tag:blogger.com,1999:blog-8313403812636266242024-03-13T02:51:59.120-05:00The Challenge to Care in Charm CityA group blog of ideas and opinions about school reform from graduate students enrolled in an Urban School Reform course.Unknownnoreply@blogger.comBlogger658125tag:blogger.com,1999:blog-831340381263626624.post-24661868814533034542019-11-17T20:58:00.000-05:002019-11-17T20:58:01.766-05:00<div class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in 0in 0.0001pt;">
<span style="font-family: "Times New Roman", serif; font-size: 14pt;">Where Civility Is a Moto, a School Integration Fight Turns Bitter <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 14pt;"><i>Dana Goldstein, NYT</i></span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 14pt;">Opponents say that redistricting and integration efforts by Maryland’s, Howard Country School Board is a destined-to-fail effort. Dr. Martirano, the Superintendent of Howard County Schools has proposed his <b>Equity in Action Project</b>. The policies would transfer 7,400 of the district’s 58,000 students to different schools in “an effort to chip away an at uncomfortable truth: Some of the county’s campuses have become havens for rich students, whole others serve large numbers of children whose families are struggling”. Either it urban or suburban, cities have been built on lines of segregation through a systematic process of exclusion. The racialized and economic inequity is so starkly reflected in the composition of schools which leads to the prevailing conversation circulating around the Howard County integration debate: civility, race, and self-preservation.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 14pt;"> Howard County, like other districts around the country have begun to move toward equity through integration proposals but have been met with fierce opposition. Opponents insist it’s about the extra 2 miles their child may have to be on a bus, or they even argue that lower-income families will have an ever-harder time engaging with their child’s school if it’s farther away. I argue that in reality, we’re battling racist stereotypes, fear, and an especially pervasive racism that illusions an individual of power into thinking that racism and a racist policy (like school zoning) benefits them or even solidifies their power if it subordinates another. <o:p></o:p></span></div>
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<span style="font-family: Times New Roman, serif; font-size: medium;">The School Board is voting on Equity in Action come November 21st, 2019 </span></div>
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<a href="https://go.boarddocs.com/mabe/hcpssmd/Board.nsf/files/BFBN875E7A17/$file/08%2020%202019%20Attendance%20Area%20Adjustment%20PowerPoint.pdf">Equity in Action Link "Attendance Area Adjustment"</a></div>
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https://www.nytimes.com/2019/11/12/us/howard-county-school-redistricting.html?searchResultPosition=3 </div>
S.R.Chttp://www.blogger.com/profile/14320195020011931782noreply@blogger.com3tag:blogger.com,1999:blog-831340381263626624.post-72312158922704137512019-11-08T19:20:00.002-05:002019-11-08T19:39:24.337-05:00Test Bias<span id="docs-internal-guid-6318c025-7fff-9ad2-d9dd-52e4fcc989b1"></span><br />
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">The Black-White Test Score Gap written by Christopher Jencks and edited by Meredith Phillips shed light and much-needed perspective on a sensitive issue with the American education system-- standardized testing as it relates to race in America. For years, people argued that standardized testing has been an illegitimate and unequal source of academic measurement in the United States. Historically, different forms of testing in American culture and society have included elements of bias, thus benefiting White Americans and disadvantaging people of color across lines of racial difference (ex. Voter literacy tests). </span></div>
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<span style="font-family: "times new roman"; font-size: 11pt; text-indent: 36pt; white-space: pre-wrap;">The legitimacy of standardized testing as it relates to the Black community has been challenged many times. Many people standardized tests to be historically racially biased, with the pendulum swinging in the direction of white Americans. Jencks’s writes that test bias is perpetuated in the following regards: Labeling Bias, Content Bias, Methodological Bias, Prediction Bias, and Selection System Bias. Jenck’s explains the fore-mentioned categories of test bias in the following regards:</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">Labeling Bias: </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">When a test claims to measure one thing but really measures something else.</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">Content Bias: </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">When a test contains questions, that favors one group over another.</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">Methodological Bias:</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> When [one] access(es) mastery of some skill or body of information in a way that underestimates the competence of one group relative to another.</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">Prediction Bias: </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">When a test’s use has different implications for different groups</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">Selection System Bias: </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">When a person is selected solely based on their test-taking aptitude, rather than other relevant skills. </span></div>
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<span style="font-family: "times new roman"; font-size: 11pt; white-space: pre-wrap;">Test bias as it relates to the American standardized testing system one of the things that gives white Americans an advantage over Black Americans. This extends beyond the American Education System into many other facets of life, oppression, and injustice in America. </span><br />
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><br /></span>
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><a href="https://www.crozetgazette.com/2019/11/08/county-schools-reinterpret-gifted-instruction/">https://www.crozetgazette.com/2019/11/08/county-schools-reinterpret-gifted-instruction/</a></span></div>
A.T.http://www.blogger.com/profile/06711533738559841502noreply@blogger.com1tag:blogger.com,1999:blog-831340381263626624.post-52959086214032183512019-11-03T08:16:00.001-05:002019-11-08T19:42:03.613-05:00Informal Teacher Evaluations in Baltimore City <span id="docs-internal-guid-b80e2f61-7fff-0146-685d-80abe5aaa0a7"></span><br />
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<span id="docs-internal-guid-b80e2f61-7fff-0146-685d-80abe5aaa0a7"><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">There is a lot of talk within Baltimore City Public Schools around the change in the teacher evaluation system. North Avenue administrators are planning to move forward with a revision to the existing teacher evaluation model by implementing unannounced formal observations. The concept of implementing unannounced formal observations is that administrators seek to gain an authentic look into classrooms, learning, and management operations.However, teachers are anticipating that the plan may do more damage than good by working to undermine and penalize teachers without quality preparation and support.</span></span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Currently, the model includes a pre- and post- conference between administrators and teachers. The pre- conference provides teachers with adequate support by informing teachers on “look-fors” or aspects of the instructional framework that will be emphasized and used as a rubric. Additionally, admin provide teachers with feedback based on things that have been observed in their current practice. Teachers are prepared with the time and date of their evaluation to properly prepare their instructional lesson and their students leading up to the lesson. One reason why the pre-conference is essential is that these “look-fors” and preliminary feedback allow teachers to properly prepare, adjust, and segment prior lessons to achieve instructional outcomes, according to the plan. Additionally, the post-conference provides space for teachers and administrators to discuss the outcomes and justifications for the evaluator's scores.</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">During September’s board meeting at North Avenue, one conversational point that was brought up and is worth strong consideration is simple-- kids. My administration makes a huge emphasis on cultivating strong culture and climate within our classroom space; however, they make minimal effort to include themselves in our classroom spaces (in a non-punitive way) on a routine basis. Students deserve to be included and clued in on the fact that “strangers”-- albeit administrators-- will be entering our classroom and the space that we have cultivated together. It’s important to consider how changes like this may impact student engagement and student performance. For example, when my administration enters the classroom for any form of an observation-- formal or informal-- they make it a point to involve themselves in my students’ work without any form of consent or acknowledgement towards my students' needs. Many students only associate administration with trouble because this is the only time in which they see them. On several occasions some of my English-language learners have expressed some level of discomfort with this, as they were not aware that others were entering the room-- neither was I. As a teacher, I don’t want my student’s engagement, effort, comfort, or learning to be compromised at the hands of a poorly devised plan.</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">The implementation of “surprise” observations could potentially create a punitive developmental structure that affects professional development and salary. Baltimore City Public Schools is one of the only school districts that connects it’s teacher evaluation to its salary scales. Therefore, teacher evaluations hold more weight than just feedback on one’s instructional practice; they determine one’s livelihood. Unannounced formal observations are likely to shift the dynamics of climate and culture across schools in the district dramatically as they instill a sense of timidness in teachers across the district. Teachers should not be made to feel fearful about the outcomes of unexpected observations nor should our instructional practice be holistically evaluated based on a random 75 minute period.</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">The district lacks a sustainable and strategic model that works to provide effective and consistent coaching to better develop teachers. Implementing one aspect of the plan without considering the need for the others is impractical and irresponsible.</span></div>
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<span style="color: #1155cc; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><a href="https://www.wbaltv.com/article/baltimore-teachers-push-back-against-proposed-evaluations/28985117" style="text-decoration-line: none;">https://www.wbaltv.com/article/baltimore-teachers-push-back-against-proposed-evaluations/28985117</a></span></div>
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</span>A.T.http://www.blogger.com/profile/06711533738559841502noreply@blogger.com3tag:blogger.com,1999:blog-831340381263626624.post-26684218944375254742019-10-26T17:46:00.001-05:002019-10-26T18:00:45.267-05:00Chicago Public School Teacher Strike October 2019 <div class="MsoNormal" style="font-family: Calibri; margin: 0in 0in 0.0001pt;">
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Chicago teachers and their union, CTU, have been in a stalemate with the city for the past week. While students missed class, their teachers took to the streets, unified by their red and purple shirts in a desperate call for change. A major hope of theirs is to end issues such as overcrowded classrooms and to stop funding cuts that jeopardize supports for bi-lingual learners. The push for smaller class sizes, in particular, has been a contentious point for policy makers and on-the-ground practitioners for years. The praxis of theory and the reality of navigating what’s best for our students (and especially our students who are historically at the most risk) has been a back-and-forth battle rooted in funding measures and top-down policy implementations across the nation.<o:p></o:p><br />
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And perhaps inevitably, the conversation of class size is linked to staff shortages. I find that both are a result of a no-excuse culture that seeks to get the most "bang for your buck" in education. In reality, this pervasive mentality effects the futures of students and the longterm sustainability of a school district like Chicago, that's fully responsible for educating ~300,000 students and developing ~21,000 education professionals. And so, despite class size caps and designated district staff to monitor the over-crowning of schools in Chicago, some teachers still find themselves with classes of over 40 students. This especially seems odd given the city’s reported ratio of “one teacher for every 14 students”. My interest, and the interest of all educators, should be in supporting a just rhetoric of policy and research that works in the best interest of our students across the country. Let’s continue to create conversations around the reality of school districts and the ratio of <b>in-classroom </b>teachers to students. Depriving students of their right to equitable opportunity of education is detrimental, and the CTU knows this. So, backed by current research specific to “urban” schools, let’s continue to hold cities and stakeholders responsible for providing our students with what they need- contextually reasonable class sizes, assistant teachers, universal Pre-K, and the long list of measures still on deck. It’s up to us to know, decide, act, and advocate. </div>
