Jazz Benefit - April 30th

There are plenty of ways to assist schools in poverty or simply those lacking the full amount of resources needed to provide a decent and well rounded education for the children. And children everywhere should have just that!!

This year the Hinsdale Central High School Jazz Ensemble will again get the Community House in Hinsdale hopping with the annual Jazz Benefit which aids our work as we build band programs in the Chicago Public School system. This year the beneficiary of the proceeds from the jam session will go to Alex Haley Elementary on the south side of the city.

Haley has a Fine Arts program including Dance and Art and now they'll have a band!!!

The Jazz Benefit will take place on Tuesday, April 30th commencing at 7:00 pm. Admission is $5 per person or $10 for the entire family. Of course anyone donating an instrument will get in free in addition to being provide with a tax receipt for providing an instrument in working order.

More details will be coming in the next few days.

Dick

Spotlight on Chase Elementary

It would be difficult for any school in America to live up to the reputation of person whose name is Salmon Chase. Mr. Chase (1808-1873) had a distinguished career as a lawyer, U.S. Senator, Governor of Ohio, a Supreme Court Chief Justice and the Secretary of the Treasury during the Civil War. Perhaps his greatest legacy is that of being a staunch abolitionist.

Chase Elementary is a PK-8th grade school located in the Logan Square neighborhood and is home to 415 students. To say that the students are thriving in this dual language school is an understatement as it has a top rating of 1+. The principal of Chase is Raquel Saucedo and she has the good fortune of having some eager learners and teachers. The school, aside from traditional courses also has a strong intramural and music program.

If Mr. Chase were alive today I think he would be thrilled to learn of the ongoing successes at the school.

Dick

Fixing the Shortage

The national teacher shortage needs a quick infusion of action by the public. Too often the public feels that there is little they can do regarding such a monumental issue and they simply throw up their hands in frustration.

So allow me, respectfully, to offer a few suggestions. I've tried them and to be anything but candid with you, I have had NO feedback and seen little action. That being said, writing the state education association (of any state) or providing a letter to the editor or asking a local board of education to get on board with some sort of 'Introduction to Teaching' course in high school has to have a number of people sounding the alarm.

For those of you in the teaching profession (including counselors and other personnel) please ask your principal and/or dept. chairs to get involved in teacher preparation. The next time you IEA representative is in the building ask them to fund a teaching program as part of the high school curriculum.

The teacher shortage crisis is real and isn't something I've decided to make an issue. We all need to get involved.

Dick

We're 'Shortchanging' Ourselves

Over the past couple of days I have been lamenting what the Chicago Sun Times reveals is a "crisis" with regard to the teacher shortage in Illinois. The problem is getting worse by the year. In 2018 there were 1500 teaching positions that went unfilled along with 1300 support jobs; 2800 in total. The shortfall for the same two positions amounted to 2000 in 2017.

The March 14th Chicago Sun Times editorial has warned that 'Without good public schools, Illinois has little shot at reversing an exodus of middle-class families or attracting new families not to mention businesses looking for well-educated workers.' And for those who still adhere to the 'American Dream' the editorial went on to state that 'A solid public education is essential to giving working-class kids [all students] a solid chance to climb the economic ladder and prosper.'

Education surely isn't merely about economics. It's much more than that. Many solutions have to be put in place right now; otherwise, we are all the worse off for the absence of good teachers.

Dick

More on the Teacher Shortage

Not only are a vast majority of Illinois schools experiencing some level of teacher shortages as I mentioned yesterday but the problem continues to exacerbate to the point where students are affected. Schools are reporting that they are dropping courses and putting more students in classes. Why? Well, if you can't find a teacher(s) then you, as the expression goes, 'make do.'

Just how serious is the shortage according to the Illinois Association of Regional Superintendents? Out of the schools who reported (527 out of 858 district superintendents) there were 1,032 vacant positions! Imagine what this total would have been if all 858 superintendents had responded to the survey.

To add to the woes, 32% of reporting districts said that the shortage is "serious."

The teacher shortages are most pronounced in the southern and central portions of the state. Make no mistake about it, the teacher shortfall is being felt in both Chicago and the suburbs.

Stay tuned,
Dick

Severe Teacher Shortage

The bells you hear aren't those that signal the start of classes or the new school year. No, these are alarm bells and they are more than a bit serious. Peter Hancock of the Capitol News out of Springfield, IL (the article appears in the March 12 Chicago Sun Times) has provided some startling trends on the shortfall of teachers in the State of Illinois as reported out by the Illinois Association of Regional Superintendents.

There's lots to digest in the report but the bottom line is this...the shortage of teachers is widespread, has been growing and is creeping into every single part of the state. Here's the proof...the report states that 85% of schools that responded to the survey said that they 'reported experiencing some level of teacher shortage.' 85% my friends! 85%!! That's up from 78% just two years ago. Mind you, this is for the entire state and not just a segment of the Land of Lincoln.

