http://edge.ascd.org/service/getFeed.kickAction?quantity=25 New blogs from David_Hall on ASCD EDge Mon, 09 Apr 2012 14:46:39 GMT Mon, 09 Apr 2012 14:46:39 GMT website@ascd.org (ascdAdmin) website@ascd.org (ascdAdmin) KickApps Feed Builder 2012-04-09T14:46:39Z 11 http://edge.ascd.org/service/searchEverything.kickAction?as=127586&sortType=recent&tags=null 0 http://edge.ascd.org/_ALEC-Privatizing-Public-Education/blog/5953297/127586.html The American Legislative Exchange Council is successfully trying to privatize public education. They are working in 28 states to provide template legislation and administrative rule making for state departments of education to accomplish that goal.   In Oklahoma, we are in position to see this goal achieved in 15 months from the time the Republicans took majority of the state legislature and the offices of State Superintendent and Governor. There will be cheering from ALEC once a private company is either hired by the SDE to manage a school or provide a for- profit charter because they are low achieving.   There are those among us that say what is the problem? The schools being subjected to this diversion of state tax dollars were "failing" so all bets are off! Well the problem with that argument is those schools and all others in the state of Oklahoma have never been funded appropriately in the first place. Now, we are suppose to believe that an out of state company that is for profit will somehow make these schools high performing even though the people making those decisions know next to nothing about the communities or schools they will serve. The locally elected BOE will have no say in who leads those schools or who will teach in them either. This is usurping local control all in the name of profit and a well funded, well organized use of corporate dollars to extract tax money for private gain. This is decidedly not getting government out of your hair which is one of the Republican's favorite policy planks! It is pure corporate cannibalism aimed at an American institution!   Thank goodness my school district doesn't contain any "takeover" schools as termed by our State Superintendent. Everyone knows that government and legislatures know more about education than lifelong educators or parents that live in that community and the duly elected school boards that lead those education systems!   It would behoove the American people to pay closer attention to the "reform" agendas being spread and the outright misrepresentations used to create the uproar necessary to justify this "takeover" of local schools. It could be an option that is viable but what is missing is the will of the people being impacted at the local level and the control of the locally elected school boards to implement those reforms. Corporations are providing the idea, the means, and the way to accomplish this and those impacted have no voice in this at all until the next election and that will be after the fact! That is not the America I know! The American Legislative Exchange Council is successfully trying to privatize public education. They are working in 28 states to provide template legislation and administrative rule making for state departments of education to accomplish that goal.   In Oklahoma, we are in position to see this goal achieved in 15 months from the time the Republicans took majority of the state legislature and the offices of State Superintendent and Governor. There will be cheering from ALEC once a private company is either hired by the SDE to manage a school or provide a for- profit charter because they are low achieving.   There are those among us that say what is the problem? The schools being subjected to this diversion of state tax dollars were "failing" so all bets are off! Well the problem with that argument is those schools and all others in the state of Oklahoma have never been funded appropriately in the first place. Now, we are suppose to believe that an out of state company that is for profit will somehow make these schools high performing even though the people making those decisions know next to nothing about the communities or schools they will serve. The locally elected BOE will have no say in who leads those schools or who will teach in them either. This is usurping local control all in the name of profit and a well funded, well organized use of corporate dollars to extract tax money for private gain. This is decidedly not getting government out of your hair which is one of the Republican's favorite policy planks! It is pure corporate cannibalism aimed at an American institution!   Thank goodness my school district doesn't contain any "takeover" schools as termed by our State Superintendent. Everyone knows that government and legislatures know more about education than lifelong educators or parents that live in that community and the duly elected school boards that lead those education systems!   It would behoove the American people to pay closer attention to the "reform" agendas being spread and the outright misrepresentations used to create the uproar necessary to justify this "takeover" of local schools. It could be an option that is viable but what is missing is the will of the people being impacted at the local level and the control of the locally elected school boards to implement those reforms. Corporations are providing the idea, the means, and the way to accomplish this and those impacted have no voice in this at all until the next election and that will be after the fact! That is not the America I know! Mon, 09 Apr 2012 14:46:39 GMT http://edge.ascd.org/_ALEC-Privatizing-Public-Education/blog/5953297/127586.html David_Hall 2012-04-09T14:46:39Z ASCD EDge The American Legislative Exchange Council is successfully trying to privatize public education. They are working in 28 states to provide template legislation and administrative rule making for state departments of education to accomplish that goal.   In Oklahoma, we are in position to see this goal achieved in 15 months from the time the Republicans took majority of the state legislature and the offices of State Superintendent and Governor. There will be cheering from ALEC once a private company is either hired by the SDE to manage a school or provide a for- profit charter because they are low achieving.   There are those among us that say what is the problem? The schools being subjected to this diversion of state tax dollars were "failing" so all bets are off! Well the problem with that argument is those schools and all others in the state of Oklahoma have never been funded appropriately in the first place. Now, we are suppose to believe that an out of state company that is for profit will somehow make these schools high performing even though the people making those decisions know next to nothing about the communities or schools they will serve. The locally elected BOE will have no say in who leads those schools or who will teach in them either. This is usurping local control all in the name of profit and a well funded, well organized use of corporate dollars to extract tax money for private gain. This is decidedly not getting government out of your hair which is one of the Republican's favorite policy planks! It is pure corporate cannibalism aimed at an American institution!   Thank goodness my school district doesn't contain any "takeover" schools as termed by our State Superintendent. Everyone knows that government and legislatures know more about education than lifelong educators or parents that live in that community and the duly elected school boards that lead those education systems!   It would behoove the American people to pay closer attention to the "reform" agendas being spread and the outright misrepresentations used to create the uproar necessary to justify this "takeover" of local schools. It could be an option that is viable but what is missing is the will of the people being impacted at the local level and the control of the locally elected school boards to implement those reforms. Corporations are providing the idea, the means, and the way to accomplish this and those impacted have no voice in this at all until the next election and that will be after the fact! That is not the America I know! nonadult false ALEC: Privatizing Public Education text blog 208 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_A.jpg false United States OK Owasso 0 0 5953297 31411852 ASCD EDge Member 250 http://edge.ascd.org/_Criticism-Just-or-Unjust/blog/5743402/127586.html Any human endeavor will always have room for improvement and education is no exception. But when the critics become so aggressive that they insist on perfection then we have an irrational approach to reform. That is why NCLB was extremely flawed by setting an impossible goal for schools to achieve and then punishing them when they didn't achieve the impossible! Isn't it interesting that education is the only profession where those professionals working there aren't considered professionals? Where their expertise and knowledge base as they mature and move through the profession aren't valued either? In other professions, experience and on the job experience is valued and much preferred. You would rather have an experienced surgeon doing your surgery or an experienced lawyer handling your case. Not so much in education. Reformers wish to get rid of the more experienced because they cost too much! Isn't it interesting that in other professions it is quite alright for people to seek better financial rewards but if teachers do then it is an act of the union that must be squashed and is downright insulting. Everyone knows that teachers are overpaid and work shorter contract years than others so they should be valued less also! Is there any other profession where the professionals that work there know less than the public believes about teachers? After all, everyone is an expert relative to education because we all went to school at some point! It is also interesting that NCLB has included perfection as the expectation for educators. I wonder if Policemen are expected to solve all crime and stop all crime? Are lawyers expected to win every case? Are Doctors supposed to save all people that come to them no matter their condition? Are firemen expected to prevent all fires? Are college and pro coaches expected to win every game? We have room for improvement in education and will have professionals working diligently to accomplish as much as