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<a href="https://www.chicagotribune.com/news/ct-cps-strike-crowded-classes-how-it-happens-20191025-kb44bvhworab3lw4emqviyuttm-story.html#nt=instory-link" style="color: #954f72;">https://www.chicagotribune.com/news/ct-cps-strike-crowded-classes-how-it-happens-20191025-kb44bvhworab3lw4emqviyuttm-story.html#nt=instory-link</a><o:p></o:p></div>
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<a href="https://www.chicagotribune.com/news/breaking/ct-cps-strike-chicago-teachers-union-updates-20191026-igiywrczazcf7oonzvrydam5gq-story.html" style="color: #954f72;">https://www.chicagotribune.com/news/breaking/ct-cps-strike-chicago-teachers-union-updates-20191026-igiywrczazcf7oonzvrydam5gq-story.html</a><o:p></o:p></div>
S.R.Chttp://www.blogger.com/profile/14320195020011931782noreply@blogger.com1tag:blogger.com,1999:blog-831340381263626624.post-27624839233772401822019-10-23T12:24:00.000-05:002019-10-23T12:26:21.200-05:00Warren proposes Charter School Funding Cuts, Increase in Title I Money<br />
Elizabeth Warren just rolled out a huge educational plan to address what she calls "privatization" of public schools. This somewhat complex plan attempts to work on a a multitude of issues. In her plan, Warren proposes incentivizing house policies so that they eliminate strict zoning policies, fixing segregation, banning for-profit Charters and ending all Charter school funding, and quadrupling Title 1 funds. This dense, intricate plan seems to target a wide range of issues, so I am going to focus primarily on the charter school funding implications.<br />
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One of her arguments for her drastic charter school proposal is that she says that charter schools are not held to the same transparency standards and that they divert funds away from traditional public schools. Based on what we learned in class, I really don't think this is fair. Charter schools are unique in that most aspects of them (i.e., how they can be started, admissions, standards, etc) are dictated by each individual state's laws. In Maryland, for example, there are very strict and specific laws for starting a charter school. It's hard to be pro or anti them, as they are very much dependent on context. To eliminate the funding completely is just not fair because charter schools are not really run by the federal government! It's like saying that the federal government is eliminating money for a local restaurant -- they don't know what the standards are here!! Charter schools already operate on somewhat limited finances (at least here they do). I don't think eliminating the money for them is going to universally solve anything, as they are very different in each state.<br />
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As we've discussed, there's a lot of misconceptions and lack of understanding about how these particular schools work. In Maryland, charter schools still have to meet the same content standards -- the only difference is <i>how </i>educators approach teaching them.<br />
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<a href="https://www.politico.com/news/2019/10/21/elizabeth-warren-education-plan-053260">https://www.politico.com/news/2019/10/21/elizabeth-warren-education-plan-053260</a><br />
<a href="https://www.usnews.com/news/elections/articles/2019-10-21/elizabeth-warren-k-12-plan-would-end-federal-funds-for-charter-schools-quadruple-title-i-funding">https://www.usnews.com/news/elections/articles/2019-10-21/elizabeth-warren-k-12-plan-would-end-federal-funds-for-charter-schools-quadruple-title-i-funding</a>K.S.http://www.blogger.com/profile/09356819050558069327noreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-22959607359356136582019-10-19T10:34:00.000-05:002019-10-19T10:34:03.691-05:00California Becomes the First State to Mandate Later Start Times for School<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #1c1e29; margin-bottom: 0pt; margin-top: 0pt;">
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<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Last week, California’s Governor Gavin Newsom signed a new bill into law that mandates later start times for middle and high schools. In California, by the 2022 school year, middle schools can’t begin school before 8:00 a.m., and high schools can’t start school before 8:30 a.m. There has been a lot of research that supports later start times for students, but not all parties are in favor. </span></div>
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<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">This change is a necessary adjustment needed to support school and health reform</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Teens have a biological predisposition that makes it difficult for them to fall asleep before 11:00 p.m. and for students to function at their best, they require 8-10 hours of sleep a night</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">About 75% of teenage students don’t receive the recommended amount of sleep, thus making later school start times necessary</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Teens that wake up later show increased academic performance, attendance, and overall health</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Less sleep is linked to an increase in weight, depression, anxiety, suicidal thoughts, risky behavior, and automobile accidents </span></li>
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<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #1c1e29; margin-bottom: 0pt; margin-top: 0pt;">
<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Opponents say…</span></div>
<ul style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #1c1e29; margin-bottom: 0pt; margin-top: 0pt;">
<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">It will be difficult or impossible for parents and guardians to rearrange their schedules to accommodate the change</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">After school activity schedules will be impacted and will need to be altered </span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Schools and districts will occur unexpected expenses such as the cost to reconfigure bus routes and the price to pay before and after school employees</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">The law in California excludes rural school districts, and there is confusion surrounding what that means</span></li>
<li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">This is a decision that should be made at the school district level, not the state</span></li>
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<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #1c1e29; margin-bottom: 0pt; margin-top: 0pt;">
<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Numerous case studies have documented the results of later school start times, some that support the research, and some which show inconclusive results. Being that California is the first state to mandate later school start times, others will be observing closely to determine if such a change can help transform schools to meet the needs of today’s students. </span></div>
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<a href="https://www.washingtonpost.com/education/2019/10/14/california-dreamin-why-state-is-first-mandate-later-start-times-middle-high-schools/">https://www.washingtonpost.com/education/2019/10/14/california-dreamin-why-state-is-first-mandate-later-start-times-middle-high-schools/</a><o:p></o:p></div>
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<a href="https://www.nytimes.com/aponline/2019/10/14/us/ap-us-california-school-start-times.html">https://www.nytimes.com/aponline/2019/10/14/us/ap-us-california-school-start-times.html</a><o:p></o:p></div>
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<a href="https://www.washingtonpost.com/news/answer-sheet/wp/2014/08/25/u-s-doctors-urge-later-school-start-times-for-teens/">https://www.washingtonpost.com/news/answer-sheet/wp/2014/08/25/u-s-doctors-urge-later-school-start-times-for-teens/</a><o:p></o:p></div>
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<a href="https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Let-Them-Sleep-AAP-Recommends-Delaying-Start-Times-of-Middle-and-High-Schools-to-Combat-Teen-Sleep-Deprivation.aspx">https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Let-Them-Sleep-AAP-Recommends-Delaying-Start-Times-of-Middle-and-High-Schools-to-Combat-Teen-Sleep-Deprivation.aspx</a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<br />R.W.http://www.blogger.com/profile/12665389807240265039noreply@blogger.com1tag:blogger.com,1999:blog-831340381263626624.post-85187539708132156132019-10-12T21:48:00.000-05:002019-10-12T21:49:54.076-05:00Measuring Educational Improvement <br />
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Assessments like the PARCC, have to do a better job in measuring the growth of the whole child. Ruth Wattenburg's article addresses the flaws in this testing by explaining how the results are not proven to display a clear connection between students' readiness skills and the education they receive at school. As research continues, education becomes more aware of the elements outside school that contribute to a child's educational performance.<br />
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As a child, I was grateful to have a mother who placed me in various grade school and college readiness programs. From these opportunities, I was able to pass the placement test and attend the number one public high school in the state. Until this day my high school holds the title of number one in the state, however, Wattenburg's article leads me to believe that is ranking only persists because of how proficient we'd already proven to be. Can the high school be the sole benefactor of the success of the students or is it a compilation of things?<br />
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The author further explains schools have numerous factors that aren't being accounted for in the PARCC when assessing the students. Every new class that enters a school isn't going to be the same and I believe that was one of the strongest points Wattenburg was trying to make; the performance of the senior class may not reflect that of the freshman class because each student is different. The school may have a varied number of students with disabilities who average a low performance, increase or decrease in skill level due to accessibility and/or gentrification or even students moving or graduating. How do we go about assessing a more accurate performance? The author suggests that assessments track the individual performance of each student as they move up in class within the school. I believe that would be the best but would it be generalizable? Ultimately, that would mean schools shouldn't test students until they've spent a least a year at their schools and just testing for improvement, not standards.<br />
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What ways do you think the PARCC can go about making adjustments?<br />
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https://www.washingtonpost.com/opinions/local-opinions/parcc-results-dont-give-us-an-accurate-picture-of-educational-improvement/2019/10/04/e11cc37c-d65f-11e9-86ac-0f250cc91758_story.html<br />
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S.Dhttp://www.blogger.com/profile/13857483905305338682noreply@blogger.com1tag:blogger.com,1999:blog-831340381263626624.post-90946490803215573102019-10-10T00:13:00.003-05:002019-10-10T00:13:50.427-05:00Finnish Teacher Training After reading about the comparison to Finnish schools I was curious to learn more about what kind of training Finnish teachers go through to make them so good. I found two articles, one published a few years ago in <i>The Guardian </i>and one from the university of Helsinki. Some of the things described were:<br />
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<ul>
<li>Teaching is a highly respected profession </li>
<li>Trainees are engaged in hands-on work from day one</li>
<li>Teachers enjoy wide autonomy and flexibility to organize own teaching</li>
<li>All teachers are required to have a master's degree, which is a 5 year and 300 credit program </li>
<li>Student teachers are engaged in research during their master's program </li>
<li>Grade schools are affiliated with universities for easy placement of student teachers </li>
<li>Teachers are trained to know when to hand over students to other professionals, such as speech therapists</li>
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All of these things sound great and mostly reasonable, although the 5 year masters program is a commitment and makes it difficult to change one's mind, but I keep thinking in circles that the main reason the Finnish system works is that as a society they have a broad acceptance of certain values, so while they have freedom of choice, the core of what they're teaching is the same. Something in the US, I'm not sure we'll ever have. Student teachers are also provided with free education, so there are no massive loans to pay back and the Finns have universal healthcare, so most students arrive at school with baseline needs met that not all American children have. The I start to think the US is so different that maybe a one size fits all solution won't work, but it also won't hurt to take ideas from different systems to make them work for us.</div>