Over the next few days I'll take a deeper dive into this issue, its effects and what can be done to reverse this trend. From where I stand we need to pay attention to these bells.

Dick

Spotlight on Gregory Academy

John Milton Gregory was a noted educator first serving as the Superintendent of Public Instruction in Michigan then moving on to become President of Kalamazoo College. Perhaps most noteworthy is that Mr. Gregory was the first President of the University of Illinois. To cap off his career, Mr. Gregory cast the deciding vote to admit women to the U of I.

Gregory Academy, Polk St. in Chicago, is led by Ms. Donella Carter. Gregory is a PK-8th grade school which currently has a Level 1 rating and it is home to 408 students.

Aside from the normal courses Gregory offers a number of sports programs including; track, volleyball, softball, soccer, and basketball. There are many club opportunities, among them; chess club, math club, debate club, technology club, science club and more. It's pretty clear that Ms. Carter and her staff offer many growth opportunities for the children.

Keep up the great work!!

Dick

Captain Obvious

On the surface it may seem pretty obvious why I'm shinning a spotlight on the CPS schools we work with. Yes, I'm trying to provide you with a bit of background on the various schools. At the same time I hope I'm able to provide you with some of the various programs these schools are engaged in to better serve the students.

With many of these schools strapped for cash and a good portion of them in poverty stricken regions of the city, their various accomplishments are all the more newsworthy.

I hope you will continue to follow our blog to get a better grasp of the good work going on within the various communities. Put a spotlight on the success of the students certainly gives you a better appreciation that your dollars and efforts are bearing fruit.

Dick

Core, Elective No More

When I set out on my teaching journey many decades ago I never thought I would see the day, today, when Shop was eliminated and departments such as FACS, Art, Tech and Business - to name some - would be half the size of their former selves. Mind you that was a time that the school had a smaller school population than is now the case.

This 'hell bent' move to be so arrogant to proclaim some courses as 'core' and others as 'electives' is harmful and unwarranted.

Who on earth got to decide that certain curriculum is core and other curriculum aren't core? Tell a student who intensely studies Psychology that this isn't a core course. Likewise, someone who wants to be a mechanic and loves to work on vehicles or to experiment with a hands on approach...are you telling that young lady or man that this isn't essential?

Yet many in America claim that students lack common sense; that they can't balance their checking account, aren't able to prepare meals, don't know how to run the washer/dryer, are lost when it comes to changing a tire or perform all sorts of other every day activities/functions.

Those in education need to say no more, it isn't all about the core!!!

Dick

Spotlight on John Hay Academy

John Hay (1838-1905) was a noted statesman. Mr. Hay served as the personal assistant private secretary to President Abraham and later became the Secretary of State to President McKinley and Theodore Roosevelt. Many people consider Mr. Hay to be vital to securing the 'Open Door' Policy with China in 1899.

Today John Hay Academy, Level 2, is home to 465 students in the Austin neighborhood. Led by Principal Ms. Mathis, the school is home to grades PK through 8th grade. Aside from the traditional academic courses, the school offers instruction in Art and Physical Education. There are a variety of activities including the following clubs; Science, Latin, Drama and Gardening. The school also offers the students participation in soccer.

These are some great staff to work with!!!

Dick

Spotlight on Pickard Elementary

It's no wonder why Pickard Elementary a school of 443 students is rated a 1+. The school is named after Josiah Pickard (1824-1914). Mr. Pickard started out as a principal in a Wisconsin public school and sent on to become the Superintendent of Public Instruction for the entire state. Later Mr. Pickard was the head of CPS here in Illinois before finishing his career as the President of the University of Iowa. Quite a distinguished career in education.

Today Pickard, located in the Pilsen neighborhood, is a PK-8th school led by principal Mr. Hernandez. The success of this school is evident when you walk in the building. Students are eager to learn and the school has a very strong and dedicated LSC group of parents. Not only is there a strong academic program but the Negaunee Music Institute of the CSO has initiated a strong music program at Pickard.

Pickard is well staffed; a counselor, speech pathologist, nurse, Head Start teachers, occupational therapist, Educational Services staff and psychologist along with many fine teachers. It's not hard to see why Pickard has successfully followed in the footsteps of its namesake.

Dick

Spotlight on Curtis

Years ago we work with the good people at Curtis when it was still referred to as a 'neighborhood' school and we continue to work with Curtis even though the school is now under the AUSL umbrella. Why? The children from the area still need our assistance.

The school is name after George Curtis (1824-92). Mr. Curtis was the political editor of Harper's Weekly, a strong advocate for education reform and was an original member of the New York City Board of Education. It's not an understatement to say that Mr. Curtis was a real pioneer in the field of education.

Today, Curtis, led by Principal Ms. Louie, is a PK-8 school that is the home to 502 students. Curtis has a full academic program which also includes instruction in Music and the Visual Arts. Curtis students are supported with Counselors, Social Workers and a school Psychologist. Along with a Head Start program, Curtis has such after-school activities as volleyball, basketball, soccer, baseball and track.