possible. It would help if the public we are striving to serve would stop the rhetorical attacks, the petty unrealistic expectations and roll up their sleeves to help us do this extremely important job! Any human endeavor will always have room for improvement and education is no exception. But when the critics become so aggressive that they insist on perfection then we have an irrational approach to reform. That is why NCLB was extremely flawed by setting an impossible goal for schools to achieve and then punishing them when they didn't achieve the impossible! Isn't it interesting that education is the only profession where those professionals working there aren't considered professionals? Where their expertise and knowledge base as they mature and move through the profession aren't valued either? In other professions, experience and on the job experience is valued and much preferred. You would rather have an experienced surgeon doing your surgery or an experienced lawyer handling your case. Not so much in education. Reformers wish to get rid of the more experienced because they cost too much! Isn't it interesting that in other professions it is quite alright for people to seek better financial rewards but if teachers do then it is an act of the union that must be squashed and is downright insulting. Everyone knows that teachers are overpaid and work shorter contract years than others so they should be valued less also! Is there any other profession where the professionals that work there know less than the public believes about teachers? After all, everyone is an expert relative to education because we all went to school at some point! It is also interesting that NCLB has included perfection as the expectation for educators. I wonder if Policemen are expected to solve all crime and stop all crime? Are lawyers expected to win every case? Are Doctors supposed to save all people that come to them no matter their condition? Are firemen expected to prevent all fires? Are college and pro coaches expected to win every game? We have room for improvement in education and will have professionals working diligently to accomplish as much as possible. It would help if the public we are striving to serve would stop the rhetorical attacks, the petty unrealistic expectations and roll up their sleeves to help us do this extremely important job! Tue, 31 Jan 2012 21:54:59 GMT http://edge.ascd.org/_Criticism-Just-or-Unjust/blog/5743402/127586.html David_Hall 2012-01-31T21:54:59Z ASCD EDge Any human endeavor will always have room for improvement and education is no exception. But when the critics become so aggressive that they insist on perfection then we have an irrational approach to reform. That is why NCLB was extremely flawed by setting an impossible goal for schools to achieve and then punishing them when they didn't achieve the impossible! Isn't it interesting that education is the only profession where those professionals working there aren't considered professionals? Where their expertise and knowledge base as they mature and move through the profession aren't valued either? In other professions, experience and on the job experience is valued and much preferred. You would rather have an experienced surgeon doing your surgery or an experienced lawyer handling your case. Not so much in education. Reformers wish to get rid of the more experienced because they cost too much! Isn't it interesting that in other professions it is quite alright for people to seek better financial rewards but if teachers do then it is an act of the union that must be squashed and is downright insulting. Everyone knows that teachers are overpaid and work shorter contract years than others so they should be valued less also! Is there any other profession where the professionals that work there know less than the public believes about teachers? After all, everyone is an expert relative to education because we all went to school at some point! It is also interesting that NCLB has included perfection as the expectation for educators. I wonder if Policemen are expected to solve all crime and stop all crime? Are lawyers expected to win every case? Are Doctors supposed to save all people that come to them no matter their condition? Are firemen expected to prevent all fires? Are college and pro coaches expected to win every game? We have room for improvement in education and will have professionals working diligently to accomplish as much as possible. It would help if the public we are striving to serve would stop the rhetorical attacks, the petty unrealistic expectations and roll up their sleeves to help us do this extremely important job! nonadult false Criticism: Just or Unjust? text blog 280 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_E.jpg false United States OK Owasso 0 0 5743402 31411852 ASCD EDge Member 250 http://edge.ascd.org/_Sage-on-the-Stage-or-Ringmaster/blog/5055210/127586.html With the tidal wave of digital media and technology crashing over schools and teachers it is a little disconcerting that so many of those teachers in American classrooms haven't been taught how to teach effectively with digital media or how participatory learning design should be organized and effectively assessed. In short, how do we assist teachers' transition from being the "Sage on the Stage" to a "Ringmaster" that facilitates learning experiences for students?   The reality has very real consequences for digital device purchases, lesson design, integration of core courses within the learning experience, and the real way to assess both subjective as well as objective learning effectively. It indeed produces many challenges for public education and those who work within those institutions committed to providing relevant 21st century learning experiences using digital media and participatory expectations for all students.   Project based learning is truly an effective way to show course integration, real world relevance, and the use of digital media to research information pertinent to helping solve the problem presented. It can be used to defend or attack a concept or a political position by debating both the merits and the problems associated with said concept or position. In either instance, the teacher is the facilitator of learning rather than the sole provider of knowledge. This is a fundamental change that does have real consequences for teacher preparation and course design.   We must help our instructional staff with staff development that will help them facilitate these learning experiences at different levels of complexity to ensure all students are stretched and all students participate. They need scoring rubrics that help assess student engagement and participation that can be quantified. This is a shift from passive learning to participatory learning and the lesson objectives become much more about the planning of the learning experience rather than teacher preparation to ensure knowledge of the material they would deliver through lecture. This change is massive and administrators can't underestimate the challenge this represents for today's classroom teachers. We simply must understand that the staff presently in our classrooms haven't been taught how to teach this way through traditional university programs. However, our public and constituency are rapidly expecting this transition to happen as soon as possible to match the public's personal use of all things digital. The hidebound staid institution we call the education establishment will not get a pass from its public if we refuse to buy-in to this reality. Inertia is often palpable within the education establishment and traditionally, it is locked in place within most classrooms. The digital revolution will provide the outside force to education's locked inertia to get it moving toward participatory learning and integrated instruction.   Public schools must show real world relevance in how we teach using skills that must be developed so our graduates will have the necessary qualities that will help them succeed. All form of lecture won't and shouldn't disappear, but the 21st Century classroom must be more about participatory learning rather than passive learning. That will require our teaching staff to be facilitators rather than great sages leading our classrooms and their greatest challenge will be in lesson design and management of learning experiences rather than simply relaying or regurgitating information. Let's hope this transition will produce the engagement in learning that participation brings with both relevance and integration to show real world application to produce greater customer satisfaction and preparation for success demanded by the 21st Century! With the tidal wave of digital media and technology crashing over schools and teachers it is a little disconcerting that so many of those teachers in American classrooms haven't been taught how to teach effectively with digital media or how participatory learning design should be organized and effectively assessed. In short, how do we assist teachers' transition from being the "Sage on the Stage" to a "Ringmaster" that facilitates learning experiences for students?   The reality has very real consequences for digital device purchases, lesson design, integration of core courses within the learning experience, and the real way to assess both subjective as well as objective learning effectively. It indeed produces many challenges for public education and those who work within those institutions committed to providing relevant 21st century learning experiences using digital media and participatory expectations for all students.   Project based learning is truly an effective way to show course integration, real world relevance, and the use of digital media to research information pertinent to helping solve the problem presented. It can be used to defend or attack a concept or a political position by debating both the merits and the problems associated with said concept or position. In either instance, the teacher is the facilitator of learning rather than the sole provider of knowledge. This is a fundamental change that does have real consequences for teacher preparation and course design.   