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https://www.helsinki.fi/en/news/education-news/why-is-finnish-teacher-education-excellent-teacher-training-schools-provide-one-explanation</div>
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https://www.theguardian.com/education/2015/jun/17/highly-trained-respected-and-free-why-finlands-teachers-are-different</div>
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E.W.http://www.blogger.com/profile/16736503698600012797noreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-91095604604415205532019-10-07T10:43:00.000-05:002019-10-19T10:41:20.391-05:00Mental Health Days for Students?<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt; text-align: center;">
<br /></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">
<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Life can be hard, but it doesn't always have to be. Over the past decade, there has been a growing emphasis on maintaining a healthy mental state. People are recognizing that as a society, we can benefit from slowing down and smelling the roses. Although there is still a stigma surrounding mental health, it is slowly decreasing as self-care has become a trending theme among many adults. </span></div>
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<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">
<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">As an educator, I have taken many mental health days. I know when I need a break for myself, my students, and my co-workers. I can't be my best if I'm not feeling my best, whether it's physically or mentally. Should the same thinking apply to students? </span></div>
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<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">
<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Across the United States, school districts, including Baltimore City Public Schools, are opting to include social and emotional learning into the school day. Oregon and Utah even allow students to take mental health days. Just like students can take a day off of school for a physical injury or illness, they can take a day off to focus on their mental health. </span></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">
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<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">
<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">The inclusion of social and emotional learning in schools across the United States will surely grow, as the stigma surrounding mental health continues to decline. The CDC reported in 2017 that "nearly a third of all high school students experienced significant periods of sadness and hopelessness within the previous year, and 17 percent had contemplated suicide." Navigating emotion is a complex process that doesn't come naturally for many people. Educators have a unique ability to impact the lives of children not only through academics but with life skills such as understanding and managing mental health. It will be interesting to see how far school districts will be willing to go to support all aspects of their student's minds. </span></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">
<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">
<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Do you think students should be allowed to take mental health days? How do we teach children to utilize this appropriately and effectively? </span></div>
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<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">
<span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">The New York Times recently asked students for their input on this topic. Check out their comments: </span><span style="color: black;"><a class="_e75a791d-denali-editor-page-rtfLink" href="https://www.nytimes.com/2019/09/19/learning/what-students-are-saying-about-mental-health-days-self-doubt-and-their-fashion-idols.html" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;" target="_blank"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">https://www.nytimes.com/2019/09/19/learning/what-students-are-saying-about-mental-health-days-self-doubt-and-their-fashion-idols.html</span></a><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">.</span></span></div>
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<a class="_e75a791d-denali-editor-page-rtfLink" href="https://www.edutopia.org/article/students-can-now-miss-school-mental-health-day" style="background: transparent; margin-bottom: 0pt; margin-top: 0pt;" target="_blank"><span data-preserver-spaces="true" style="background: transparent; margin-bottom: 0pt; margin-top: 0pt;"><span style="color: black;">https://www.edutopia.org/article/students-can-now-miss-school-mental-health-day</span></span></a></div>
R.W.http://www.blogger.com/profile/12665389807240265039noreply@blogger.com1tag:blogger.com,1999:blog-831340381263626624.post-86433591348979474752019-09-28T22:18:00.001-05:002019-09-28T22:37:34.842-05:00Chicago Teachers on Strike<!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="heading 6"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="heading 7"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="heading 8"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" Name="toc 2"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" Name="toc 6"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="1" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
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<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
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<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
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<blockquote class="tr_bq">
<span style="color: black; font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";">As of yesterday, the Chicago Teacher's Union
authorized a strike, meaning as many as 25,000 members could officially go on
strike as early as October 7th. This means children could be without school and
extracurriculars (including sports), and parents could be without childcare.
The union members are essentially asking for two things: better compensation
and more support. </span></blockquote>
<blockquote class="tr_bq">
<span style="color: black; font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";">Right now, the union members are disagreeing
with the 16% base-pay raise over five years. Instead, they want 15% over three
years. They are also asked for things relating to staff, class sizes, and time
to prepare for class. Specifically, they are asking that every school has a
social worker, nurse, and librarian. They also want more special education
support (i.e., classroom assistants and case managers). </span></blockquote>
<blockquote class="tr_bq">
<b><i><span style="font-family: "times new roman" , serif;">What
does this mean for students? </span></i></b></blockquote>
<blockquote class="tr_bq">
<b><i><span style="font-family: "times new roman" , serif;">The
Good:</span></i></b><span style="font-family: "times new roman" , serif;"> It is
not unreasonable to want a nurse, a social worker, and a librarian in every
school. In fact, I’m not even sure it’s legal <i>not </i>to have at least a
nurse and a social worker. Of course, every school’s staffing situation is
different, but if there is no mental health staff member, then that is most
likely violating the legal rights of students in special education who may
require that support. Additionally, in an ‘urban’ district such as Chicago, it
is imperative that they have access to adults whom they can trust and go to for
help. Whether this is someone they can talk to about stress, or someone they
can go to if they are feeling sick, every student <b>deserves </b>to have these
resources available.</span><span style="font-family: "times new roman" , serif;"> The strike may not necessarily happen. Essentially, there are 10 days to negotiate and potentially call off the strike. </span></blockquote>
<blockquote class="tr_bq">
<b><i><span style="font-family: "times new roman" , serif;">The
Bad: </span></i></b><span style="font-family: "times new roman" , serif;">A strike means
children could be out of school for an indefinite amount of time. This puts parents
and guardians in tough positions. They now have to figure out how to care for
their children during the day. In Chicago in particular, this could also mean parents
could struggle to feed their children, as this is a highly impoverished area in
which many kids are on free and reduced lunch. Furthermore, students are now
missing instructional time (though it should be noted that any time missed will
be made up at the end of the school year). Last time there was a strike, Park District worked with CPS to provide day programs for children affected by the strike, but this time, even Park District workers have a strike authorized, so their help may not be an option this time. </span></blockquote>
<blockquote class="tr_bq">
<b><i><span style="font-family: "times new roman" , serif;">The Implications:
</span></i></b><span style="font-family: "times new roman" , serif;">This is a
tough situation because honestly, the teachers and union members are not making
any unreasonable requests. The question then becomes if they are doing this at the
expense of the children. On the one hand, these students will be missing instructional
time and won’t necessarily have the structure that they and/or their parents
need during the day. But the teachers are planning on doing this partially to
benefit the students. Most of their demands (minus the compensation one, which
I am not informed enough to speak about) have to do with resources. On the
other hand, how good is the quality of their education if they aren’t getting
basic needs met at school?</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "times new roman" , serif;">Yes, it is good that
the time that they do end up missing will be added to the end of the school
year, but there is a delicate balance that has to be navigated. Even if the
teachers do have their demands met, how would systems go about placing librarians,
nurses, and social workers? Is it more important to get them into school
quicker, or to vet them and make sure they are good quality and a good fit for
the students? It’s definitely a catch-22 here!</span></blockquote>
<a href="https://www.chicagotribune.com/news/breaking/ct-cb-chicago-teachers-strike-what-you-need-to-know-20190927-fhdqc6uxynck7dxvdgvpkslhzy-story.html">https://www.chicagotribune.com/news/breaking/ct-cb-chicago-teachers-strike-what-you-need-to-know-20190927-fhdqc6uxynck7dxvdgvpkslhzy-story.html</a><br />
<br />K.S.http://www.blogger.com/profile/09356819050558069327noreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-9240676782594273862019-09-25T20:55:00.000-05:002019-09-25T20:55:21.426-05:00The Philadelphia Inquirer: He seeks more black men to teach in Philly and beyond<br />
<br />
In recent debates of charter schooling, educators have argued that any charter school where one race is the majority disrupts the goal of integrated schools. As I learn more about the politics of education and reform, I find that although the battle between public schooling and charter schools is heated, there is a conversation to be had about charter schools geared towards students of color. <br />
<br />
The article of focus reminded me of Brown vs. Board of education and how the ruling to integrate schools was sought to give all students an equal opportunity for a good education. However, this article was about the importance of centering in on young males of color and allowing them to foster bonds and strengthen their future paths through an environment where they are the majority. <br />
<br />
As the number of charter schools steadily grows, I empathize with principal El-Mekki’s reasonings for creating these spaces. Aside from the appeal of having representation in the classroom, the article stressed the necessity for students who aren’t African American to see that the role of an educator can be filled by a person of color and that they too can be sought out for knowledge and guidance. Students within the school expressed content in being a part of an educational environment with so much common ground. An objection to this practice is the possibility of eliminating public schools and reverting to segregated school systems. It would take quite some time to get to that point, but I believe the argument the Mastery Charter School-Shoemaker is trying to make is to normalize different faces in power as well as attack the school-to-prison pipeline.<br />
<br />
Among other things, the article speaks about the creation of fellowship catered to black males becoming stakeholders in the community and education. A member of this fellowship states “we need a diversity of voice, a diversity of thought, particularly around who makes decisions about our children”. I can see those in opposition saying there are ways to have a diversity of voice in diverse institutions but I believe the presence of majority-black staff provides more leadership roles to be filled by black people who will then become stakeholders whose ideals will align more with the population they seek to represent.<br />
<div>
<br /></div>
<div>
https://www.inquirer.com/philly/education/20170103_He_seeks_more_black_men_to_teach_in_Philly_and_beyond.html</div>
S.Dhttp://www.blogger.com/profile/13857483905305338682noreply@blogger.com1tag:blogger.com,1999:blog-831340381263626624.post-25443944239864482652019-09-21T21:16:00.001-05:002019-09-21T21:16:11.443-05:00The Washington Post: The Changing Face of ClassroomsWith the start of the school year, the Washington Post has done a few articles focusing on different issues involving urban school districts. I’ve enjoyed them, because it’s interesting to see the things we’ve learned about in different classes in practice and to see what does and doesn’t work in different school systems.<br />