Curtis has made some real growth as indicated by its higher rating to a level of 2+. Hats off to one and all!

Dick

Spotlight on Metcalfe Academy

Ralph Metcalfe (1910-1978)was a well rounded individual who won a Silver Medal in the 1936 Berlin Summer Olympics finishing just behind legendary Jesse Owens. Mr. Metcalfe went on to serve our nation in World War II and than he continued in service in the United States House of Representative.

Ralph Metcalfe Academy, a school of 440 students, is located on the south side in the West Pullman neighborhood. The school is led by Principal Mr. Fabiyi and it has made some great strides in the past four years going from a Level 3 ranking to a Level 2 ranking. That's quite a climb considering the poverty that pervades a good part of the area.

Metcalfe is a PK-8 and it offers a variety of programs as it is a Math and Science Magnet Cluster. This is an initiative that is a hands on approach to learning Math and Science. The more advanced students participate in the Comprehensive Gifted Program. Aside from the normal academics the school offers such activities as Math Club, Theater, Computer Club, Football, Basketball, Chess Club and other sports.

Ralph Metcalfe is certain ascending to new heights!

Dick

Alex Haley Academy

Alex Haley Academy is named after the author of the same name. Alex Haley (1921-1992) was the noted of author of such works as The Autobiography of Malcolm X, Roots, and A Different Kind of Christmas. By age 15 Haley was enrolled at Alcorn A & M and in 1939 he went on to serve in the Coast Guard.

Alex Haley Academy is located in the Roseland neighborhood and has 558 students. Principal Sherry Pirtle has helped to elevate Haley to the premier CPS rating status of 1+. This K-8 school has all sorts of wonderful activities and programs. Haley has an Art and Dance Program in addition to Head Start.

I have been to Haley on a number of occasions and I can attest to the very real sense of family. Just the other night I took in the production of The Wiz. The kids were fantastic. Prior to the start of the musical a band played in the gym and there was an auction of artwork that the students created. What a night!!!!

Dick

Lavizzo Elementary

Schools Count Corp has been involved with CPS schools for over eight years. Many of these schools have a long history which includes being named after notable Americans. In the next couple of weeks I will highlight the schools we are pleased to work with. It's my hope you will find the background most revealing. Enjoy!!

Lavizzo Elementary is named after Mildred Lavizzo (1916-1996). Ms. Lavizzo was a 1st Lieutenant in the U. S. Army in World War II and following the war she received her Bachelors and Masters in Nursing. Ms. Lavizzo was the 1st African American supervisor of nurses for CPS and later she initiated the Head Start program for CPS. Indeed a true pioneer!

Today, Lavizzo, located in the Roseland neighborhood is a Level 1 school ( Level 1 is the highest, Level 3 the lowest) which means it is in good standing. The Principal of Lavizzo is Ms. Tracey Stelly and she oversees 378 pupils in grades PK through eighth grade. The school has an Art and Music program and it also offers instruction in Japanese (K-5th grade) and Spanish in addition to other courses. Lavizzo certainly offers a wide ranging spectrum of courses for their students.

Tomorrow the spotlight will be on Alex Haley Elementary.

Thanks,
Dick

Can this be Altered?

Over recent years the middle income levels are disappearing in the south and west sides of Chicago. They have been largely replaced by those earning low incomes. The reasons are many and most are obvious. Many factories are shuttered and the jobs are relocated to the South or overseas. The infrastructure of the south and west side communities has often been ignored.

It's all well and good that we have come to grips with the fact that there is enormous blight in many parts of the city. But like any other problem or concern the question remains...what, if anything, can/will be done about this?

I have all sorts of ideas but one overriding thought seems, to me, to be the starting point. This can't be a one person solution or a single ward solution. It will take the new mayor, all of City Council, every member of the various neighbors, banks, community organizers, civic organizations, church leaders and others to tackle this. Buy-in at the outset by all parties is a must. Without it, the middle class in Chicago will be completely lost for all practical purposes.

Dick

Not a Good Sign

A couple of days ago The University of Illinois at Chicago released some colored maps revealing the location of income classes over a period of a number of decades. What the maps show is that the middle class, by income, has diminished in a very big way throughout the city. As the decades have crept by the maps indicate that there is an emerging growth in higher incomes as well as those with lower incomes.

What does this have to do with jobs and schools/education? Everything!! Where the map reveals lower incomes one finds that the schools with various struggles are to be found in those locations. It's as if there are two cities!! And as I make my way through the south side and west side it is hard to argue this point. And indeed, if this is the case, the next mayor will be presented with a massive challenge.

Over the next couple of days I'll delve into much more of this changing economic/social tide.

Dick

Add Your Voice

Public education needs you right now. This is urgent call to action for all supporters.

I have made it clear that our public schools are often underfunded, programs are being eliminated, teachers are confronted with a growing laundry list of 'to do' tasks, standardized testing has become part of the curriculum for all purposes, and the rolls of college graduates who would go into teaching are shrinking.