We must help our instructional staff with staff development that will help them facilitate these learning experiences at different levels of complexity to ensure all students are stretched and all students participate. They need scoring rubrics that help assess student engagement and participation that can be quantified. This is a shift from passive learning to participatory learning and the lesson objectives become much more about the planning of the learning experience rather than teacher preparation to ensure knowledge of the material they would deliver through lecture. This change is massive and administrators can't underestimate the challenge this represents for today's classroom teachers. We simply must understand that the staff presently in our classrooms haven't been taught how to teach this way through traditional university programs. However, our public and constituency are rapidly expecting this transition to happen as soon as possible to match the public's personal use of all things digital. The hidebound staid institution we call the education establishment will not get a pass from its public if we refuse to buy-in to this reality. Inertia is often palpable within the education establishment and traditionally, it is locked in place within most classrooms. The digital revolution will provide the outside force to education's locked inertia to get it moving toward participatory learning and integrated instruction.   Public schools must show real world relevance in how we teach using skills that must be developed so our graduates will have the necessary qualities that will help them succeed. All form of lecture won't and shouldn't disappear, but the 21st Century classroom must be more about participatory learning rather than passive learning. That will require our teaching staff to be facilitators rather than great sages leading our classrooms and their greatest challenge will be in lesson design and management of learning experiences rather than simply relaying or regurgitating information. Let's hope this transition will produce the engagement in learning that participation brings with both relevance and integration to show real world application to produce greater customer satisfaction and preparation for success demanded by the 21st Century! Mon, 22 Aug 2011 19:46:57 GMT http://edge.ascd.org/_Sage-on-the-Stage-or-Ringmaster/blog/5055210/127586.html David_Hall 2011-08-22T19:46:57Z ASCD EDge With the tidal wave of digital media and technology crashing over schools and teachers it is a little disconcerting that so many of those teachers in American classrooms haven't been taught how to teach effectively with digital media or how participatory learning design should be organized and effectively assessed. In short, how do we assist teachers' transition from being the "Sage on the Stage" to a "Ringmaster" that facilitates learning experiences for students?   The reality has very real consequences for digital device purchases, lesson design, integration of core courses within the learning experience, and the real way to assess both subjective as well as objective learning effectively. It indeed produces many challenges for public education and those who work within those institutions committed to providing relevant 21st century learning experiences using digital media and participatory expectations for all students.   Project based learning is truly an effective way to show course integration, real world relevance, and the use of digital media to research information pertinent to helping solve the problem presented. It can be used to defend or attack a concept or a political position by debating both the merits and the problems associated with said concept or position. In either instance, the teacher is the facilitator of learning rather than the sole provider of knowledge. This is a fundamental change that does have real consequences for teacher preparation and course design.   We must help our instructional staff with staff development that will help them facilitate these learning experiences at different levels of complexity to ensure all students are stretched and all students participate. They need scoring rubrics that help assess student engagement and participation that can be quantified. This is a shift from passive learning to participatory learning and the lesson objectives become much more about the planning of the learning experience rather than teacher preparation to ensure knowledge of the material they would deliver through lecture. This change is massive and administrators can't underestimate the challenge this represents for today's classroom teachers. We simply must understand that the staff presently in our classrooms haven't been taught how to teach this way through traditional university programs. However, our public and constituency are rapidly expecting this transition to happen as soon as possible to match the public's personal use of all things digital. The hidebound staid institution we call the education establishment will not get a pass from its public if we refuse to buy-in to this reality. Inertia is often palpable within the education establishment and traditionally, it is locked in place within most classrooms. The digital revolution will provide the outside force to education's locked inertia to get it moving toward participatory learning and integrated instruction.   Public schools must show real world relevance in how we teach using skills that must be developed so our graduates will have the necessary qualities that will help them succeed. All form of lecture won't and shouldn't disappear, but the 21st Century classroom must be more about participatory learning rather than passive learning. That will require our teaching staff to be facilitators rather than great sages leading our classrooms and their greatest challenge will be in lesson design and management of learning experiences rather than simply relaying or regurgitating information. Let's hope this transition will produce the engagement in learning that participation brings with both relevance and integration to show real world application to produce greater customer satisfaction and preparation for success demanded by the 21st Century! nonadult false Sage on the Stage or Ringmaster? text blog 561 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_C.jpg false United States OK Owasso 0 0 5055210 31411852 ASCD EDge Member 250 http://edge.ascd.org/_You-Can39t-Have-Your-Cake-and-Eat-It-Too/blog/5039094/127586.html Why do so many people in today's society not understand that less revenue equals less services? We as a society believe so strongly that taxes should never be raised without considering what less revenue means to institutions funded by those taxes. Math has never been a strength in the USA, but we should understand that less revenue will equal less educational services, especially since inflation is real and lower revenue can't buy as much when those prices increase! Parents we serve have started complaining about class sizes when they have been told the anti-tax fervor has resulted in over $4 million in lost funding. The reddest of all red states is Oklahoma and we just cut taxes with a $500 million shortfall. Our budget is now lower than it was in 2007 with approximately 500 more students! Are people so myopic they don't get the result of all of this "right sizing of government?" It might be reform, it might be right-sizing, but it isn't progressive and it isn't going to result in manageable class sizes or increases in instructional material for our additional students! It is still true today as it was yesterday and will be tomorrow; you get what you pay for and if you want lower class sizes you will have to pay for them! There is no free lunch and the American taxpayer must understand that before education is marginalized to ineffectiveness through tax cutting. It may get politicians elected but it is often without consideration to the cost of our children's future and our nation's ability to compete. Why do so many people in today's society not understand that less revenue equals less services? We as a society believe so strongly that taxes should never be raised without considering what less revenue means to institutions funded by those taxes. Math has never been a strength in the USA, but we should understand that less revenue will equal less educational services, especially since inflation is real and lower revenue can't buy as much when those prices increase! Parents we serve have started complaining about class sizes when they have been told the anti-tax fervor has resulted in over $4 million in lost funding. The reddest of all red states is Oklahoma and we just cut taxes with a $500 million shortfall. Our budget is now lower than it was in 2007 with approximately 500 more students! Are people so myopic they don't get the result of all of this "right sizing of government?" It might be reform, it might be right-sizing, but it isn't progressive and it isn't going to result in manageable class sizes or increases in instructional material for our additional students! It is still true today as it was yesterday and will be tomorrow; you get what you pay for and if you want lower class sizes you will have to pay for them! There is no free lunch and the American taxpayer must understand that before education is marginalized to ineffectiveness through tax cutting. It may get politicians elected but it is often without consideration to the cost of our children's future and our nation's ability to compete. Mon, 15 Aug 2011 21:14:20 GMT http://edge.ascd.org/_You-Can39t-Have-Your-Cake-and-Eat-It-Too/blog/5039094/127586.html David_Hall 2011-08-15T21:14:20Z ASCD EDge Why do so many people in today's society not understand that less revenue equals less services? We as a society believe so strongly that taxes should never be raised without considering what less revenue means to institutions funded by those taxes. Math has never been a strength in the USA, but we should understand that less revenue will equal less educational services, especially since inflation is real and lower revenue can't buy as much when those prices increase! Parents we serve have started complaining about class sizes when they have been told the anti-tax fervor has resulted in over $4 million in lost funding. The reddest of all red states is Oklahoma and we just cut taxes with a $500 million shortfall. Our budget is now lower than it was in 2007 with approximately 500 more students! Are people so myopic they don't get the result of all of this "right sizing of government?" It might be reform, it might be right-sizing, but it isn't progressive and it isn't going to result in manageable class sizes or increases in instructional material for our additional students! It is still true today as it was yesterday and will be tomorrow; you get what you pay for and if you want lower class sizes you will have to pay for them! There is no free lunch and the American taxpayer must understand that before education is marginalized to ineffectiveness through tax cutting. It may get politicians elected but it is often without consideration to the cost of our children's future and our nation's ability to compete. nonadult false You Can't Have Your Cake and Eat It Too text blog 363 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_D.jpg false United States OK Owasso 0 0 5039094 31411852 ASCD EDge Member 250 http://edge.ascd.org/_Lost-in-the-Rhetoric-But-Most-Important/blog/4434525/127586.html Most of the school improvement rhetoric being espoused lately completely ignores what those of us know that have taught for a number of years. There are eight essentials that if present will give us so much more potential for success with students that it should be at the forefront of school improvement discussions but is completely ignored by today's movers and shakers.   