<br />
Two articles in particular focused on diversity in schools. The first article was about two different school districts in Colorado; Denver, which has a highly segregated school system due to historical housing patterns and redrawn district lines, and Roaring Forks, a suburban school system in the mountains that has increasingly diversified in the past 10 years and has worked hard to keep their schools as diverse as the community.<br />
<br />
These school systems diversity is similar to other urban and suburban areas. One theory the article suggests as to why suburban schools are more diverse is because white people in newly diverse areas are more accepting of POC moving into newer neighborhoods and have fewer objections than their historical counterparts. Also school lines have usually already been drawn. In urban school districts, due to laws or social pressure neighborhoods are often historically self-segregated, which leads to less diversity in schools. The article doesn’t really address how things might be changed in urban districts to address this issue, but does mention the need to consciously maintain the diversity in suburban areas.<br />
<br />
Some of this article reminded me of Loudoun County, VA which has had a huge population increase in the past 10 years due to tech jobs and new construction. This has caused a previously predominantly white county to become very diverse, mostly with Hispanics and Asians. Although it’s all suburban, you can see in areas where everyone is new, such as eastern Loudoun, people, on the surface, have fared better at being a diverse community, while western Loudoun, which has been settled for longer, has not been as welcoming.<br />
<br />
The second article was about how African American and Hispanic parents in urban school districts are often left out of PTOs, even when their children make up the majority of the schools population. A non-profit organization in DC is trying to change that by holding workshops with parents to change attitudes. There was a quote from an African American father that described how he viewed the parent-school relationship, “I always looked at the school as an authority figure instead of a service provider.” I never thought about it that way, but that’s exactly how I view the school, as a service provider, so I’m curious how do you view the school and/or how do parents you interact with view the school?<br />
<br />
Article 1: <a href="https://www.washingtonpost.com/education/2019/09/12/more-students-are-going-school-with-children-different-races-schools-big-cities-remain-deeply-segregated/">https://www.washingtonpost.com/education/2019/09/12/more-students-are-going-school-with-children-different-races-schools-big-cities-remain-deeply-segregated/</a><br />
<br />
Arrticle 2: <a href="https://www.washingtonpost.com/local/education/as-cities-gentrify-and-schools-diversify-ptos-grapple-to-ensure-all-parent-voices-are-heard/2019/09/20/50314488-7277-11e9-8be0-ca575670e91c_story.html">https://www.washingtonpost.com/local/education/as-cities-gentrify-and-schools-diversify-ptos-grapple-to-ensure-all-parent-voices-are-heard/2019/09/20/50314488-7277-11e9-8be0-ca575670e91c_story.html</a><br />
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<br /></div>
E.W.http://www.blogger.com/profile/16736503698600012797noreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-72585812458382561382018-11-09T16:47:00.002-05:002018-11-09T16:47:46.308-05:00Integration as an Education Reform? <br />
<div class="MsoNormal">
First, an update on the Baltimore County School Board
elections. The following individuals were elected to the Baltimore County
School Board for the first time in history: District 1-Lisa A. Mack; District
2-Cheryl E. Pasteur; District 3-Katheleen Causey (who was originally nominated);
District 4-Makeda Scott; District 5-Julie C. Henn (also originally nominated);
District 6-Lily Rowe; and District 7-Rod McMillan. There is not a lot of
information available about these individual’s priorities as newly elected
board members, but time will tell what issues they choose to take on. One if
the imminent tasks the board faces is finding a permanent superintendent by
July 1<sup>st</sup>. The newly elected board will meet for the first time in
early December. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Next, a look at segregation in Baltimore County and why it
is still an issue when looking at education reform. Schools are often tied to
neighborhoods, and neighborhoods are defined by many things, one of which is
the housing market. When school zone lines are re-drawn, they are often tied to
housing. Historically, schools have been used as tools to reinforce
segregation. Citylab presents a fascinating history of segregation in Baltimore
<a href="https://www.citylab.com/equity/2017/02/how-segregated-schools-built-segregated-cities/515373/">here</a>.
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
People often buy housing that is associated with “good
schools”, and when their “good schools” are threatened, people fight back by
moving or redrawing school zone lines. “Good schools” are often synonymous with
“white schools” or “middle/upper-class” schools. White middle-class families
often feel threatened by “safety” issues that poor students of color supposedly
present, while thinking of what will give their own kids the best possible
educational opportunities. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Integration as an education reform to close achievement gaps
has been brought up by multiple Baltimore County stakeholders such as teachers,
parents, and former Superintendent Dallas Dance in the past few years but has
hit a dead end when the issue reaches the County Council. Even former County Executive
Kevin Kamenetz promoted anti-segregation housing policy. A look inside BCPS
schools will reflect the diversity of the rapidly changing district. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As recently as 1980 BCPS schools were 90% white; they are
projected to be majority-minority by 2030. However, segregation in Baltimore
County doesn’t come close to its neighbor, Baltimore City Public Schools. BCPSS
is more hyper-segregated than ever, serving over 90% African American students.
The only way for districts to integrate is to work together, but there hasn’t
been enough political momentum to result in partnerships. Integration in terms
of race has essentially ended partially due to a 2007 Supreme Court case, but
integration of socio-economic statuses is an education reform that a few brave
school districts are looking at. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Dallas Independent School district has faced de-segregation
obstacles like many other major US cities. DISD is 95% African American,
Latinx, and other groups of color, as well as majority low-income. In the 1970’s
when desegregation first occurred, DISD was 60% white and more affluent. Latinx
and Hispanic students have flooded into DISD, while many white students are
enrolled in private schools. Michael Hinojosa has been pushing the idea of more
magnet and special schools to draw in more affluent suburbanite children. Some
of these schools are called “transformational” or “innovation” schools. These
efforts have had <a href="https://www.nytimes.com/2017/06/19/us/dallas-schools-desegregation.html">mixed
results</a>, but they could be considered a step or attempt towards integration
by socio-economic status. A similar plan has also been implemented in <a href="https://thehill.com/opinion/education/397201-connecticuts-effort-to-integrate-hartford-schools-is-working">Hartford,
CT</a>. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Integration has been shown to benefit all kids. It is
ultimately people’s own biases that get in the way of progress. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
A few more links to check out: <o:p></o:p></div>
<div class="MsoNormal">
<a href="https://www.baltimoresun.com/news/opinion/editorial/bs-ed-county-segregation-20170320-story.html">https://www.baltimoresun.com/news/opinion/editorial/bs-ed-county-segregation-20170320-story.html</a><o:p></o:p></div>
<div class="MsoNormal">
<a href="https://www.publicschoolreview.com/blog/continued-segregation-in-dallas-schools-puts-minorities-at-risk">https://www.publicschoolreview.com/blog/continued-segregation-in-dallas-schools-puts-minorities-at-risk</a><o:p></o:p></div>
<div class="MsoNormal">
<a href="http://www.keranews.org/post/dallas-history-school-desegregation">http://www.keranews.org/post/dallas-history-school-desegregation</a><o:p></o:p></div>
<br />Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-831340381263626624.post-50750189371986868602018-11-07T10:44:00.001-05:002018-11-07T10:44:19.873-05:00BCPS' Newly Elected Board of Education<br />
<div class="MsoNormal">
As of last night, Baltimore County Public Schools
drastically changed a major piece of their administration by electing six new
members to the BCPS Board of Education. This new system—electing a majority of
members rather than having them appointed—is the result of a 2014 state law intended
to increase stakeholder voice and board accountability to the community. Because
of this new system, the breakdown of the BCPS Board of Education will now be
made of seven elected members, four appointed (by the governor), and one
student member. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Of the seven positions up for election, only one incumbent
member was able to return—leaving the Board of Education with six new members
set to take office in December. Of these six new members a shocking four of them
have worked in public education, either at the k-12 or community college level.
The (somehow) revolutionary idea that perhaps educators should have a voice in
policies regarding education seems to have taken off—in Baltimore County,
anyway.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
According to the Baltimore Sun, the major decision facing
this new Board of Education will be to find and hire a new Superintendent of
Schools. (The current superintendent is acting as an interim superintendent
since our last permanent hire, Dr. Dallas Dance, was convicted of four counts
of perjury and was only recently released from jail.) The current interim
superintendent was a previous colleague of Dr. Dance and has seemed to align
most of her priorities and policies with his. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It seems that—based on the previous actions of the leaders
of Baltimore County Public Schools—the fresh start provided by a new Board of
Education might be just what we need. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Article Link: <a href="https://www.baltimoresun.com/news/maryland/politics/bs-md-baltimore-county-school-board-20181105-story.html">https://www.baltimoresun.com/news/maryland/politics/bs-md-baltimore-county-school-board-20181105-story.html</a>
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
BCPS BOE Candidate Information: <a href="https://elections2018.news.baltimoresun.com/baltimore-county/board-of-education/">https://elections2018.news.baltimoresun.com/baltimore-county/board-of-education/</a>
<o:p></o:p></div>
<br />Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-831340381263626624.post-19110325997449700712018-11-02T15:26:00.000-05:002018-11-02T15:26:14.105-05:00Elections Mean Changing Priorities<br />
<div class="MsoNormal">
With elections around the corner, much of the country waits
in anticipation. Early voter <a href="https://www.nytimes.com/interactive/2018/11/02/us/politics/early-voting.html">turnout</a>
has already surpassed previous years in several states. November 6th will bring
change, or lack thereof, across the nation. Sure, several important and divisive
elections in the Senate and House will be determined (in which many former <a href="https://www.huffingtonpost.com/entry/teachers-running-for-office-november-protests_us_5bd07fc3e4b0d38b587ea712">teachers</a>
are running), but so will other less thought about positions such as school
board members. Baltimore County will have its first ever election: 7 districts
are up for competitive election. Up until now, all school board seats in
Baltimore County have been appointed by the governor. Candidates and
endorsements can be found <a href="https://ballotpedia.org/Baltimore_County_Public_Schools_elections_(2018)">here</a>.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
School boards play a crucial role in determining the
mission, values, and priorities in a school district. They select, manage, and
supervise the superintendent, and create an environment in which he/she can
thrive. At least, that is what they are meant to do. See <a href="https://www.nsba.org/about-us/frequently-asked-questions">here</a> for
more info on school boards. Baltimore County has faced <a href="https://www.wbaltv.com/article/exclusive-dallas-dance-comes-clean-about-his-very-public-legal-trouble/22888735">scandal</a>
in recent years, and has yet to appoint a permanent <a href="http://www.wypr.org/post/fractured-baltimore-county-school-board-vote-primary">superintendent</a>.
Next week will bring a very different board with a new direction, which will be
determined by the newly elected officials. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Perhaps these newly elected officials may take a stance on
an issue that has gained attention in the media recently: integration. The
issue has been on the media circuit more recently but has made appearances in
previous years as well. Take this Washington Post article from <a href="https://www.washingtonpost.com/local/education/report-half-of-black-students-in-maryland-attend-segregated-schools/2013/04/18/9097c29a-a83e-11e2-8302-3c7e0ea97057_story.html?noredirect=on&utm_term=.c39f3f9b3673">2013</a>.
