Search ASCD EDge
On Sunday, March 30, 2014, the New York Times published an important article about the opt-out testing movement In New York City and State: “Standing Up to Testing”. Here is the URL to the article:
Perhaps a movement such as this can get our Federal and State officials to understand how deep seated the feelings are against standardized testing, how much they distort educational practice, and how each individual can make a difference in determining the direction of educational policies and practices in the future.
The National Archives website is an historical goldmine where users can dig for ancestry and military records, browse photographs, and even order ship passenger arrival records (1820-1959), Eastern Cherokee applications, and federal military pension files from 1775-1865.
To top it all off, there are 40 other online exhibits. We didn’t have time to browse all of them, but we do want to highlight our three favorites.
Here you’ll find vivid and intensely personal accounts of historical events:
This exhibit contains over 1,200 documents, photographs, drawings, maps, and other materials. Using a keywording system that visually links records, the Digital Vaults enables visitors to customize their exhibit experience, create posters, movies, games, and share them through email.
Picturing the Century
This exhibit contains over 100 years of snapshots from revered photographers Walter Lubken, Lewis Hine, George W. Ackerman, and Ansel Adams to name a few. Users can browse by artist portfolio or by galleries to find photos that depict some of the most beautiful, horrific and pivotal moments in the history of our country.
Response to White House Initiative on Educational Excellence for African
Americans: Strategic Diversity Plan Executive Summary for African American Males in the Arkansas Delta.
If we continue to call the institution that our children attend to acquire an education “school” we must begin to demonstrate some evidence of learning. Names can be very misleading; the name of an entity should match its purpose and accomplishments. Based on the ineffectiveness of most school in the nation, to call our institutions for learning “school” is a misnomer. Locally, our students continue to score low on the Arkansas Comprehensive Testing Assessment and Accountability Program (ACTAAP); we continue to sustain the employment of incompetent teachers. We continue to use the same instructional strategies that have failed to advance students achievement even though there are alternatives that have proven to advance academic achievement available. The key to success in diverse classrooms is selecting and implementing powerful instructional methods that simultaneously address a variety of different learning needs (Voltz, Sims, & Nelson, 2010). The students in this district are mostly African American; we have about two percent of other groups. Yet, we still have a diverse group with in the African American student culture. Diversity refers to differences in persons. It incorporates skin color, gender, age, abilities, economic-status, sexual preferences, religious preferences and language to name a few.
African American male students should learn to identify with their own culture before they can be expected to respect other groups. There is a profound diversity within the African American culture. Because of insufficient grammar/language skills and lack of travel experience our African American youth are English Language learners in their own Nation. We cannot justify nor expect the community to accept and support our failure to educate African American males. When I compare data from the Arkansas Comprehensive Testing Assessment and Accountability Program (ACTAAP) test scores and academic progress in class over the last five years, I find that African American males in this district have not received the encouragement they need to be successful. These students are not aware of the history of cultural racism. Cultural racism is the practice of recognizing the activities and contributions of one racial group in preference to others within a multiracial society (Koppelman, 2013). Black males need to know and understand why their present conditions are as they are. By exposing them to their history, we can help them gain such valuable insight. Without this understanding, they will continue to accept incarceration as a natural condition rather than as the consequence of centuries of racism (Kafele, 2009). It is the responsibility of this district to provide these students with the means to navigate through obstacles and master academic challenges.
Students spend more time at school than any other place that they venture. I foresee a school climate where students are interested in learning. This comes about with motivation and encouragement from administrators, staff, teachers, community patrons and parents. Also students are more productive when they experience success; therefore I envision teachers that model high expectations and reach out to students with total acceptance; we must work to ensure that all students have a sense of importance in the school environment. Some students do not feel valued in their home. The response they receive at school can fill that void and improve their self-esteem; when students feel safe they achieve more in class. Also children lack sufficient physical and emotional support in their homes; we must put agencies in place to help with issues of food supply and heat/air conditioning when needed. Children are experiencing crime in their neighborhood; fears begin to grip their minds leaving little room for academic function. A positive culture inspires optimism and hope; a negative culture promotes cynicism and defeatism (Danielson, 2006). Since the school/community is laced with apathy, poverty, Black-on-Black crime and violence, it is easy to see how the children in the public schools adopt the motto, “none of us will learn.”
Over the next five years, we must decrease the number of African American males attending alternative schools. This is not because alternative school is detrimental, but due to the fact that in society there is no reward for not being able to conform to the norm. Lack of respect and outlandish behavior can result in a prison sentence or an early grave in the real world. Young men must learn to control their behavior and respect authority to avoid dire consequences. Alternative schools should service students that need a legitimate alternative. We service students that refuse to participate in class, blatantly disrespect teachers and instigate chaos all day. We will focus on engaging these students in grade-level appropriate, authentic, purposeful curriculum that reflects their interest, culture and academic needs.