Do any educators deny that if a child is: 1. Healthy, 2. Well fed, 3. Well rested, 4. Encouraged about the importance of schooling, 5. In attendance, 6. Reads all assignments asked of them, 7. Does all homework to the best of their ability, and 8. Studies sufficiently for all assessments given them, that the stage is set for optimal learning for that child?   Educators control NONE OF THOSE ESSENTIALS! If any are missing or any combination of them are missing, it creates barriers to learning for that child that can't easliy be overcome!   Education is and always will be a participatory process and there must be cooperation from teachers, students, and parents if it is to be as successful as it can be. The best teachers in the world can't teach a child to success if many of those eight essentials are missing from their life. Some will overcome, but the majority will lag from a competence standpoint due to those missing essentials. And no teacher or school controls their presence or absence!   If the rhetoric continues to be solely about teacher quality it indeed should be considered disingenuous and more about politics than true efforts to improve student prospects for success! Most of the school improvement rhetoric being espoused lately completely ignores what those of us know that have taught for a number of years. There are eight essentials that if present will give us so much more potential for success with students that it should be at the forefront of school improvement discussions but is completely ignored by today's movers and shakers.   Do any educators deny that if a child is: 1. Healthy, 2. Well fed, 3. Well rested, 4. Encouraged about the importance of schooling, 5. In attendance, 6. Reads all assignments asked of them, 7. Does all homework to the best of their ability, and 8. Studies sufficiently for all assessments given them, that the stage is set for optimal learning for that child?   Educators control NONE OF THOSE ESSENTIALS! If any are missing or any combination of them are missing, it creates barriers to learning for that child that can't easliy be overcome!   Education is and always will be a participatory process and there must be cooperation from teachers, students, and parents if it is to be as successful as it can be. The best teachers in the world can't teach a child to success if many of those eight essentials are missing from their life. Some will overcome, but the majority will lag from a competence standpoint due to those missing essentials. And no teacher or school controls their presence or absence!   If the rhetoric continues to be solely about teacher quality it indeed should be considered disingenuous and more about politics than true efforts to improve student prospects for success! Fri, 24 Jun 2011 16:27:57 GMT http://edge.ascd.org/_Lost-in-the-Rhetoric-But-Most-Important/blog/4434525/127586.html David_Hall 2011-06-24T16:27:57Z ASCD EDge Most of the school improvement rhetoric being espoused lately completely ignores what those of us know that have taught for a number of years. There are eight essentials that if present will give us so much more potential for success with students that it should be at the forefront of school improvement discussions but is completely ignored by today's movers and shakers.   Do any educators deny that if a child is: 1. Healthy, 2. Well fed, 3. Well rested, 4. Encouraged about the importance of schooling, 5. In attendance, 6. Reads all assignments asked of them, 7. Does all homework to the best of their ability, and 8. Studies sufficiently for all assessments given them, that the stage is set for optimal learning for that child?   Educators control NONE OF THOSE ESSENTIALS! If any are missing or any combination of them are missing, it creates barriers to learning for that child that can't easliy be overcome!   Education is and always will be a participatory process and there must be cooperation from teachers, students, and parents if it is to be as successful as it can be. The best teachers in the world can't teach a child to success if many of those eight essentials are missing from their life. Some will overcome, but the majority will lag from a competence standpoint due to those missing essentials. And no teacher or school controls their presence or absence!   If the rhetoric continues to be solely about teacher quality it indeed should be considered disingenuous and more about politics than true efforts to improve student prospects for success! nonadult false Lost in the Rhetoric But Most Important text blog 551 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_A.jpg false United States OK Owasso 1 0 4434525 31411852 ASCD EDge Member 250 http://edge.ascd.org/_In-Loco-Parentis/blog/3647584/127586.html With ever increasing frequency we are seeing a distrust by today's parents with the adults who work with their children and considering the horrible news we hear annually about children abused by people of trust, I don't blame them. This underscores the need to be active participants in you child's schooling and visible at the school interacting with adult staff to measure their professionalism as well as their devotion to children.   A healthy dose of realism is wise but it shouldn't cause any parent to abdicate the transfer of some parental rights to those entrusted with their children in their absence. Historically, our system of education has expected school officials and teachers to use good judgment with students, to correct improper behavior, and to teach some soft skills such as compliance, obedience to rules and authority figures, and enough self-awareness to avoid negative decisions or making bad choices. Along the way, teachers are expected to teach the academic course entrusted to them too. The reality is school teachers and principals will have as much influence on your child as you allow and support. Your vigilence and involvement is understood and expected. But never underestimate your power to assit learning, compliance and cooperation or damage it beyond repair. You assist it by partnering with the school, its leaders and teachers to work in concert to educate your child. Without your support and assistance, less can be accomplished with your child. Don't expect your child to respect someone you don't! It is amazing how they will lock on to criticisms you level at authority figures in their shool that diminishes their ability to respect the authority represented by the teachers and principals to the point little can be accomplished.   Parent hold that much power with regard to setting the stage for optimal leaning. It is hoped more of today's parents understand that and will partner with their child's school to work together for maximum benefit and their child's schooling experience.   One of my mentors told me as I entered administration that we will maximize what we can accomplish with students when we are given the authority to do so. Parents need to understand that our system was never set up to be a war between the school and the family. It is necessary for the relationship to be cooperative and supportive if it is to achieve all it can. If you find your family in conflict with your school, you might address how much support you have provided to the adults working there and if you have done anything to undercut their authority or professional standing with your child. It is worth assessing because no child will respect people their parents don't respect and if respect is missing, the chances of maximizing success with your child is highly unlikely.  With ever increasing frequency we are seeing a distrust by today's parents with the adults who work with their children and considering the horrible news we hear annually about children abused by people of trust, I don't blame them. This underscores the need to be active participants in you child's schooling and visible at the school interacting with adult staff to measure their professionalism as well as their devotion to children.   A healthy dose of realism is wise but it shouldn't cause any parent to abdicate the transfer of some parental rights to those entrusted with their children in their absence. Historically, our system of education has expected school officials and teachers to use good judgment with students, to correct improper behavior, and to teach some soft skills such as compliance, obedience to rules and authority figures, and enough self-awareness to avoid negative decisions or making bad choices. Along the way, teachers are expected to teach the academic course entrusted to them too. The reality is school teachers and principals will have as much influence on your child as you allow and support. Your vigilence and involvement is understood and expected. But never underestimate your power to assit learning, compliance and cooperation or damage it beyond repair. You assist it by partnering with the school, its leaders and teachers to work in concert to educate your child. Without your support and assistance, less can be accomplished with your child. Don't expect your child to respect someone you don't! It is amazing how they will lock on to criticisms you level at authority figures in their shool that diminishes their ability to respect the authority represented by the teachers and principals to the point little can be accomplished.   