The Baltimore Sun did a four part series in the Spring of 2017 which can be
found <a href="https://www.baltimoresun.com/news/opinion/editorial/bs-ed-segregation-20170328-story.html">here</a>.
Of course, the series was done when former superintendent Dallas Dance was
still in office. He had briefly discussed the possibility at one time but was
soon after tried and convicted of ethics violations. <a href="https://www.baltimoresun.com/news/opinion/editorial/bs-ed-county-segregation-20170320-story.html">Challenges</a>
abound the County Executive and County Council positions as well. However, new
leadership means new priorities and if the conversation can get started again,
Baltimore is ripe with opportunity. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Next Week: Election follow-up with integration spotlight on
Dallas Independent School District. Stay tuned! <o:p></o:p></div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-86578598931503877282018-10-31T20:39:00.000-05:002018-10-31T20:39:26.113-05:00Outstanding School Leaders<span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br /></span>
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is National Principals Month, which gives me a chance to squeeze in my
appreciation with just hours to spare. Principals are indeed the linchpins in
the education system. To the school district, they are the means for carrying
out strategy, and for the students and teachers they are the leaders that can
make or break instructional success in the classroom.</span><!--EndFragment-->
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<!--StartFragment--><span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">In
recent weeks I have thought a lot about the role of the principal in the work
of teachers and in improving schools. In looking up how principals are
evaluated, I was pleased to see that Baltimore does include a 360 evaluation and
other leadership criteria in its principal assessments (<a href="https://www.baltimorecityschools.org/Page/24014">School Leader Evaluation</a>).
This means that teachers are at least given some voice in their principal’s
assessment and development, though I wonder how honest they feel they can be in
these reviews. Other leadership criteria are also used, such as providing a
clear vision and selecting/retaining good teachers, though it is less clear how
these criteria are measured <a href="https://www.baltimorecityschools.org/cms/lib/MD01001351/Centricity/Domain/7994/School%20Leader%20Framework.pdf">(School
Leader Rubric).</a></span><!--EndFragment-->
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<!--StartFragment--><span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">The
Department of Education itself has recently named its National Blue Ribbon
Schools for the year, and as part of National Principals Month it has also
named 11 principals of these Blue Ribbon Schools who will receive 2018 Terrel H.
Bell Awards for outstanding school leadership. I read about all 11 recipients,
to see what the DOEd values in school leaders (<a href="https://nationalblueribbonschools.ed.gov/2018-terrel-h-bell-awardees-honored-for-outstanding-school-leadership#.W9iYjidRfzg">Bell
Awardees</a>).</span><!--EndFragment-->
<br />
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<!--StartFragment--><span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">Overall,
this seems like a dedicated group of leaders. Some have been through
turnarounds, some helped to start their school, and some have seen their
students through floods and hurricanes. Some have worked to create professional
learning communities and empower teachers to innovate. Some have closed
performance gaps. Many have worked to involve their communities as
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are all admirable qualities, and I was pleasantly surprised to see that
selection was not based solely on test scores. However, in the eyes of the
DOEd, there seemed to be another selection criterion as well. First, note that
the overall profile of 2018 <a href="https://nationalblueribbonschools.ed.gov/awardwinners/">Blue Ribbon</a>
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<span style="font-family: Georgia; font-size: 11.0pt;">18%<span style="mso-tab-count: 1;"> </span>“Choice
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<!--StartFragment--><span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">Of
the 11 honored principals, five are from charter, magnet, or “choice” schools.
Virtually all are from states that are highly pro-charter, that receive top
grades on charter school laws and contain the bulk of American charter schools
(except notably California and Massachusetts, which received no Bell awards):
Michigan, Colorado, Florida, New York, South Carolina, Texas, and Louisiana.
One principal is from Ohio, which is lower-ranked for charters but has seen key
voucher court rulings. The last principal is from Pennsylvania, which I cannot
explain as a charter haven, but it is the only Catholic school that made the
Bell list. See this link for <a href="https://www.edreform.com/national-charter-school-law-rankings-scorecard-2018/">charter
law rankings</a>.</span><!--EndFragment-->
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does this tell me about how the Department of Education is celebrating National
Principals Month? It tells me that certain states are viewed more favorably
than others, and that the department is working hard to tell good-news stories
related to school choice. Also, while many of these principals lead schools
with a large proportion of disadvantaged students, not one of them leads a
school with even a plurality of African American students. Perhaps this is not
part of the story the Department is focused on telling.</span><!--EndFragment-->
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facts from the 2018 Terrel H. Bell Awards for Outstanding School Leadership:</span><!--EndFragment-->
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<b><span style="color: white; font-family: Georgia; font-size: 11.0pt; mso-themecolor: background1;">City<o:p></o:p></span></b></div>
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<b><span style="color: white; font-family: Georgia; font-size: 11.0pt; mso-themecolor: background1;">Demographics<o:p></o:p></span></b></div>
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<span style="font-family: Georgia; font-size: 11.0pt;">Public elementary<o:p></o:p></span></div>
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<span style="font-family: Georgia; font-size: 11.0pt;">82% White, 15% disadvantaged<o:p></o:p></span></div>
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<td style="border-bottom: solid #F9B074 1.0pt; border-left: solid #F9B074 1.0pt; border-right: none; border-top: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-left-themecolor: accent6; mso-border-left-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 107.9pt;" valign="top" width="108">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 132;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">Jacksonville, FL<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">Magnet school, choice school<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">44% White, 28% Asian, 15% Black, 15% disadvantaged<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 68;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">Miami, FL<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 64;">
<span style="font-family: Georgia; font-size: 11.0pt;">Charter (math and Greek)<o:p></o:p></span></div>
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<span style="font-family: Georgia; font-size: 11.0pt;">77% Hispanic 55% disadvantaged<o:p></o:p></span></div>
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<td style="border-bottom: solid #F9B074 1.0pt; border-left: solid #F9B074 1.0pt; border-right: none; border-top: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-left-themecolor: accent6; mso-border-left-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 107.9pt;" valign="top" width="108">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 132;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">New Orleans, LA<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid #F9B074 1.0pt; border: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">Public charter, Title I<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid #F9B074 1.0pt; border-left: none; border-right: solid #F9B074 1.0pt; border-top: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-right-themecolor: accent6; mso-border-right-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 210.1pt;" valign="top" width="210">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">57% White, 26% Black, 22% disadvantaged<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border-left: solid #F9B074 1.0pt; border-right: none; border-top: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-left-themecolor: accent6; mso-border-left-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 107.9pt;" valign="top" width="108">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 68;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">Spring Lake, MI<o:p></o:p></span></div>
</td>
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 64;">
<span style="font-family: Georgia; font-size: 11.0pt;">Public Title I, choice school<o:p></o:p></span></div>
</td>
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border-left: none; border-right: solid #F9B074 1.0pt; border-top: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-right-themecolor: accent6; mso-border-right-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 210.1pt;" valign="top" width="210">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 64;">
<span style="font-family: Georgia; font-size: 11.0pt;">79% White, 58% disadvantaged<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border-bottom: solid #F9B074 1.0pt; border-left: solid #F9B074 1.0pt; border-right: none; border-top: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-left-themecolor: accent6; mso-border-left-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 107.9pt;" valign="top" width="108">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 132;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">Fresh Meadows, NY<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid #F9B074 1.0pt; border: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">Public middle<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid #F9B074 1.0pt; border-left: none; border-right: solid #F9B074 1.0pt; border-top: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-right-themecolor: accent6; mso-border-right-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 210.1pt;" valign="top" width="210">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">65% Asian, 66% disadvantaged<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 6;">
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border-left: solid #F9B074 1.0pt; border-right: none; border-top: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-left-themecolor: accent6; mso-border-left-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 107.9pt;" valign="top" width="108">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 68;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">Cincinnati, OH<o:p></o:p></span></div>
</td>
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 64;">
<span style="font-family: Georgia; font-size: 11.0pt;">Public elementary<o:p></o:p></span></div>
</td>
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border-left: none; border-right: solid #F9B074 1.0pt; border-top: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-right-themecolor: accent6; mso-border-right-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 210.1pt;" valign="top" width="210">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 64;">
<span style="font-family: Georgia; font-size: 11.0pt;">93% White, 16% disadvantaged<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 7;">
<td style="border-bottom: solid #F9B074 1.0pt; border-left: solid #F9B074 1.0pt; border-right: none; border-top: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-left-themecolor: accent6; mso-border-left-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 107.9pt;" valign="top" width="108">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 132;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">West Chester, PA<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid #F9B074 1.0pt; border: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">Private, Catholic<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid #F9B074 1.0pt; border-left: none; border-right: solid #F9B074 1.0pt; border-top: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-right-themecolor: accent6; mso-border-right-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 210.1pt;" valign="top" width="210">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">95% White<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 8;">
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border-left: solid #F9B074 1.0pt; border-right: none; border-top: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-left-themecolor: accent6; mso-border-left-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 107.9pt;" valign="top" width="108">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 68;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">Taylors, SC<o:p></o:p></span></div>
</td>
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 64;">
<span style="font-family: Georgia; font-size: 11.0pt;">Public elementary<o:p></o:p></span></div>
</td>
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border-left: none; border-right: solid #F9B074 1.0pt; border-top: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-right-themecolor: accent6; mso-border-right-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 210.1pt;" valign="top" width="210">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 64;">