Those are but a few of issues facing everyone involved in public education. I am asking each of you in your own way to fight back in some way. There are plenty of ways to get engaged.

Tell teachers you appreciate their work. Get involved with the local board of education. Contact any government official and ask them to find dollars to fund various initiatives. Work on a referendum for your local school. Be a mentor/tutor in a school near where you live.
Go to work for Schools Count. Write a letter to the editor in support of public education.

The list goes on but please find a way to add your voice.

Thank you,
Dick

True Story!!

When I hear that a FACS teacher in West Virginia has 7 classes in a 7-period day and that schools in Arkansas are looking for full time English teachers (I just assumed there was a glut of them to choose from) then I know that we have much to do in public education in order to get things right.

In terms of said teacher in WV having NO preparation time during the day - not to mention catching her/his breath - that simply can't stand. How does one respond to an emergency? Is it even possible to prepare materials/resources for the classes? Grading...well, that's not happening!!! Respond to emails...not a chance! Get to a principal meeting...no way!

And I don't want to hear anyone saying that the teacher is fortunate to have a job!!! If I do hear it, here's my response...You're damn lucky to have this teacher!!!

In terms of not finding an English teacher, this is just as troubling as the FACS teacher situation in WV. If we aren't able to find qualified and proficient English, Science, Math, Social Studies - or other curricular areas - teachers then just how are we are to provide the best education possible?

Troubling times for public education!

Dick

Distinct Needs

Public schools are by their nature relationship focused for pretty obvious reasons. Their existence extends into perpetuity and they are student focused and by extension that should be the case all the way through the system.

The vast majority of public schools are not for profit. Private enterprise firms are profit driven and that ought to be enough to tell anyone that the manner of running each is and ought to be quite different. Imposing a hierarchical 'business model' into public schools is not welcome and I have witnessed the move in this direction and for one I'm none too impressed or pleased.

In short, the 'business model' has tended to create an impersonal environment in schools. And one of the major causes of the impersonal nature is the wall that tends to be built up by 'the powers that be' and those students and faculty in the building. I'm not sure there is the intention of creating this chasm but it nonetheless exists.

Another death blow that often surfaces from the 'top down' model is the imposition, often without collaboration (remember from yesterday's blog) of various orders and charges to implement a program.

Here's my plea...Please leave the business model in the corporate board room.

Dick

Collaboration

In education jargon there are certain terms that seem to be thrown around to indicate ones proficiency or adeptness. One such term, out of many, is the use of the word collaboration. Make no mistake about it, working together in order to have strong curriculum and enriched courses of learning are critical.

I have witnessed real collaboration where there is a genuine respect for many ideas, probing, seeking ideas, broaching of concerns, listening to others, providing guidance, asking thoughtful questions and so very much more. These are all a part of collaborating with colleagues. Why are these qualities important? Well, they foster trust and respect not to mention coming up with a qualitative/thoughtful solution to a problem or issue.

Telling a teaching professional, at whatever level that may exist in a school setting, that 'this is way its going to be' is no way to foster and arrive at collaboration. If people are looking for buy in so to speak, are seeking to involve others and want to see the implementation of a program or idea be successful then they might want to look to the previous paragraph on elements of true collaboration.

Shouting out from down on high doesn't work!

Dick

Today' Teachers

I just had to head to school to meet with some soccer players who are willing to help with a fundraiser for our charity. The endeavor is called KICK (Kick It In for Chicago Kids) and for years succeeding generations, so to speak, have always stepped forward to find ways to raise money for children in need.

Okay, I digressed a bit. As I was heading to school to meet the boys I noticed that the teacher parking lot already had 43 cars. Mind you it was 16 degrees at exactly 6:43 am. And yes the individuals were already in the building hard at work meaning they got there well before 6:43!

The teachers at both Hinsdale Central and Hinsdale South gladly put in long hours to give it their best. And this scenario plays out all across the public schools of America. It's about time the naysayers woke up from their years ago long nap in which they saw teaching as purely teaching the proverbial '3 R's.'

Today's teachers do amazing work.

Teacher Strikes

The Denver, CO teachers went on strike yesterday. There is little doubt that the action wasn't something that anyone wanted least of all those very people in the classroom. Teachers know, understand and are willing to make up the lost days.

Though I'm not a huge strike advocate (I prefer to talk things out...negotiate) but the reason(s) educators strike often has much more to do with learning/teaching conditions than money. Pay is a critical element in any negotiation but in today's world other factors have become much more prominent when a strike action occurs.

Often teachers need to hammer out details on class size, the composition of classes with paraprofessionals, supply budgets, provisions for students with a variety of special needs, health care/insurance benefits, the combining of multiple courses in one class period and much more. These issues rarely make the front page of the news in the city/town/village where the strike is occurring.

Too often the term 'strike' to those who are ill informed simply means teachers want more money. A closer and more in-depth look at what is taking place in a particular school reveals a different scenario, one that goes beyond the paycheck.