Parent hold that much power with regard to setting the stage for optimal leaning. It is hoped more of today's parents understand that and will partner with their child's school to work together for maximum benefit and their child's schooling experience.   One of my mentors told me as I entered administration that we will maximize what we can accomplish with students when we are given the authority to do so. Parents need to understand that our system was never set up to be a war between the school and the family. It is necessary for the relationship to be cooperative and supportive if it is to achieve all it can. If you find your family in conflict with your school, you might address how much support you have provided to the adults working there and if you have done anything to undercut their authority or professional standing with your child. It is worth assessing because no child will respect people their parents don't respect and if respect is missing, the chances of maximizing success with your child is highly unlikely.  Fri, 20 May 2011 17:17:59 GMT http://edge.ascd.org/_In-Loco-Parentis/blog/3647584/127586.html David_Hall 2011-05-20T17:17:59Z ASCD EDge With ever increasing frequency we are seeing a distrust by today's parents with the adults who work with their children and considering the horrible news we hear annually about children abused by people of trust, I don't blame them. This underscores the need to be active participants in you child's schooling and visible at the school interacting with adult staff to measure their professionalism as well as their devotion to children.   A healthy dose of realism is wise but it shouldn't cause any parent to abdicate the transfer of some parental rights to those entrusted with their children in their absence. Historically, our system of education has expected school officials and teachers to use good judgment with students, to correct improper behavior, and to teach some soft skills such as compliance, obedience to rules and authority figures, and enough self-awareness to avoid negative decisions or making bad choices. Along the way, teachers are expected to teach the academic course entrusted to them too. The reality is school teachers and principals will have as much influence on your child as you allow and support. Your vigilence and involvement is understood and expected. But never underestimate your power to assit learning, compliance and cooperation or damage it beyond repair. You assist it by partnering with the school, its leaders and teachers to work in concert to educate your child. Without your support and assistance, less can be accomplished with your child. Don't expect your child to respect someone you don't! It is amazing how they will lock on to criticisms you level at authority figures in their shool that diminishes their ability to respect the authority represented by the teachers and principals to the point little can be accomplished.   Parent hold that much power with regard to setting the stage for optimal leaning. It is hoped more of today's parents understand that and will partner with their child's school to work together for maximum benefit and their child's schooling experience.   One of my mentors told me as I entered administration that we will maximize what we can accomplish with students when we are given the authority to do so. Parents need to understand that our system was never set up to be a war between the school and the family. It is necessary for the relationship to be cooperative and supportive if it is to achieve all it can. If you find your family in conflict with your school, you might address how much support you have provided to the adults working there and if you have done anything to undercut their authority or professional standing with your child. It is worth assessing because no child will respect people their parents don't respect and if respect is missing, the chances of maximizing success with your child is highly unlikely.  nonadult false In Loco Parentis text blog 645 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_C.jpg false United States OK Owasso 0 0 3647584 31411852 ASCD EDge Member 250 http://edge.ascd.org/_Autistic-Spectrum-Disorder-and-Least-Restrictive-Environment/blog/3608249/127586.html Students who are diagnosed with Autistic Spectrum Disorder pose unique challenges for school personnel. Their social deficits and reaction to noise and change in routine can lead to spiraling behavior that causes less confidence and complete shutdown relative to their own learning participation.   These facts lead one to question what is the least restrictive environment for an Autistic Child? In our rush to try to place Autistic children in "normal" settings, we may be damaging their ability to function better and seek happiness and the ability to prosper at their own pace. The sheer numbers of students in the mainstream environment means kids with social deficits are being asked to negotiate large numbers of people that act noticeably different and communicate completely different as well. I think it is time to ask if that is fair for Autistic children?   The answer most IEP teams use in determining a least restrictive environment is mainstreaming. For students that don't have deficits in social interaction and aren't bothered by the noise and confusion large numbers of students cause, that is the appropriate placement. For Autistic children, this may be the most damaging placement and it happens all too often because of parent preference and the notion that least restrictive environment means mainstreaming. We should examine our practices here and determine if mainstreaming is really effective for an Autistic child.   Some private schools for Special Needs kids have demonstrated success with Autistic kids by limiting class sizes and  surrounding Autistic Spectrum Disorder students with peers just like them. This success causes some public school administrators to evaluate self-contained classroom spaces for Autistic kids as their least restrictive environment. The challenge in that effort is to get cooperation from the parents and to manage enrollment of students within a public school. Neither challenge is easy to accomplish but worth considering.   We shouldn't negate efforts to try to change the thinking associated with least restrictive environment. It might not be mainstreaming as we traditionally have viewed it. Some kids are different and expecting them to succeed as if they don't have deficits that affect learning isn't being realistic. Kids who have social interaction difficulties may flourish if placed with smaller numbers of kids in a self-contained classroom where their pace of improvement can be determined by them individually. This may sound like a no-brainer, but actual practice in many parts of the country limit self-contained classrooms as taboo in achieving least restrictive environments. It is time we reconsider what is best for the student and mainstreaming may not be especially for Autistic children. This will require a different mindset relative to least restrictive environment and will need to be sold to parents who may not be realistic concerning their child's ability to handle environments that can be counterproductive to Autistic children. The goal should be placing students in environments where they can succeed and not perpetuating traditional beliefs or axioms that may be detrimental.   Students who are diagnosed with Autistic Spectrum Disorder pose unique challenges for school personnel. Their social deficits and reaction to noise and change in routine can lead to spiraling behavior that causes less confidence and complete shutdown relative to their own learning participation.   These facts lead one to question what is the least restrictive environment for an Autistic Child? In our rush to try to place Autistic children in "normal" settings, we may be damaging their ability to function better and seek happiness and the ability to prosper at their own pace. The sheer numbers of students in the mainstream environment means kids with social deficits are being asked to negotiate large numbers of people that act noticeably different and communicate completely different as well. I think it is time to ask if that is fair for Autistic children?   The answer most IEP teams use in determining a least restrictive environment is mainstreaming. For students that don't have deficits in social interaction and aren't bothered by the noise and confusion large numbers of students cause, that is the appropriate placement. For Autistic children, this may be the most damaging placement and it happens all too often because of parent preference and the notion that least restrictive environment means mainstreaming. We should examine our practices here and determine if mainstreaming is really effective for an Autistic child.   Some private schools for Special Needs kids have demonstrated success with Autistic kids by limiting class sizes and  surrounding Autistic Spectrum Disorder students with peers just like them. This success causes some public school administrators to evaluate self-contained classroom spaces for Autistic kids as their least restrictive environment. The challenge in that effort is to get cooperation from the parents and to manage enrollment of students within a public school. Neither challenge is easy to accomplish but worth considering.   We shouldn't negate efforts to try to change the thinking associated with least restrictive environment. It might not be mainstreaming as we traditionally have viewed it. Some kids are different and expecting them to succeed as if they don't have deficits that affect learning isn't being realistic. Kids who have social interaction difficulties may flourish if placed with smaller numbers of kids in a self-contained classroom where their pace of improvement can be determined by them individually. This may sound like a no-brainer, but actual practice in many parts of the country limit self-contained classrooms as taboo in achieving least restrictive environments. It is time we reconsider what is best for the student and mainstreaming may not be especially for Autistic children. This will require a different mindset relative to least restrictive environment and will need to be sold to parents who may not be realistic concerning their child's ability to handle environments that can be counterproductive to Autistic children. The goal should be placing students in environments where they can succeed and not perpetuating traditional beliefs or axioms that may be detrimental.   