<span style="font-family: Georgia; font-size: 11.0pt;">91% White, 50% disadvantaged<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 9;">
<td style="border-bottom: solid #F9B074 1.0pt; border-left: solid #F9B074 1.0pt; border-right: none; border-top: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-left-themecolor: accent6; mso-border-left-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 107.9pt;" valign="top" width="108">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 132;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">El Paso, TX<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid #F9B074 1.0pt; border: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">Public, Title I, choice school<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid #F9B074 1.0pt; border-left: none; border-right: solid #F9B074 1.0pt; border-top: none; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-right-themecolor: accent6; mso-border-right-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 210.1pt;" valign="top" width="210">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 128;">
<span style="font-family: Georgia; font-size: 11.0pt;">85% Hispanic, 56% disadvantaged<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 10; mso-yfti-lastrow: yes;">
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border-left: solid #F9B074 1.0pt; border-right: none; border-top: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-left-themecolor: accent6; mso-border-left-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 107.9pt;" valign="top" width="108">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 68;">
<span style="font-family: Georgia; font-size: 11.0pt; mso-bidi-font-weight: bold;">Rosenberg, TX<o:p></o:p></span></div>
</td>
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 64;">
<span style="font-family: Georgia; font-size: 11.0pt;">Public Title I<o:p></o:p></span></div>
</td>
<td style="background: #FDE4D0; border-bottom: solid #F9B074 1.0pt; border-left: none; border-right: solid #F9B074 1.0pt; border-top: none; mso-background-themecolor: accent6; mso-background-themetint: 63; mso-border-bottom-themecolor: accent6; mso-border-bottom-themetint: 191; mso-border-right-themecolor: accent6; mso-border-right-themetint: 191; mso-border-top-alt: solid #F9B074 1.0pt; mso-border-top-themecolor: accent6; mso-border-top-themetint: 191; padding: 0in 5.4pt 0in 5.4pt; width: 210.1pt;" valign="top" width="210">
<div class="MsoNormal" style="margin-bottom: 3.0pt; margin-left: 0in; margin-right: 0in; margin-top: 3.0pt; mso-yfti-cnfc: 64;">
<span style="font-family: Georgia; font-size: 11.0pt;">84% Hispanic, 95% disadvantaged<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br /></span>
<span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br /></span>
<span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br /></span>
<span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br /></span>
<span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br /></span>
<span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br /></span>
<span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br /></span>
<span style="font-family: Georgia; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><br /></span>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-831340381263626624.post-58963881893507418452018-10-28T10:15:00.004-05:002018-10-28T10:15:43.522-05:00The situation of teachers in China<div class="MsoNormal" style="line-height: normal;">
<span lang="EN-US">Before I came to the U.S., I thought teachers here are satisfied with their work, gaining high salary and respect. However, in the action research class in Columbia center, I found that at least four of ten classmates who had been teachers but then left their schools. One of them even felt hopeless about education. It’s totally different from what I imagined before, as well as from the Chinese situation. </span></div>
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<span lang="EN-US">In China, being a teacher is an honorable and stable job. We call teachers “iron rice bowl” because they are guaranteed, like government officials, and you will not be fired unless you break the law or you want to leave. Besides, although teachers’ salary is not as much as bankers or doctors, their welfare is the best in China: they can have paid leave for two months; they will be organized to travel for free; they will have a bonus for festivals such as Teachers’ Day, Labor Day, and the Spring festival. Therefore, ten years ago, many college graduates want to become a teacher.</span></div>
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<span lang="EN-US">Things are kind of different now. For the younger generations, being a teacher is stable but so boring, and they want to earn more money. These changes result in more female graduates being teachers because they can use holidays to take care of their family. Also, teachers’ salary and welfare depend on what level school of your stay. For well-performing schools, seldom teachers quit their jobs, but for those low-performing schools, some teachers would like to leave the stable system and do other jobs. Take a district in Hangzhou city as an example, in 2015, 36 teachers leave their positions while in 2016, 60 teachers leave (Xinhua Newspaper, 2016). Teachers who leave public schools go to private educational institutions and become tutors to pursue higher payment. For example, when I was in high school, I had a one-to-four math tutor, whose wage is about 50 dollar. That is much more than a public school teacher! </span></div>
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<span lang="EN-US">Both the U.S. and China have teacher retention problem, but the reasons are of great difference. For U.S. teachers, principals leadership is the primary concern, while for Chinese teachers, salary is the impulse, which makes me surprised when I learned that increasing payment is not the prior recommendation to solve teacher retention here.</span></div>
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<span lang="EN-US">Reference</span></div>
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<span lang="EN-US">Xinhua Newspaper. (July 24th, 2017). <i>How High of Teacher Retention is Reasonable?</i> Retrieved from http://www.xinhuanet.com/2017-07/24/c_1121367357.htm</span></div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-831340381263626624.post-28638996404151299162018-10-23T13:24:00.001-05:002018-10-23T13:24:16.770-05:00Teaching as one of the most in-demand jobs in 2030?<div style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; font-family: Lato, sans-serif; font-size: 18px; margin-bottom: 1.7em; outline: 0px; padding: 0px; vertical-align: baseline;">
https://www.huffingtonpost.com/entry/these-will-be-the-most-in-demand-jobs-in-2030-according_us_5a3a7f21e4b0d86c803c6dc9?utm_hp_ref=careers</div>
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Above is a link to a HuffPost article that highlights the top 5 anticipated jobs that will be the most in-demand by 2030. It recognizes that we’re leaning towards a future that’s more automated, meaning robots can potentially take over some of our professions one day. We’re already seeing a glimpse of this kind of future through robots entering the e-commerce field, particularly in warehouses and distribution centers.</div>
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<span style="border: 0px; box-sizing: border-box; font-family: inherit; font-style: inherit; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Teacher</span> According to LinkedIn’s Carolyn Fairchild, who analyzed a study by The McKinsey Global Institute, by the year 2030, “doing jobs that require human interaction (<a href="https://www.purewow.com/money/how-a-los-angeles-teacher-really-lives?utm_source=huffpo&utm_medium=syndication&utm_campaign=jobsin2030" rel="nofollow noopener" style="border: 0px; box-sizing: border-box; color: #1abc9c; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; transition: all 0.2s ease-in-out 0s; vertical-align: baseline;" target="_blank">teachers</a>) will become more in demand while… work that requires processing data (accountants) will fall by the wayside.”</div>
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I personally think it’s great that society will finally start appreciating and valuing teachers. On the other hand, this calls for strengthening teacher preparation programs. You’d be shocked to know what the minimum GPA requirement is for a lot of education colleges across the country. For the top-caliber kind of educators that this country wants to produce, it sure isn’t setting standards as high as they should.</div>
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The current blue collar work organization model dates back to the 20th century when the social context was drastically different. As Marc Tucker stated, “<em style="border: 0px; box-sizing: border-box; font-family: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">A model in which teachers were expected to come from the lower ranks of high school graduates, to be educated in the lowest status higher education institutions, who were paid poorly, all of whom did the same job and had no career to look forward to, who were not rewarded at all for getting better at their work but simply for their time in service, while others, not them, were expected to figure out how to improve student performance–a model like that could never accomplish what now had to be done</em>.” One tangible example that paints a picture of this is the teacher salary scale. In the public school system, you receive a minimal incremental increase in your salary with every school year you complete. The obvious downfall of this system is that poor quality teachers who have taught for many years can be getting paid big bucks simply because they’ve been in the industry for a long time (tenure and unions). We have to realize that education is a field that changes very rapidly. What teaching requires and entails nowadays is not the same as even ten years ago. Education is highly progressive.</div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-73683316573688415702018-10-17T11:04:00.000-05:002018-10-17T11:06:39.648-05:00<h2>
<b><span style="color: #6aa84f;">Casinos Funding Maryland Education</span></b></h2>
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<span style="font-family: "georgia"; font-size: 11.0pt;">Good
news! Casinos had a record breaking fiscal 2018, earning revenues in the
billions and contributing nearly $500 million to the Maryland Education Trust
Fund (see CBS 8/18). Or is it good news?</span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;">Maryland
voters were duped into believing that casino revenues would <i style="mso-bidi-font-style: normal;">add</i> money to education budgets, but the
legislation included no requirement that the funds would be supplemental. So
while the education budget received $500 million in funding from casinos, that
simply allowed the state to redirect $500 million it otherwise would have had
to use for education and use it for other budgetary shortfalls. Casino money
does not change funding formulas or the overall pile of money schools receive.
So much for the good news story, though as I explain below, lawmakers are
working to fix this problem.</span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;">But there
is more bad news when you consider the economics involved here. First, from
whose pockets is this $500 million really flowing? I suspect the clientele of
Maryland casinos is more tourist-driven than, say, Midwest riverboat gambling,
but a general truth is that lower and middle class people spend more on
gambling than the wealthy do. This has been shown about Maryland and other lotteries
(Carpenter, Perlman, & Norris, 2010; Wisman, 2006). A 2011 baseline study prior
to slot machine expansion (<a href="https://bha.health.maryland.gov/POPULATION_BASED%20BEHAVIORAL%20HEALTH/Documents/SpecProjsVetsGambling/gambling201_0610.pdf"><span style="color: windowtext;">https://bha.health.maryland.gov/POPULATION_BASED
BEHAVIORAL HEALTH/Documents/SpecProjsVetsGambling/gambling201_0610.pdf</span></a>)
shows that Marylander gambling frequency (includes lottery and other forms) is
negatively correlated with education and income, and that a weekly gambler
spends an average of about $550 per month, a multiple of what is spent by less
frequent gamblers. So, while specific Maryland casino patron analysis is
lacking here, it is reasonable to assume that much of the state’s gambling
revenue is coming from lower socioeconomic groups, which then have less money
in their pockets to spend on students’ food, care, and educational needs.</span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;">Second,
who benefits from the $500 million? I argue that the state is making a choice
between funding budget shortfalls with casino revenue and funding them by
raising revenues from income, sales, and real estate taxes. If this is the
trade off, then clearly the wealthy benefit more from this casino-driven funding
structure. In essence, casino revenue becomes a wealth redistribution scheme
from the poorest to the wealthiest.</span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;">The
August CBS report fails to mention the constitutional amendment upon which
Marylanders will vote next month, supposedly solidifying a transition to
casino-based revenues as supplemental education funds “<span style="mso-bidi-font-weight: bold;">in addition to the state funding provided through the funding formulas
established in the bridge to excellence in public schools act of 2002…”</span>.
See the ballot wording here: <a href="https://ballotpedia.org/Maryland_Question_1,_Gambling_Revenue_Dedicated_to_Education_Lockbox_Amendment_(2018"><span style="color: windowtext;">https://ballotpedia.org/Maryland_Question_1,_Gambling_Revenue_Dedicated_to_Education_Lockbox_Amendment_(2018</span></a>).