Dick

Update from Haiti

It's well known that Hurricane Maria slammed into Puerto Rico in the fall of 2017. That same storm also ravaged parts of Haiti including the island of LaGonave. Schools Count assisted Haiti Partners following the 2010 earthquake by helping to rebuild Institute Mixte Nao just west of Port au Prince.

Hurricane Maria sadly did a good deal of damage to Bel Platon School on LaGonave. Erik Badger of Haiti Partners has been kind enough to forward the following information on our most recent contribution to Bel Platon. Here's the latest from the school:

Hi Dick,

Here is a short video update from the principal at Bèl Platon, Tony Delus. The quality isn’t great, but I hope it conveys a bit of the daily environment at the school: https://youtu.be/slycvDZ7I5E

Also, here is another written update from Tony:

Hello friends of Bèl Platon. For now the school is still working well. All children come to school every day. Our teachers are still using the methods with the students we’ve learned at the Haiti Partners trainings. The parents are motivated as seen in the way they send children to school regularly. We have meetings every Friday during which the professors evaluate their work for the week. World Vision has also been giving us training on teaching practices that we have been implementing with the children. We still have 125 children who come to school every day.

Every Saturday we hold a study club for the students who need extra help. Recently World Vision held a training on how to treat water and the importance of hand washing. And as you see in the video, we also have an activity on sanitation and environmental protection.

You asked how the Schools Count donation will be spent. As with your last gift, it will go towards core needs, primarily staff salaries for teachers, administrators, the neighbor who keeps tabs on the school grounds at night, and the local cooks who help prepare meals (when available). Additionally, they will be used for supplies and school materials for the kids, like the ones being distributed in the video.

I’ve also attached a couple pics from the classrooms in action. Again, please excuse the quality.

Once again, THANK YOU to you and your wonderful network of supporters who continue to support this small, remote school. If you have any questions, please don’t hesitate to be in touch.

Gratefully,

Erik

A Bit More on Charters

There has been much written about the effectiveness of charters delivering on a quality education. This is by no means a minor issue and I don't think it should be disregarded but let's set it aside for now. And I won't, for the time being, even comment on those who establish charters. Again, much ought to be examined on this front.

But one of the real pressing problems for charters and neighborhood schools in close proximity to one another - and many are - is the fact that they not only 'compete' for students but they also essentially split funds since both are public schools. Here's my point...if people are lamenting the fact that students and teachers are going without resources they can look no further than the fact that these two structural entities are also 'competing' for dollars.

Public education (and I'm not referring to those who choose private schools...that's their choice) shouldn't have a competitive factor. Every child getting a public education, as well as those working in this sector, shouldn't be engaged in a competitive foray of any sort. Full stop!!!

Dick

Chicago Charters Striking

Perhaps this shouldn't come as surprise. I'm certainly not stunned to learn that at some point in the future - now it turns out - charter school teachers would have to advocate for themselves and the children. Just this week four Chicago International Charter Schools went on strike. Mind you, charters are public schools and they are often funded at less than a nearby neighborhood school.

And why are the teachers striking? Well, it turns out that there are multiple issues, issues that anyone following the creation and growth of charters nationwide would realize it was just a matter of time before issues came to a head.

The teachers want smaller class sizes, they are asking for more Special Education resources and they feel there is a strong need for additional Social Workers and Counselors. Oh, and by the way, the teachers also get less pay than that neighborhood school just around the block.

This strike, not unlike any other strike hitting our schools, isn't some gamesmanship or ploy. The above are real issues and until those responsible for overseeing the schools get into the building(s) to learn that the needs are great and that those in the trenches can provide valuable insights; well, more discontent will arise in addition to students not being properly resourced.

Dick

It's About Time

Last year the IL State Legislature crafted 12 bills that would, among other things, give state officials the ability to revoke educator licenses of those who abused students. Guess what happened to these bills in light of the Chicago Tribune's 'Betrayed' investigation of CPS? That's right, the bills didn't even make it to the floor for a vote last year!!

Apparently, the time has come for the IL legislators to come to their senses. There are numerous bi-partisan ideas and bills floating around that now want to take action. That's a good thing for certain. What will be crucial is to come to some consensus on what can pass the House and Senate. That ought to be a 'no-brainer' but don't kid yourselves.

Some legislators want to revoke licenses, some want to set rules on the specific age that sex with a student is a crime, still others want to increase the level of scrutiny and transparency with respect to public access to the disciplinary records of school employees. All are warranted but the question remains. How will the House and Senate come to agreement on which of these should move forward.

Dick

Take Stock

I taught with some remarkable educators both in the department and in other disciplines. We learned from each other and sought to make adjustments to content and an overall course without being TOLD or INSTRUCTED to do so. How could that come about with the 'powers on high' dictating what to do or how to act?

Actually this was quite easy and organic. The students always let you know. No, not necessarily by some assessment. Our interactions with students, day to day, always gave us the feedback we needed in our teaching. You had to pay attention to that feedback if you really cared about making your course relevant.