Fri, 13 May 2011 23:30:50 GMT http://edge.ascd.org/_Autistic-Spectrum-Disorder-and-Least-Restrictive-Environment/blog/3608249/127586.html David_Hall 2011-05-13T23:30:50Z ASCD EDge Students who are diagnosed with Autistic Spectrum Disorder pose unique challenges for school personnel. Their social deficits and reaction to noise and change in routine can lead to spiraling behavior that causes less confidence and complete shutdown relative to their own learning participation.   These facts lead one to question what is the least restrictive environment for an Autistic Child? In our rush to try to place Autistic children in "normal" settings, we may be damaging their ability to function better and seek happiness and the ability to prosper at their own pace. The sheer numbers of students in the mainstream environment means kids with social deficits are being asked to negotiate large numbers of people that act noticeably different and communicate completely different as well. I think it is time to ask if that is fair for Autistic children?   The answer most IEP teams use in determining a least restrictive environment is mainstreaming. For students that don't have deficits in social interaction and aren't bothered by the noise and confusion large numbers of students cause, that is the appropriate placement. For Autistic children, this may be the most damaging placement and it happens all too often because of parent preference and the notion that least restrictive environment means mainstreaming. We should examine our practices here and determine if mainstreaming is really effective for an Autistic child.   Some private schools for Special Needs kids have demonstrated success with Autistic kids by limiting class sizes and  surrounding Autistic Spectrum Disorder students with peers just like them. This success causes some public school administrators to evaluate self-contained classroom spaces for Autistic kids as their least restrictive environment. The challenge in that effort is to get cooperation from the parents and to manage enrollment of students within a public school. Neither challenge is easy to accomplish but worth considering.   We shouldn't negate efforts to try to change the thinking associated with least restrictive environment. It might not be mainstreaming as we traditionally have viewed it. Some kids are different and expecting them to succeed as if they don't have deficits that affect learning isn't being realistic. Kids who have social interaction difficulties may flourish if placed with smaller numbers of kids in a self-contained classroom where their pace of improvement can be determined by them individually. This may sound like a no-brainer, but actual practice in many parts of the country limit self-contained classrooms as taboo in achieving least restrictive environments. It is time we reconsider what is best for the student and mainstreaming may not be especially for Autistic children. This will require a different mindset relative to least restrictive environment and will need to be sold to parents who may not be realistic concerning their child's ability to handle environments that can be counterproductive to Autistic children. The goal should be placing students in environments where they can succeed and not perpetuating traditional beliefs or axioms that may be detrimental.   nonadult false Autistic Spectrum Disorder and Least Restrictive Environment text blog 1047 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_D.jpg false United States OK Owasso 0 0 3608249 31411852 ASCD EDge Member 250 http://edge.ascd.org/_Interviewing-Greatness/blog/3570221/127586.html My job requires interviewing prospective school leaders. It is so refreshing to interview individuals that are go getters and clearly self-motivated with the ability to motivate others. I had the most impressive interview I've conducted in my 20 plus years in school administration today and I would like to share what that person presented to make it so.   She stated very calmly that she will bloom where she is planted. Her philosophy is born out of a deep faith that opportunities and challenges are given to you not forced on you. The calmness and confidence displayed with this world view was part inspirational and part transformational. It was decidedly uncommon!   This lady has had the opportunity to serve as an Interim Principal of one of our elementary schools. She is having to undergo this process as it is part of our district's personnel policies. Her can do attitude and personal confidence born out of her complete faith in her abilities and capability to handle circumstances brought to her has led to tremendous responses from those she has led this past semester and those with whom she has worked. Her leadership has been palpable to all who have encountered her and that is a rarity. Her devotion to children and eliminating barriers that prevent complete service to children is inspirational and the very essence of leadership!   When she stated to the interview committee that she will prosper wherever she is assigned and that the school she has served deserves the very best person to lead it we all knew she meant it. Totally and unequivacably she meant if not me find the best and that could be someone else. This answer was so refreshing and indicative of her servant attitude born out of her faith that circumstances won't define her success, she will!   Needless to say, she has nothing to worry about concerning her selection. I had to share because our district is so lucky to have a person of quality with a tremendous world view that could teach us all a thing or two!   My job requires interviewing prospective school leaders. It is so refreshing to interview individuals that are go getters and clearly self-motivated with the ability to motivate others. I had the most impressive interview I've conducted in my 20 plus years in school administration today and I would like to share what that person presented to make it so.   She stated very calmly that she will bloom where she is planted. Her philosophy is born out of a deep faith that opportunities and challenges are given to you not forced on you. The calmness and confidence displayed with this world view was part inspirational and part transformational. It was decidedly uncommon!   This lady has had the opportunity to serve as an Interim Principal of one of our elementary schools. She is having to undergo this process as it is part of our district's personnel policies. Her can do attitude and personal confidence born out of her complete faith in her abilities and capability to handle circumstances brought to her has led to tremendous responses from those she has led this past semester and those with whom she has worked. Her leadership has been palpable to all who have encountered her and that is a rarity. Her devotion to children and eliminating barriers that prevent complete service to children is inspirational and the very essence of leadership!   When she stated to the interview committee that she will prosper wherever she is assigned and that the school she has served deserves the very best person to lead it we all knew she meant it. Totally and unequivacably she meant if not me find the best and that could be someone else. This answer was so refreshing and indicative of her servant attitude born out of her faith that circumstances won't define her success, she will!   Needless to say, she has nothing to worry about concerning her selection. I had to share because our district is so lucky to have a person of quality with a tremendous world view that could teach us all a thing or two!   Thu, 05 May 2011 16:49:07 GMT http://edge.ascd.org/_Interviewing-Greatness/blog/3570221/127586.html David_Hall 2011-05-05T16:49:07Z ASCD EDge My job requires interviewing prospective school leaders. It is so refreshing to interview individuals that are go getters and clearly self-motivated with the ability to motivate others. I had the most impressive interview I've conducted in my 20 plus years in school administration today and I would like to share what that person presented to make it so.   She stated very calmly that she will bloom where she is planted. Her philosophy is born out of a deep faith that opportunities and challenges are given to you not forced on you. The calmness and confidence displayed with this world view was part inspirational and part transformational. It was decidedly uncommon!   This lady has had the opportunity to serve as an Interim Principal of one of our elementary schools. She is having to undergo this process as it is part of our district's personnel policies. Her can do attitude and personal confidence born out of her complete faith in her abilities and capability to handle circumstances brought to her has led to tremendous responses from those she has led this past semester and those with whom she has worked. Her leadership has been palpable to all who have encountered her and that is a rarity. Her devotion to children and eliminating barriers that prevent complete service to children is inspirational and the very essence of leadership!   When she stated to the interview committee that she will prosper wherever she is assigned and that the school she has served deserves the very best person to lead it we all knew she meant it. Totally and unequivacably she meant if not me find the best and that could be someone else. This answer was so refreshing and indicative of her servant attitude born out of her faith that circumstances won't define her success, she will!   Needless to say, she has nothing to worry about concerning her selection. I had to share because our district is so lucky to have a person of quality with a tremendous world view that could teach us all a thing or two!   nonadult false Interviewing Greatness text blog 782 11 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_B.jpg false United States OK Owasso 2 0 3570221 31411852 ASCD EDge Member 250 http://edge.ascd.org/_Extracting-Public-Money-for-Private-Gain/blog/3554946/127586.html With the influx of Republican legislators, efforts to extract public tax dollars for private gain are increasing. Backdoor vouchers are seen in special needs scholarships to private schools most being parochial. This serves a relative few at the expense of the masses while taking funding from already poorly funded public schools.Those who are at the forefront of this effort want to use redundant charter school creation that siphons money from the existing public school while in effect resegregating the population. The extraction of money isn't necessary if changes that need to be made in ineffective schools occur to make them more effective.  