Will passage of this amendment rectify the original legislation to be as the
voters intended? Or are minimum funding formulas still alterable enough to
allow creative budget maneuvers that would take away education funds in the
future? Even if funds do eventually provide a windfall for needed capital
expenditures in the school systems, there is still the issue that this funding
comes out of the pockets of poorer residents. What will be the ongoing ramifications
of gambling as a wealth redistribution mechanism in Maryland?</span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;">Links:</span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;"><a href="https://baltimore.cbslocal.com/2018/08/08/maryland-lottery-and-casinos-break-records/"><span style="color: windowtext;">https://baltimore.cbslocal.com/2018/08/08/maryland-lottery-and-casinos-break-records/</span></a></span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;"><a href="https://baltimore.cbslocal.com/2018/02/01/maryland-casinos-schools/"><span style="color: windowtext;">https://baltimore.cbslocal.com/2018/02/01/maryland-casinos-schools/</span></a></span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;"><a href="https://www.washingtonpost.com/local/md-politics/maryland-lawmakers-move-to-ensure-that-all-casino-funds-go-to-education/2018/04/07/1721fc2e-3a73-11e8-9c0a-85d477d9a226_story.html?utm_term=.0c90b2190e02"><span style="color: windowtext;">https://www.washingtonpost.com/local/md-politics/maryland-lawmakers-move-to-ensure-that-all-casino-funds-go-to-education/2018/04/07/1721fc2e-3a73-11e8-9c0a-85d477d9a226_story.html?utm_term=.0c90b2190e02</span></a></span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;"><a href="https://wamu.org/story/18/08/28/fact-check-hogans-lockbox-maryland-governor-taking-little-much-credit-school-funding/"><span style="color: windowtext;">https://wamu.org/story/18/08/28/fact-check-hogans-lockbox-maryland-governor-taking-little-much-credit-school-funding/</span></a></span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;">References</span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;">Carpenter, R. E., Perlman, E. L.,
& Norris, D. F. (2010). Who pays for the Maryland lottery?: Evidence from
point of sale data.<i> Journal of Gambling Business &
Economics, 4</i>(1), 31. </span></div>
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<span style="font-family: "georgia"; font-size: 11.0pt;">Wisman, J. D. (2006). State
lotteries: Using state power to fleece the poor.<i> Journal of Economic
Issues (Association for Evolutionary Economics), 40</i>(4), 955. </span></div>
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</style>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-6474867021696815862018-10-16T19:11:00.001-05:002018-10-16T19:11:49.750-05:00America's Achievement Gap <div style="background-color: white; border: 0px; box-sizing: border-box; color: #444444; font-family: Lato, sans-serif; font-size: 18px; margin-bottom: 1.7em; outline: 0px; padding: 0px; vertical-align: baseline;">
The education system is extremely difficult to change because it was built on inequality to begin with. While I do support school-centric reforms, focusing too intently on those reforms alone can actually mask the real need and call for <span style="border: 0px; box-sizing: border-box; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">systemic</span> <span style="border: 0px; box-sizing: border-box; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">reforms. </span>If you take a look at the <a href="http://schottfoundation.org/infographic/lifting-all-children" style="border: 0px; box-sizing: border-box; color: #1abc9c; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; transition: all 0.2s ease-in-out 0s; vertical-align: baseline;">infographic</a><span style="border: 0px; box-sizing: border-box; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"> </span>created by the Schott Foundation and the National Education Policy Center, two particular obstacles that schools in poorer areas face are ongoing history of discrimination and current policies that fail to educate or enrich. I believe educators can help bridge school-centric reforms with systemic reforms. At the school level, teachers can impact student learning through their instructional approach; however, I think it’s equally important for teachers to expose the inequalities that make up our system. Unless we raise leaders to identify the issues and tackle the system, the system is only going to perpetuate itself. So why would students even consider taking on this challenge? Freire (1993) put it best:</div>
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<em style="border: 0px; box-sizing: border-box; font-family: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to the challenge. Because they apprehend the challenge as interrelated to other problems with a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed.</em></div>
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<span style="border: 0px; box-sizing: border-box; font-family: inherit; font-style: inherit; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Teacher Challenge: </span><span style="border: 0px; box-sizing: border-box; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">How are you going to utilize your pedagogy and curriculum to foster education as a practice of freedom as opposed to a practice of domination?</span></div>
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Freire, P. (1993 [1970]). Chapter 2 of Pedagogy of the Oppressed (52-67). New York: Continuum.</div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-42037504876471781282018-10-13T18:09:00.002-05:002018-10-13T18:09:22.324-05:00Be careful of using students’ achievement data in educational research<div class="MsoNormal" style="line-height: 200%;">
<span lang="EN-US" style="font-family: "Times New Roman","serif";">The article about using data reminds me of a conversation on types of finals among my roommates. Two of my roommates<a href="https://www.blogger.com/null"></a><a href="https://www.blogger.com/null"> are from the School of Engineer, and another one is from Carey business school.</a></span><span class="MsoCommentReference"><span lang="EN-US" style="font-size: 8.0pt; line-height: 200%;"> </span></span><span lang="EN-US" style="font-family: "Times New Roman","serif";">All of them have written examinations<a href="https://www.blogger.com/null"> at the end of the semester</a></span><span lang="EN-US" style="font-family: "Times New Roman","serif";">, while I have three projects to present. At first, I was complacent because I don’t have to spend days and nights on rote learning. But after I read the article and reconsidered my process of each project, I regretted<a href="https://www.blogger.com/null"> having such a superficial understanding of education research. </a></span><span lang="EN-US" style="font-family: "Times New Roman","serif";">I feel even harder to plan an educational program compared to written tests.</span></div>
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<span lang="EN-US" style="font-family: "Times New Roman","serif";">Hess (2008) explained three aspects of misusing data, which are using data in half-baked ways, translating research simplistically, and giving short shrift to management data. He also gave readers four suggestions to avoid the problems mentioned above (Hess, 2008, p.12). Previously, I thought students’ achievement data is vital for the assessment of a policy, or a teacher</span><span lang="EN-US" style="font-family: "Times New Roman","serif";">’<a href="https://www.blogger.com/null">s quality </a>because, in my high school, teachers</span><span lang="EN-US" style="font-family: "Times New Roman","serif";">’ rewards are directly related to students’ academic performance. For example, my math teacher had more bonus as my class had higher average scores compared to other classes. Therefore, when I was thinking how to measure a teacher’s quality, a comparison between students</span><span lang="EN-US" style="font-family: "Times New Roman","serif";">’ previous scores and present scores is the first thought in my mind. However, my classmate was a little hesitated when I presented the idea. I was confused at that time because I believe the testing result is the most effective way for assessment. </span><span lang="EN-US" style="font-family: "Times New Roman","serif";">And now, Hess (2008) explained the reason that over-focusing</span><span lang="EN-US" style="font-family: "Times New Roman","serif";"> on student achievement undermines confidence in management (Hess, 2008, p.13). Too many educators, including me, exaggerate the effect of student achievement data, while it just illustrates how students are faring. No matter that at least three methods are required when collecting data or making an assessment.</span></div>
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<span lang="EN-US" style="font-family: "Times New Roman","serif";">Besides, I was thinking about my own experience when I read the article. I was educated in China, whose educational system is exam-oriented. For example, when applying for college, American students have to take SAT, write personal statements, or maybe have interviews. But for Chinese students, we have only one standard, which is the college entrance examination. I am not saying that this kind of system is the worse in the world because there is no better way to realize education equity when dealing with a large population. But it does become a barrier for Chinese educators to come up with creative ideas to change the current situation.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "Times New Roman","serif";">I think the purpose of education is to develop students’ growth, such as cognitive development, academic achievement, and social-emotional status. For educators, academic achievement is the easiest ways to evaluate because we can see the tendency by quantity data. However, we cannot over-stress the importance of test scores</span><span lang="EN-US" style="font-family: "Times New Roman","serif";">. Is it necessary to collect student achievement data? I<a href="https://www.blogger.com/null">s it efficient to measure performance by using student achievement data? </a>W<a href="https://www.blogger.com/null">e have to ask ourselves before we conduct research.</a></span></div>
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<span lang="EN-US" style="font-family: "Times New Roman","serif";">Reference<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "Times New Roman","serif";">Frederick M. Hess. (2008). <i>The New Stupid</i>. Retrieved from: <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "Times New Roman","serif";">http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/The-New-Stupid.aspx <o:p></o:p></span></div>
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Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-831340381263626624.post-66133899992905460452018-10-10T07:12:00.001-05:002018-10-10T07:12:24.638-05:00Respecting ALL Communities with Overcrowded High Schools <br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="background: white; color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">It's no
secret that many schools in the Baltimore area are overcrowded. Baltimore
County Public Schools recently held a series of community events in which the
Interim Superintendent, Verletta White, met with students, families, and
community members to discuss many issues, including possible solutions to
currently overcrowded high schools. One of the most obvious solutions presented
at the meeting was to redistrict schools to even out numbers. While this
suggestion seemed acceptable to many BCPS community members, there was one area
in particular that seemed to push back. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">The
southwest side of Baltimore County has historically been a drastically
economically and racially segregated area with very clear neighborhood lines. If
you were to look at a map of Interstate 695, you would notice that moving from
south to north, you would first enter the zoning district of Lansdowne High
School, then Catonsville High School, then Woodlawn High School. It would be
logical to assume that these neighborhoods blend into each other, and that if
one school's demographics differed drastically from another, these schools
would be on the opposite ends of this south-to-north spectrum. But if one were
to compare the demographic data of these three high schools they would notice
that that is not the case (see chart below). Catonsville has historically
been able to maintain an affluent population, despite being wedged in between
two less comfortable groups of neighborhoods. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Because
of this, it should be no surprise that community members in the southwest area
responded to a survey stating that their most important concern was to ensure
redistricting impacted "the fewest number of students" rather
than stating that their most important concern was to "reduce the
overcrowding at high schools" as most survey responses in other
communities stated.<o:p></o:p></span></div>
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<br /></div>
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<span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">At
the community meeting—held at Catonsville High School—Interim Superintendent
White was described by the Baltimore Sun as understanding that “communities in
the Baltimore area feel a connection to their schools.”<span style="mso-spacerun: yes;"> </span>Looking at the socioeconomic data from each
high school, it seems more likely that communities in the Baltimore area don’t
have as much of a connection to their high school as they do a fear of being
placed in another high school. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Hopefully,
as the suggested options are presented BCPS, will make a decision which
benefits all students and their families, not only one neighborhood. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="background: #D9D9D9; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 152.75pt;" valign="top" width="204">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">LANSDOWNE<o:p></o:p></span></div>
</td>
<td style="background: #D9D9D9; border-left: none; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 121.5pt;" valign="top" width="162">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">CATONSVILLE<o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.25pt;" valign="top" width="126">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">WOODLAWN<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="background: #D9D9D9; border-top: none; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 152.75pt;" valign="top" width="204">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">%