Here's but one other manner where teachers constantly updated, altered and improved curriculum. You find a great teacher and they are always learning; listening to others, reading books and journals, and sharing materials. This went on throughout ones career, it wasn't some summer project or a particular book that moved the needle.

If a school administration and district administration wants to see improvement in any area of course offerings they ought to listen and learn - just as teachers have to - from those who are constantly engaged with the students. Change doesn't have to come down 'from on high.'

Dick

Bringing Aid to Parker Elementary

Parker Elementary School in Panama City was hard hit late last summer by Hurricane Michael. Due to the generosity of a local family in Hinsdale the children were able to receive new composition books, notebooks and pencils. The school was also in dire need of copy paper for the entire teaching staff. This family was kind enough not only to take care of all the children in the school but came through for the teachers!!!

Many thanks!
Dick

Just a Sampling

The Polar Vortex hit much of the Midwest with a blast of cold air the likes we haven't seen for some time. So while everyone was hunkered down for the better of 48 hours that left our students and teachers with no classes for at least two days. While I don't know what the students were up to, I can tell you that three teachers I was in touch with weren't exactly idle.

These three teachers were spending hours on calendars and curriculum work aside from other teaching responsibilities. Why do I mention this seemingly trite point? These staff members are like the many others I didn't communicate with during the onset of the arctic cold. No doubt others were engaged in grading and the like.

Point is that much of America can't come close to understanding the commitment teachers gladly and willingly take on. The next time someone decides to provide a verbal polar vortex pointed at our teachers perhaps you can let them know how indispensable they are to the very fabric of our country.

Dick

If You Desire...

...a rich curriculum
...up-to-date ideas
...the most recent innovations
...people who care about your children
...success
...those who have your son's and daughter's best interests at heart
...the very best

Then you/we will find ways to support our teachers!!

Thanks,
Dick

Today It's More than the 3 R's

It used to be as easy as 'readin, riting, rithmatic.' Not so these days!

It's not a matter of the above being right or wrong. There are more ways of teaching other than the tradition 'stand and deliver.' There are more tools of the trade...Chrome books, white boards, black boards (chalk boards anyone?), google docs and on and on. Then again teachers are expected to map, have common assessments, create course/school curriculum alignment and more.

Add to the above IEP's, 504 plans and the fact that multiple levels of students may be in a single classroom with multiple paraprofessionals. Today there are way more emails and texts of students and parents to respond to. And of course there are those dastardly standardized tests along with rising expectations.

Like it or not, it's the way of a teacher's world.

So, just one thing from this end this morning. I want to express my thanks to America's teachers!!

Dick

Yes, It's So!!

You can add all the software you want. Administrators can create any management style they so desire. Teachers can create as many rules as they see fit. You can have the world's best books and Chrome books. But at the very root of the success of American Public Education is the teacher and it's been that way throughout our history.

A bright instructor, one is an expert in their field, one who can empathize and inspire at once, one who has a command not only of material but a command of how to, so to speak, deliver it is simply indispensable. America's teachers know when to change the pace and when to adjust a lesson. They are people who quite literally have always impacted the lives of their students.

At the very core of American education lies a superb teacher.

Dick

Curriculum Equity vs. Excellent Curriculum

No, I'm not trying to play word games with the post title. What do you as a teacher, student, parent, administrator or community member really think is best to achieve...equity or excellence? I'm serious. Given what should drive top notch learning and teaching, if presented with a choice, do you want your child to have parity with another classmate or do you want your son or daughter to receive an excellent education?

This is an important question to answer and I don't intend it to be rhetorical. And this is a question and in some cases a demand made of educators. I'm sorry to say that equity seems to be winning the day.

Dick

Top Down in Education

Trickle down is a hierarchical construct which may work in some instances in the field of education. On the chance this may occur it ought to be known that those implementing programs or policies from above will have had to get buy in from building staff. And that point seems to elude those who essentially give a directive without buy in or consultation.

Let me say this, those who are in the trenches day in and day out understand what makes students, athletes, other teachers and the classroom tick. They have a pulse on needs, moods, and the dynamics that occur daily. These are, for lack of a better way of saying it, the real experts. They possess the knowledge and savvy necessary to make things work. Their responsibilities are many and for the most part our public educators are terrific.

So to all those policy makers at the top of the education pyramid make it a point that you build sound student programs and policies from the ground up. If you do everyone will reap the rewards. To do otherwise you're simply creating unnecessary problems for everyone.

Dick

Curriculum Equity

Aligning curriculum or achieving curriculum equity, though it sounds like a great idea, exists in a vacuum. It doesn’t exist from one class period to the very next, day to day, from one teacher to another or from one school to another, let alone from one student to the next. And though a particular course or courses between schools may give the same assessment, provide for a common exam or share the same objectives that doesn’t mean equity has been arrived at.

