he/she has ten students in class.
Sadly, too many readers, given some of the current anti-teacher sentiment, are likely to jump in and advocate for larger class sizes, taking the misguided information in the article to say 'it doesn't matter how many are in the class.'
It's always been known that a great teacher performs well in lots of situations. However, when a terrific teacher has a reasonable number of students in class the research has shown that students perform best under those conditions.
No doubt, obtaining and nurturing teachers to become top-notch is the top priority of administration and it ought to be a major concern of parents. But don't allow the generalized argument that smaller class sizes don't always matter. If people stick to such a short sighted point of view, it's just a matter of time before a vast pool of people demand larger class sizes throughout the country. That is indeed ill advised.
Many thanks,
Dick
When It Comes To Class Size, Smaller Isn't Always Betterhttp://www.time.com/time/nation/article/0,8599,2056571,00.html?artId=2056571?contType=article?chn=us
proclaimed that smaller class sizes aren't always better. I'm paraphrasing but the author of the article stated that a class small in size won't perform better with a lousy teacher. No kidding!! This isn't a revelation by any stretch. A poor teacher is likely to be of little help if he/she has ten students in class.
Sadly, too many readers, given some of the current anti-teacher sentiment, are likely to jump in and advocate for larger class sizes, taking the misguided information in the article to say 'it doesn't matter how many are in the class.'
It's always been known that a great teacher performs well in lots of situations. However, when a terrific teacher has a reasonable number of students in class the research has shown that students perform best under those conditions.
No doubt, obtaining and nurturing teachers to become top-notch is the top priority of administration and it ought to be a major concern of parents. But don't allow the generalized argument that smaller class sizes don't always matter. If people stick to such a short sighted point of view, it's just a matter of time before a vast pool of people demand larger class sizes throughout the country. That is indeed ill advised.
Many thanks,
Dick
Friday, March 4, 2011
How Did We Ever Manage?
Yes, I'm quite serious about the title of this blog. Isn't it amazing that we were able to teach children and keep the country afoot for all these decades without state testing?! How on earth were we able to do it? It really must have been a stroke of luck that we made such progress, for millions of citizens, without state exams.
I'll tell you how we managed. Teachers and schools managed because they knew how to educate children, plain and simple. Whether 100 years ago, 50 years ago, or 20 years ago educators did what we know, right now, works in the classroom today.
Here's what works (in no special order since they are equally important): setting high standards for students and teachers to strive for and meet, teaching of the highest quality, providing a well rounded curriculum (forget cores somehow being more important then electives), and developing students to their fullest potential. That doesn't mean we prepare them for college or work per say. It means we prepare them for the challenges they face, college and work, perhaps, those being two possible challenges.
It worked then and it will work today.
I am tired of test scores somehow being equated to a teacher and/or child's success or failure. The day a test score, essentially in an of itself, dictates such success or failure is more than a sad day.
It's time we stopped looking for a 'fix' or simple explanation of how schools (educators and students) perform. It's way more complicated than that...it always has been. The factors I discussed above are far more critical in determining successes than test scores. Quit being told differently!
How did we ever manage? Well, quite well thank you!
Thanks,
Dick
I'll tell you how we managed. Teachers and schools managed because they knew how to educate children, plain and simple. Whether 100 years ago, 50 years ago, or 20 years ago educators did what we know, right now, works in the classroom today.
Here's what works (in no special order since they are equally important): setting high standards for students and teachers to strive for and meet, teaching of the highest quality, providing a well rounded curriculum (forget cores somehow being more important then electives), and developing students to their fullest potential. That doesn't mean we prepare them for college or work per say. It means we prepare them for the challenges they face, college and work, perhaps, those being two possible challenges.
It worked then and it will work today.
I am tired of test scores somehow being equated to a teacher and/or child's success or failure. The day a test score, essentially in an of itself, dictates such success or failure is more than a sad day.
It's time we stopped looking for a 'fix' or simple explanation of how schools (educators and students) perform. It's way more complicated than that...it always has been. The factors I discussed above are far more critical in determining successes than test scores. Quit being told differently!
How did we ever manage? Well, quite well thank you!
Thanks,
Dick
Thursday, March 3, 2011
Help Banneker, Help the Girl Scouts
I have another way that people eager to help children can assist us. I have a group of three 8th grade junior high school students who are eager to get some girl scout uniforms to young girls who attend Banneker Elementary in Chicago. They are collecting uniforms to fulfill their Silver Award Project requirements.
There are approximately 35 girls in the Banneker girl scout troop and each one is in desperate need of a uniform. The age of the girls range from 6 to 13. As Ms. Lee, the Asst. Principal as Banneker says, "the girls have worked extremely hard to earn merit badges but they have nothing to place them on." Let's see if we can give them a bit of help!!
Here's how you can help. If you have a daughter who is no longer in the girl scouts and you are willing to part with the uniform, you can donate it to our cause. I will either pick it up (if you live within 25-30 miles) at a time that is mutually convenient or you can mail it to me. I will gladly pay the mailing cost. Just let me know that you want to send one our way. My email is rich219@comcast.net.
Just another way to help a group of our volunteers willing to step up and assist students in need. What better way for you to pitch in and help!!!
Many thanks,
Dick
Tuesday, March 1, 2011
Making Progress
As many of you know, our goal for our annual donation program called 'Drive to Thrive' has made great strides during the first three weeks of the program. The goal for 2011 is $10,000 and we are well on our way towards meeting that amount.
As of today, March 1st, Schools Count Corp has raised $3,800. Quite a total indeed!
Remember, your donations will provide all sorts of school supplies to over 30 schools in New Orleans and Chicago for the 2011-12 school year. The vast majority of the schools we will assist in the coming year are Chicago Public Schools.
Given the terrific discounts we receive at Kits4Kidz, along with supplies we collect in our 'Go Green' program, we are able to provide binders, notebooks, pencils, colored markets, filler paper, folders, pens, and more for just $6!! Remarkable indeed.
We are always welcoming new partners and volunteers to our charity. To be a part of our annual drive please let me know and I will be sure to get our charity information to you. Simply email me with your name and address and I will get our most recent newsletter to you today. My email is rich219@comcast.net.
I look forward to hearing from you!
Many thanks,
Dick
As of today, March 1st, Schools Count Corp has raised $3,800. Quite a total indeed!
Remember, your donations will provide all sorts of school supplies to over 30 schools in New Orleans and Chicago for the 2011-12 school year. The vast majority of the schools we will assist in the coming year are Chicago Public Schools.
Given the terrific discounts we receive at Kits4Kidz, along with supplies we collect in our 'Go Green' program, we are able to provide binders, notebooks, pencils, colored markets, filler paper, folders, pens, and more for just $6!! Remarkable indeed.
We are always welcoming new partners and volunteers to our charity. To be a part of our annual drive please let me know and I will be sure to get our charity information to you. Simply email me with your name and address and I will get our most recent newsletter to you today. My email is rich219@comcast.net.
I look forward to hearing from you!
Many thanks,
Dick
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