OF FARM STUDENTS <o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">60%<o:p></o:p></span></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 121.5pt;" valign="top" width="162">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">28%<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.25pt;" valign="top" width="126">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">61%<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="background: #D9D9D9; border-top: none; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 152.75pt;" valign="top" width="204">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">%
OF CAUCASIAN STUDENTS<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">42%<o:p></o:p></span></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 121.5pt;" valign="top" width="162">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">53%<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.25pt;" valign="top" width="126">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">3%<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="background: #D9D9D9; border-top: none; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 152.75pt;" valign="top" width="204">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">%
OF AFRICAN AMERICAN STUDENTS<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">29%<o:p></o:p></span></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 121.5pt;" valign="top" width="162">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">28%<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.25pt;" valign="top" width="126">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">78%<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="background: #D9D9D9; border-top: none; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 152.75pt;" valign="top" width="204">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">%
OF LATINO STUDENTS<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">18%<o:p></o:p></span></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 121.5pt;" valign="top" width="162">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">5%<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.25pt;" valign="top" width="126">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">11%<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="background: #D9D9D9; border-top: none; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 152.75pt;" valign="top" width="204">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">TOTAL
STUDENT ENROLLMENT<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">1338<o:p></o:p></span></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 121.5pt;" valign="top" width="162">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">1754<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.25pt;" valign="top" width="126">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">1409<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 6; mso-yfti-lastrow: yes;">
<td colspan="4" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 467.5pt;" valign="top" width="623">
<div align="right" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: right;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">*all information taken from the 2017 MSDE
Report Card<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Links:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://www.baltimoresun.com/news/maryland/baltimore-county/ph-ca-at-southwest-schools-20181002-story.html"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">http://www.baltimoresun.com/news/maryland/baltimore-county/ph-ca-at-southwest-schools-20181002-story.html</span></b></a><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> <o:p></o:p></span></b></div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-51835933764785998942017-12-18T00:15:00.001-05:002017-12-18T00:15:15.031-05:00Will TFA's New Influx Accelerate Student Achievement?This week, Teach for America Baltimore announced a $1 million donation, given by local philanthropists Mark and Patricia Joseph. Being someone who has worked at mainly small non-profits over the years, this seems like a staggering donation; that is half the operating budget of an afterschool non-profit I used to work with. Given this extremely high number, I thought that TFA would give very specific, data-driven answers to what they will do with this donation -- instead, they gave a blanket answer of "providing intensive support" for first and second year teachers, and expanding their alumni network. <div>
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I found this answer to be disappointing; and I think my disappointment has to do with my very conflicted feelings about TFA. For years, I have felt that TFA does a dis-service to students in inner-city public schools. Sending very ill-prepared, just-out-of-college, mainly white students into extremely tough schools spells a recipe for disaster; and a recipe for students having their education stalled with a teacher who barely knows the craft of teaching. </div>
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But my recent experience with TFA, and this article, makes me wonder more if I should be re-thinking my stance. While I still believe TFA does not provide enough training from the on-set, TFA does have a very high retention rate of teachers in Baltimore after the first year (85%) and currently has over 150 teachers in Baltimore City right now, all of whom are rated effective or ineffective. On top of this, the corps is becoming decidedly less white; over 50% of TFA Baltimore members are people of color. Last year, I attended the TFA annual summit through my organization, and learned that over 60% of TFA alum stay in education. This made me think about all of the administrators and teachers I am surrounded by that are TFA alum. Some taught for many years, and some taught for few and then quickly moved into other roles within education; but all are people who I believe are absolute change agents in education.</div>
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Currently, more than 560 alumni work within the City Schools district. Perhaps I have been too harsh on TFA over the years; I would still like to know more about what they plan to do with this new money to support students directly, but I will keep the faith that they are going to do what is best for kids.</div>
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Link: <a href="http://www.baltimoresun.com/news/maryland/education/bs-md-ci-tfa-donation-20171211-story.html">http://www.baltimoresun.com/news/maryland/education/bs-md-ci-tfa-donation-20171211-story.html</a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-84164160045051499112017-12-06T00:28:00.001-05:002017-12-06T00:32:31.721-05:00The Role of District<div style="line-height: 200%;">
<span style="font-family: inherit;"><span style="font-family: inherit;">The community or district background of a school brings certain uniqueness to that school including student background, environment and even teachers' training. All issues we faced within a school cannot be isolated from its community. Then it comes to partnership reform. How
to make the partnership program work more smoothly from a region's perspective. <span lang="EN-US" style="line-height: 200%;">Auerbach</span><span lang="EN-US" style="line-height: 200%;"> believes that t</span>he
production and practice of reformed policies should seek to
balanced content, structure, and flexibility to promote greater reform
sustainability.</span><span lang="EN-US" style="line-height: 200%;"><span style="font-family: inherit;"><br /></span></span></span><br />
<span style="font-family: inherit;"><span style="font-family: inherit;"><br /></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="line-height: 200%;"><span style="font-family: inherit;">A couple of two things in his article that mainly illustrated me are
the attention to interaction among leaders and the flexibility of the reform,
and these two things are highly related to each other. To keep the sustained
interaction between leaders who are not hierarchical but collaborative and dialectical,
we have to consider questions of reform flexibility. As we heard from NNPS, the
local reform of partnership education does not have any power over school,
family and district. After finding these districts that would like to cooperate
with reform, we still need to pay attention to the flexibility. If reforms are
too flexible, they may miss the base of further reform and diminish their
potential to promote positive change. I read about how NNPS dwells between
these two extremes by only setting up the theoretical and framework environment
for real reform leaders in professional practice rather than prescribed
activities with little room to accommodate differences in contexts.</span></span><span lang="EN-US"><span style="font-family: inherit;"> </span></span></span><br />
<span style="font-family: inherit;"><span lang="EN-US"><span style="font-family: inherit;"><br /></span></span></span>
<span style="font-family: inherit;"><span lang="EN-US"><span style="font-family: inherit;">The reading also mentioned
that as supporting the local leaders, reform developers and reform leaders
should also consider how to cultivate the different dimensions of leadership that
affect the implementation and sustainability of externally developed reforms. For
example, district size, culture, and resources should be challenging the
expertise of professions who support the reform and thus it should be considered
in the dialogue about changing district priorities. To help with that, investigation
with vivid aim could target at reform characteristics and dimensions of district
leadership.</span></span></span></div>
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<span lang="EN-US" style="font-size: 12.0pt;">Reference<o:p></o:p></span></div>
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<span lang="EN-US" style="background: rgb(255, 255, 255);"><span style="font-family: inherit;">Auerbach,
S. (2012).<span class="apple-converted-space"> </span><i>School leadership
for authentic family and community partnerships: research perspectives for
transforming practice</i>. <st1:city w:st="on"><st1:place w:st="on">London</st1:place></st1:city>:
Routledge.</span></span><span lang="EN-US" style="font-family: "times new roman"; mso-fareast-font-family: "Microsoft YaHei";"> <o:p></o:p></span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-831340381263626624.post-5093371039545986032017-12-06T00:02:00.000-05:002017-12-06T00:03:01.532-05:00Structural effort to support collaboration and partnership in district level<span style="font-family: inherit;"><span style="font-family: inherit;">I read an article </span><span style="font-size: 12pt;"><span style="font-family: inherit;">address</span>ed
on the attempt and practice of school leaders and district leaders to reform
the structure and how the experimental result reflected on those attempts and
actions. It mentioned </span></span><span style="font-size: 12pt;"><span style="font-family: inherit;">how contemporary leading educational scholars trying
to reverse the power structure of school, family and community collaboration to
make individuals and family themselves serve effectively in partnership
education. Although they do not confront and traditional institutional
structure of schools, they <span style="font-family: inherit;">hope the system in a district level has the ability
to help and serve them once the leadership or the power structure is not
functioning.</span> </span></span><br />
<span style="font-size: 12pt;"><span style="font-family: inherit;"><br /></span></span>
<span lang="EN-US"><span style="font-family: inherit;"><span style="font-size: 12pt;">In
the recent centuries the school turned to be the place with multiple disciplines
and rules, especially in the area like Baltimore city where majority people believe schooling needs to be more strict. And the power classification between school, teacher and students,
families are like hierarchy in military or government bureaucracy. However,
while military product national defense and the bureaucratic system product
civic production, the school's production, which is learning, cannot be
evaluated and controlled like national defense material or GDP numbers. On the
one hand, learning is self-reflected in a way that the educational outcome of students
could be really independent from standard measurement. On the other hand, a
strict power hierarchy system may limit the development of student by assigning
them a specific role played in school. That is why Sander raised the question about the reform of school power </span></span>hierarchy.</span><br />
<span lang="EN-US"><span style="font-family: inherit;"><span style="font-size: 12pt;"><br /></span></span></span>
<span lang="EN-US"><span style="font-size: 12pt;"><span style="font-family: inherit;">A new power</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> hierarchy in sch</span><span style="font-family: inherit;">ool should base on the fact that school is not making students </span></span></span><span style="font-family: inherit;"><span style="font-size: 12pt;">predictable
and formatted.</span><span style="font-size: 12pt;"> Such a </span><span style="font-size: 12pt;">transition is not only to increase priority onto the need of
clients—students and families in the system. Also it required developin<span style="font-family: inherit;">g the
capacity and connection of students and family in the process of educational implication. </span></span></span><span style="font-size: 12pt;"><span style="font-family: inherit;">Although
Sander's article has some general description, I am still wondering the
specific operation they took and the organizational strategy specifically during
that period of gap during the retreat of school power. </span></span><br />
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<span lang="EN-US" style="font-size: 12.0pt;">Reference<o:p></o:p></span></div>
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<span lang="EN-US">Sanders, M. (2013). Collaborating for
Change: <i>How an Urban School District and
a Community-Based Organization Support and Sustain School, Family, and
Community Partnerships, </i>1693-1712. </span></div>
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Unknownnoreply@blogger.com1