One has to dig deep into teaching and learning to understand just how difficult it would be to arrive at so called curriculum equity. One can teach beginning Calculus, if there is such a course, during 1st period and turn around and teach the same material on the same day during 3rd period. And the results are likely to be drastically different. Why? Because those first period students might well be a bit sleepy or a little less than fully prepared. The teacher may have just hurried to class or may be teaching this lesson for the very first time. Those third period students may have 5 fewer students in the class and they might have had a second period study hall to be prepared for their third period Calculus class. This same 1st period teacher may have learned what did/didn’t work in first period and made adjustments for their 3rd period class. Also, the composition of one class, aside from a difference in class size, may well have a difference in the number of students who get support services not to mention the background they possess as they enter Calculus. This isn’t some fiction. Ask any teacher and they’ll explain the same dynamic I’ve just cited.

More important than curriculum equity is the idea of curriculum excellence, providing challenges to students. And those challenges aren’t necessarily prescribed in the same course outline or program of studies. They are predicated on many environmental, teaching and learning factors, a small portion to which I’ve alluded to. The same book, online exercise or homework assignment doesn’t achieve equity. The challenge of educators is far more important. It’s one born in helping students find meaning, being inspired, staying engaged and progressing.

Dick

You Can't Dictate Excellence

State testing, the drive to get a 30 or higher on the ACT, pushing nearly all students to attend college, and the quest to make sure everyone has the same education - as if that's even remotely possible - are harmful. They're harmful because these go called goals don't address the needs of many students and they run counter to the long history of a comprehensive public education.

The above, in an of themselves, might be fine for a certain number of students but they are by no means worthy of a huge cross section of America.

The long arc of public education in America was full of diverse points of view, an interesting group of master teachers, and curriculum programs that challenged students. It has long sought to engage students, get them to understand different points of view, question a great deal...ideas, their teachers, and their own understanding of what was taught and more.

Oh sure, we had assessments, lesson plans, final exams and more. But all of these were driven not by standardized tests, standardized or aligned curriculum or the drive to get as many to students to college as possible. They were driven by inquisitive teachers and students, driven by the need for a deeper understanding of the known and unknown, the quest to find real meaning in the material and oneself. And perhaps above all they were driven by ingenuity, creativity, and the ability to address the real needs of students as they marched on.

Thanks for reading my blog,

Dick

Making a Difference!

As a person who taught for over 30 years and got to a point where I had a Master's degree plus well over 60 graduate hours I both feel blessed to have that background and grateful that it led me to a path of teaching. That being said this path may not be suitable for many young people.

I believe it is critical that a school sees to that its students get a well rounded education of the highest quality. This is far more important than touting the fact that 80% or 95% of its students went to college or went into farming or went into the military. All of these career parts are valuable and serve our country well but they aren't the end well of a person receiving a great education.

Part of the strength of our country relies on different people making a difference by living life to it fullest, taking care of those who they care about, earning a living by engaging in something that makes them happy and allows them to make a positive and profound impact.

There's more than one way to get this done and a great public education allows this to take place.

Have a good weekend!
Dick

More Harm to Education

Yesterday I lamented the loss of 'elective' courses. Well friends, this is done at the peril of everyone. There is at least a two general reasons why it's foolish to harm the electives. One has to do with the value of the electives, the other with respect to the harm it causes our country.

It is well documented that a child's growth is aided substantially through Music and the Arts. Like climate change this is no longer up for debate. So limiting or eliminating such programs goes against the very mission of education.

Raising a child, preparing meals, being able to do some essential work around your home and more are also critical tangible skills and they are tasks that an individual learns in school. We don't have to hire people to do such work. They are skills that schools have been long been adept at providing. Again, bidding good bye to these programs makes no sense.

And why is this taking place? Is there really too little money in the midst of a relative economic boom? Or is the obsession that everyone goes to college a driving force? We will tackle these questions and examine the harm caused to our country by putting valuable 'elective' programs on the chopping block.

Those in charge might well want to take stock of what they are doing!

Dick

Hurting Education and Harming Students

The long standing tradition of public schools offering a broad and inclusive curriculum has long been undergoing a wreaking ball. Like a building being dismantled so to are we witnessing - I hasten to add - the harm being done to our students and the entire education system. Don't take my word for it, take a look at the trend.

Forty or fifty years ago we had strong tech programs throughout the country. I live in the Chicago area and we had 4,000 students at Chicago Vocational. Even larger numbers of students attended Lane Tech. You could find this same attendance pattern at other schools throughout urban and rural America.

Just two days ago the Ames, IA school system announced that they would no longer offer Family and Consumer Science classes (formerly Home Economics). Ames also happens to be home to Iowa State University which offers one of the best FACS programs in the country.

This is but a tip of the iceberg!!! And all of this is taking place when the citizens of the country are asking where are the carpenters, the mechanics, agriculture workers, the welders, the seamstresses, the plumbers, the cooks, the electricians. Of course that only a part of the problem. FACS and other so called 'electives' are the very courses needed to survive.