When has it been the role of state legislatures to fund private educations? The very foundation of our public school system appears to be under attack. Public schools are being strangled with lost budget funding with ever increasing attempts to add legislation that takes more money from them and gives it to private entities for their personal gain. That is just plain wrong and certainly not in the best interest of the majority of students. What is next from the anti-tax crowd? I didn't use the fire department this year so give me my tax dollars used to fund it. Or, I didn't call the police this year so give my tax dollars back to me. This is dangerous thinking and obviously taking hold or we wouldn't be seeing aggressive attempts to extract public tax dollars for private gain! There is a fundamental understanding in this country about what membership in a community involves. That understanding is we collectively pay for institutions we desire and need that we can't afford individually. Now we have a set of myopic individuals that ignore that understanding, are willing to abdicate their community membership all in order to get their tax dollars back for their personal use. They seem to have no recollection that they use the services we have collectively paid for through taxation. As long as they get theirs, they don't care about participation in their community and the shared sacrifice to fund services we individually can't afford. They seem to believe they don't need to pay their share of community resources or services even though they expect to use them. Those of us that are supporters of public schools should fight this shifting of money with vigor! It isn't right and shouldn't be happening to our nation's publicly funded schools!  With the influx of Republican legislators, efforts to extract public tax dollars for private gain are increasing. Backdoor vouchers are seen in special needs scholarships to private schools most being parochial. This serves a relative few at the expense of the masses while taking funding from already poorly funded public schools.Those who are at the forefront of this effort want to use redundant charter school creation that siphons money from the existing public school while in effect resegregating the population. The extraction of money isn't necessary if changes that need to be made in ineffective schools occur to make them more effective.  When has it been the role of state legislatures to fund private educations? The very foundation of our public school system appears to be under attack. Public schools are being strangled with lost budget funding with ever increasing attempts to add legislation that takes more money from them and gives it to private entities for their personal gain. That is just plain wrong and certainly not in the best interest of the majority of students. What is next from the anti-tax crowd? I didn't use the fire department this year so give me my tax dollars used to fund it. Or, I didn't call the police this year so give my tax dollars back to me. This is dangerous thinking and obviously taking hold or we wouldn't be seeing aggressive attempts to extract public tax dollars for private gain! There is a fundamental understanding in this country about what membership in a community involves. That understanding is we collectively pay for institutions we desire and need that we can't afford individually. Now we have a set of myopic individuals that ignore that understanding, are willing to abdicate their community membership all in order to get their tax dollars back for their personal use. They seem to have no recollection that they use the services we have collectively paid for through taxation. As long as they get theirs, they don't care about participation in their community and the shared sacrifice to fund services we individually can't afford. They seem to believe they don't need to pay their share of community resources or services even though they expect to use them. Those of us that are supporters of public schools should fight this shifting of money with vigor! It isn't right and shouldn't be happening to our nation's publicly funded schools!  Tue, 03 May 2011 20:35:29 GMT http://edge.ascd.org/_Extracting-Public-Money-for-Private-Gain/blog/3554946/127586.html David_Hall 2011-05-03T20:35:29Z ASCD EDge With the influx of Republican legislators, efforts to extract public tax dollars for private gain are increasing. Backdoor vouchers are seen in special needs scholarships to private schools most being parochial. This serves a relative few at the expense of the masses while taking funding from already poorly funded public schools.Those who are at the forefront of this effort want to use redundant charter school creation that siphons money from the existing public school while in effect resegregating the population. The extraction of money isn't necessary if changes that need to be made in ineffective schools occur to make them more effective.  When has it been the role of state legislatures to fund private educations? The very foundation of our public school system appears to be under attack. Public schools are being strangled with lost budget funding with ever increasing attempts to add legislation that takes more money from them and gives it to private entities for their personal gain. That is just plain wrong and certainly not in the best interest of the majority of students. What is next from the anti-tax crowd? I didn't use the fire department this year so give me my tax dollars used to fund it. Or, I didn't call the police this year so give my tax dollars back to me. This is dangerous thinking and obviously taking hold or we wouldn't be seeing aggressive attempts to extract public tax dollars for private gain! There is a fundamental understanding in this country about what membership in a community involves. That understanding is we collectively pay for institutions we desire and need that we can't afford individually. Now we have a set of myopic individuals that ignore that understanding, are willing to abdicate their community membership all in order to get their tax dollars back for their personal use. They seem to have no recollection that they use the services we have collectively paid for through taxation. As long as they get theirs, they don't care about participation in their community and the shared sacrifice to fund services we individually can't afford. They seem to believe they don't need to pay their share of community resources or services even though they expect to use them. Those of us that are supporters of public schools should fight this shifting of money with vigor! It isn't right and shouldn't be happening to our nation's publicly funded schools!  nonadult false Extracting Public Money for Private Gain text blog 646 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_E.jpg false United States OK Owasso 1 0 3554946 31411852 ASCD EDge Member 250 http://edge.ascd.org/_All-Schools-will-Fail-Children-with-NCLB/blog/3531646/127586.html In the reauthorization of ESEA, we need to make certain that it doesn't contain impossible expectations like No Child Left Behind contained. No human endeavor will attain perfection yet NCLB had perfection by 2014 as its goal! This underscores the ignorance relative to all things education oriented by those lawmakers who wrote that piece of legislation. Perfection should be strived for but perspective shouldn't disappear when perfection isn't achieved! It is completely unrealistic to have perfection as a goal when human beings are involved and as long as perfection remains the standard, all schools will eventually fail. Value-added accountability has some merit as long as it is longitudinal and gives credit to all who contribute to it. We do believe all children who fully participate in schooling can make progress due to that participation and the efforts of those leading the instruction. Progress should then be the determination relative to accountability and whether or not the school is effective. It would behoove congressional leadership to invite professional educators to the table when reauthorization of ESEA is being written. This involvement will bring perspective to a process that only experienced educators who have worked within the system can bring. Those who would use political wranglings to discredit one of our nation's most important institutions should be made irrelevent. The consequences are too great and the institution is too important to monkey with. Anybody with perspective could argue that education should have the same status as defense in terms of being "off the table" when it comes to funding reductions and political efforts to discredit it! Having perfection as a goal is certainly laudable but unattainable and indicates that it isn't about children really, but rather politics and influences that aren't altruistic to say the least. Let's hope the reauthorization of ESEA contains better perspective on our nation's schools by holding them accountable but with a realistic measurement of their viability and effectiveness by moving all children forward from whatever point they entered the process. In the reauthorization of ESEA, we need to make certain that it doesn't contain impossible expectations like No Child Left Behind contained. No human endeavor will attain perfection yet NCLB had perfection by 2014 as its goal! This underscores the ignorance relative to all things education oriented by those lawmakers who wrote that piece of legislation. Perfection should be strived for but perspective shouldn't disappear when perfection isn't achieved! It is completely unrealistic to have perfection as a goal when human beings are involved and as long as perfection remains the standard, all schools will eventually fail. Value-added accountability has some merit as long as it is longitudinal and gives credit to all who contribute to it. We do believe all children who fully participate in schooling can make