Do I think we are heading in the wrong direction in many respects? YES, sadly yes

Dick

Questions for New Governor and Mayor

With JB Pritzker taking over the Governorship and a new Chicago Mayor due to be elected this spring there are some pressing issues and concerns that need to be tackled in partnership with the board and other education constituents.

For one, the 5-year moratorium on school closings is up and a report conducted by CPS indicates a good number of schools are being underutilized. Will the new leadership view this as a reason to close additional schools? While they are examining at this possibility, what will they do with schools that are overcrowded. And there are schools that ARE overcrowded.

Another possible front burner issue deals with the recurring concern expressed by many residents of the city who want to see an elected school board rather than one appointed by the mayor. Will the new mayor even tackle this one or ignore it?

The Chicago Teacher's Union pension shortfall is bound to gain some attention. How will this shortfall be addressed by the new city and state leadership?

Not that it's likely to come up but it remains a possibility. Will the new Mayor of Chicago keep the current CEO, Ms. Janice K. Jackson? This hasn't been brought up to my knowledge but time will tell.

Stay tuned,
Dick

Integrate the Arts

The most recent article in ASCD deals with incorporating the arts into the regular school curriculum. The article makes it clear, as almost Arts advocates have been saying for years, that arts integration can most certainly improve student social-emotional learning and ones attitudes toward the arts. 'A recent meta-analysis of arts integration research as seen through ESSA found that the arts have a statistically significant effect on student achievement (Ludwig, et al., 2017).'

So the issue isn't about the importance of the arts, the concern is about how to implement them into the regular curriculum if the arts are separate courses. Sadly, for many, the obstacles can and are daunting.

What the teachers and advocates of the arts see as the problems include; not enough funding, those who will implement the arts feeling that they lack arts expertise, too little planning time to implement the arts into the curriculum, fear of the unknown and more.

If the above problems, and others, can be overcome then the potential to bring the arts into the regular then great things will take place.

Dick

Poverty's Ugly Face

Whether its Buffalo seeing its steel industry eviscerated, Rochester facing job losses at Kodak and Xerox or Syracuse losing much of its Carrier production, the results are always the same...people out of good paying jobs and the growth of poverty. We all know that when a person loses his/her job it affects the entire family.

I can spend time talking about the so called 'blame game' but I'd rather focus on how to forge ahead until some good paying jobs for a large swath of society ever re-emerges.

Many people are working tirelessly to combat the effects of poverty. Some, like Schools Count Corp., are helping children in financially strapped areas. Others provide meals to those without the resources/funds to purchase food. Still other charitable people and NGO's are striving to aid the impoverished who need medical attention.

All of these effort are noteworthy. But from my vantage point there has to be a plan/structure that combines the above entities and other initiatives to fight the effects of poverty. Said in another way, we need to find a cohesive plan that addresses all of the issues that affects people suffering from all the crippling effects of poverty.

Until then, we'll just keep helping the kids.

Dick

Poverty Hits Rochester Hard

Rochester, New York once had 60,000 Kodak employees. It was a thriving company just as was Xerox. Earlier this year Xerox closed ist downtown campus and Kodak has seen it best days given the fact that the company went bankrupt in 2012.

For those who wonder why 50% of the Rochester school children between the ages of 5 and 17 are living in property one needs to go no further than examining the cataclysmic downturn of these two companies. Jobs are Kodak and Xerox provided employees with excellent paying jobs.

That meant that families, including school age children, enjoyed good living conditions; access to healthy food, good housing, great health care, plenty of job benefits, excellent schools and much more. Much of this is now gone in part to be replaced with lower paying service jobs.

No wonder many in Rochester are reeling.

Dick

Welcome Back!!

Thanks for coming back on board after I took a break for the holidays. As the children get back to school it is time to fire up the computer...is that possible? Well, it's great to be back online. It is my hope to get more people on board and to have some of you respond to my blog postings.

While in New York for a week I came across a most troubling story (in (www.syracuse.com) and, at the same time, a truly sad scenario dealing with the rate of poverty among 50 Upstate New York State schools. In essence, according to the 2017 5-year Census Bureau, poverty is rampant in many areas of the upstate region.

The report indicates that many school age children between the ages of 5-17 are really suffering. For example, the Sidney School District (in 50th place) has a school district poverty rate of 30.2%. It gets worse...Syracuse (in 9th place) has a school district poverty rate of a whopping 46%! And the Rochester school district (1st place) has a poverty rate of 52.2%. That's right, over half of the children attending Rochester schools are living in poverty.

Of course the above doesn't mean the schools are poorly run or that children aren't getting a decent education. It does mean that children and their family members are struggling. It also means that finding resources for schools will be difficult given the poverty situations in the various neighborhoods. And the staggering rate of poverty will portend that severe limitations which will surely occur will hamper what the services provided to their students.

In the coming days I'll be examining many of the factors dealing with poverty and what it means for the students going forward.

Thanks,
Dick