progress due to that participation and the efforts of those leading the instruction. Progress should then be the determination relative to accountability and whether or not the school is effective. It would behoove congressional leadership to invite professional educators to the table when reauthorization of ESEA is being written. This involvement will bring perspective to a process that only experienced educators who have worked within the system can bring. Those who would use political wranglings to discredit one of our nation's most important institutions should be made irrelevent. The consequences are too great and the institution is too important to monkey with. Anybody with perspective could argue that education should have the same status as defense in terms of being "off the table" when it comes to funding reductions and political efforts to discredit it! Having perfection as a goal is certainly laudable but unattainable and indicates that it isn't about children really, but rather politics and influences that aren't altruistic to say the least. Let's hope the reauthorization of ESEA contains better perspective on our nation's schools by holding them accountable but with a realistic measurement of their viability and effectiveness by moving all children forward from whatever point they entered the process. Thu, 28 Apr 2011 13:37:01 GMT http://edge.ascd.org/_All-Schools-will-Fail-Children-with-NCLB/blog/3531646/127586.html David_Hall 2011-04-28T13:37:01Z ASCD EDge In the reauthorization of ESEA, we need to make certain that it doesn't contain impossible expectations like No Child Left Behind contained. No human endeavor will attain perfection yet NCLB had perfection by 2014 as its goal! This underscores the ignorance relative to all things education oriented by those lawmakers who wrote that piece of legislation. Perfection should be strived for but perspective shouldn't disappear when perfection isn't achieved! It is completely unrealistic to have perfection as a goal when human beings are involved and as long as perfection remains the standard, all schools will eventually fail. Value-added accountability has some merit as long as it is longitudinal and gives credit to all who contribute to it. We do believe all children who fully participate in schooling can make progress due to that participation and the efforts of those leading the instruction. Progress should then be the determination relative to accountability and whether or not the school is effective. It would behoove congressional leadership to invite professional educators to the table when reauthorization of ESEA is being written. This involvement will bring perspective to a process that only experienced educators who have worked within the system can bring. Those who would use political wranglings to discredit one of our nation's most important institutions should be made irrelevent. The consequences are too great and the institution is too important to monkey with. Anybody with perspective could argue that education should have the same status as defense in terms of being "off the table" when it comes to funding reductions and political efforts to discredit it! Having perfection as a goal is certainly laudable but unattainable and indicates that it isn't about children really, but rather politics and influences that aren't altruistic to say the least. Let's hope the reauthorization of ESEA contains better perspective on our nation's schools by holding them accountable but with a realistic measurement of their viability and effectiveness by moving all children forward from whatever point they entered the process. nonadult false All Schools will Fail Children with NCLB text blog 486 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_A.jpg false United States OK Owasso 0 0 3531646 31411852 ASCD EDge Member 250 http://edge.ascd.org/_Edustuff/blog/3522092/127586.html In today's hypercritical environment relative to all things common education, we must parse through the criticisms and separate rhetoric from fact, problems that are real from criticisms not justified. All educators realize there will always be need for improvement. We can all do a better job by striving harder to embrace change and what that brings relative to new instructional strategies and the use of data to drive instruction. What we don't want to do is react in a knee jerk fashion to criticisms not supported by data or fact.  Much of today's criticisms leveled at common education are politically motivated to secure more choice, vouchers to use public money for private gain, or extraction of public money for the latest "reform" effort that again enriches private companies or individuals. There is simply no recognition that education isn't something done to students, it is a participatory process that doesn't achieve all it can without complete participation of teacher, student and parents. Likewise, there is no recognition that students generally achieve as much from education as they put into it. The facts are that every student taught in America spends three-fourths of every day with someone other than teachers. No school controls those hours away from schooling and their quality or lack of it. And the latest research again confirms that differences in socioeconomic conditions does play an important part in barriers to learning or lack of them. These aren't excuses they are reality! It is about time the "rhetoric" contains some of these facts when debate is heard about our education system. Finally, if we were a Nation at Risk in 1983 due to the state of our education system and our quality of life and standing as a world superpower were going to disappear why hasn't that happened? If our education system was so broken and ineffective, then how have we been able to continue to be the superpower we are 28 years later?  Food for thought for those who haven't already bought into the hype that is criticism of our public schools! In today's hypercritical environment relative to all things common education, we must parse through the criticisms and separate rhetoric from fact, problems that are real from criticisms not justified. All educators realize there will always be need for improvement. We can all do a better job by striving harder to embrace change and what that brings relative to new instructional strategies and the use of data to drive instruction. What we don't want to do is react in a knee jerk fashion to criticisms not supported by data or fact.  Much of today's criticisms leveled at common education are politically motivated to secure more choice, vouchers to use public money for private gain, or extraction of public money for the latest "reform" effort that again enriches private companies or individuals. There is simply no recognition that education isn't something done to students, it is a participatory process that doesn't achieve all it can without complete participation of teacher, student and parents. Likewise, there is no recognition that students generally achieve as much from education as they put into it. The facts are that every student taught in America spends three-fourths of every day with someone other than teachers. No school controls those hours away from schooling and their quality or lack of it. And the latest research again confirms that differences in socioeconomic conditions does play an important part in barriers to learning or lack of them. These aren't excuses they are reality! It is about time the "rhetoric" contains some of these facts when debate is heard about our education system. Finally, if we were a Nation at Risk in 1983 due to the state of our education system and our quality of life and standing as a world superpower were going to disappear why hasn't that happened? If our education system was so broken and ineffective, then how have we been able to continue to be the superpower we are 28 years later?  Food for thought for those who haven't already bought into the hype that is criticism of our public schools! Wed, 27 Apr 2011 20:53:36 GMT http://edge.ascd.org/_Edustuff/blog/3522092/127586.html David_Hall 2011-04-27T20:53:36Z ASCD EDge In today's hypercritical environment relative to all things common education, we must parse through the criticisms and separate rhetoric from fact, problems that are real from criticisms not justified. All educators realize there will always be need for improvement. We can all do a better job by striving harder to embrace change and what that brings relative to new instructional strategies and the use of data to drive instruction. What we don't want to do is react in a knee jerk fashion to criticisms not supported by data or fact.  Much of today's criticisms leveled at common education are politically motivated to secure more choice, vouchers to use public money for private gain, or extraction of public money for the latest "reform" effort that again enriches private companies or individuals. There is simply no recognition that education isn't something done to students, it is a participatory process that doesn't achieve all it can without complete participation of teacher, student and parents. Likewise, there is no recognition that students generally achieve as much from education as they put into it. The facts are that every student taught in America spends three-fourths of every day with someone other than teachers. No school controls those hours away from schooling and their quality or lack of it. And the latest research again confirms that differences in socioeconomic conditions does play an important part in barriers to learning or lack of them. These aren't excuses they are reality! It is about time the "rhetoric" contains some of these facts when debate is heard about our education system. Finally, if we were a Nation at Risk in 1983 due to the state of our education system and our quality of life and standing as a world superpower were going to disappear why hasn't that happened? If our education system was so broken and ineffective, then how have we been able to continue to be the superpower we are 28 years later?  Food for thought for those who haven't already bought into the hype that is criticism of our public schools! nonadult false Edustuff! text blog 476 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=31411852&as=127586 http://media.kickstatic.com/kickapps/images/user/defaultImage_160x120_B.jpg false United States OK Owasso 1 0 3522092 31411852 ASCD EDge Member 250