Absenteeism is a hindrance to academic achievement. Many students skip school because they feel so unappreciated and cannot demonstrate competence in grade level subject matter. These students need a curriculum that addresses their interest and moves them from underachievers into the arena of successful grade level accomplishments. Students who see themselves in the curriculum will want to attend school; we must provide them with the proper curricular. This is a major issue for third through sixth graders even though attendance is not a profound problem at this age group; parents still have the control to make them go to school in the lower grades. We must draw these younger students into our present so that we can administer the instructions for the strong foundation they need in order to be prepared for upper grade level proficiency. On the other hand, high school students cannot perform well on the Arkansas Comprehensive Testing Assessment and Accountability Program (ACTAAP) unless they are in attendance when instructions are being given. Eleventh grade literacy, tenth grade biology, algebra I, and geometry scores reflect the necessity for increased attendance rates.
Our Black males are struggling to write a single paragraph; we must give them authentic purpose for writing and using correct grammar. For black adolescent males, in order to offset resistance that occurs because of cultural differences and to develop their identities, it is essential to establish culturally responsive instructional practices and infuse the curriculum with culturally relevant materials. (Tatum, 2005)
African American Males need competent male teachers. Poor achievement among our neediest students is the result, at least in part, of a lack of strong, positive black educators in the classrooms. This nation needs to move swiftly to engage more African-American men in teaching. No longer can we simply be OK with black men representing less than 2 percent of our teacher workforce. It is unacceptable (Nicolas, 2014). He continues, “I have also seen the tremendous impact an effective black male educator can have in the classroom. Notice I use the word effective; this is because an effective black male educator can have a more detrimental impact on a school than perhaps a teacher from any demographic.”
Our mission is to prepare students for college, careers and life. All district and school personnel are equally responsible for the success of students. In order for us to move high school students from fifty five percent basic to fifty-five percent advanced we must create and implement a shared vision that all of us will support. School security guards, secretaries, nurses, custodians and cafeteria workers are all a viable part of the organization. All these internal patrons will interact with students in a way that reflects acceptance, and respect. It is the responsibility of the Principal to set the tone for the school culture. With support from the principal the teachers will receive professional development that takes the needs of the students into account. Teachers must learn to focus on the emotional, physical, psychological, social and academic needs of the students. They must also learn to reflect on their own personal prejudice and strive to be fair to all students by eliminating inconsistences that hinder the performance of students. There is a requirement of innovation, concern and educational reform to increase the academic performance of our students. The district administration office must support the principals and provide finances, resources and technical support as the schools engage in transforming students from kindergarten to twelfth grade into lifelong readers, learners and American Citizens.
By the end of the 2014-2015 school years the district personnel as well as the local community will be aware of the vision, objectives, mission and other components of the strategic diversity plan. Successful schools are much more than a list of strategies or activities. At their core, each of the “breakthrough” high schools demonstrates a belief that every student in the school can be academically successful (Westerberg, 2009). The district office will contact Mr. John Hoy, Assistant Commissioner Division of Public School Accountability for information on equity monitoring at the school.
Administrators and the stakeholder will have met together to create, distribute and implement the goals and objectives. This will include the community patrons, parents, students, staff and teachers. The plan will be posted on the school web-site, also. School leaders will ensure that teachers have begun professional development and will have already begun to revert to instructional strategies that are proven to ensure academic excellence for the targeted students. The literacy coaches will meet with the K-12 teachers periodically to vertically align the curriculum. During the 2015-2016 school year administrators will monitor this process ensuring that teachers are following the instructional strategies that match the school vision. Teachers will be responsible to participate in professional learning communities that include community patrons to collaborate and share in the planning and implementation of the identified goals. Administrator will work with teachers to clarify problems or misconceptions that they may have encountered. In 2014-2019 the administration and teachers will use the data to identify students and procedures that require special attention including academic, social and emotional growth of the students. In the 2014-2019 school years the administrators will assess title one funds as well as other state funds to plan the expenditures for resources to cover the needs of the district. Individual school will submit their school plans to the Federal Program Director for access to funds to support their programs.
Task Force for School Diversity Plan
(Pseudo names to demonstrate how we will select a task force)
Diversity Strategic Plan
1.1 K-12 teachers will use instructional strategies and curricular that’s researched and proven to increase student performance of African American males.
1.2 Staff, teachers, and community patron will exhibit a school culture of safety, acceptance and high expectation for all students.
1.3 Parents will be included in developing and implementing a vision for the school that supports the emotional, social, cultural, and academic needs of the students.
1.4 Teachers will have on going professional development and collaboration that support the vision and mission of the school.
1.5 Incorporate frequent surveying to assess the students’ opinion of the school culture
2.1 The cafeteria will provide a nutritious breakfast and invite parents and community
Patrons to serve students.
2.2 Provide weekly incentives for students that come to school every day.
2.3 Allow students to visit the elementary school as peer tutors during the morning hours.
2.4 Modify instructions to allow reasonable success.
2.5 Allow students to use their personal I phones to research in class.
2.6 Conduct bi-weekly recognition of attendance and academic progress.
2.7 Allow students to use their talent such as singing, playing musical instruments, and
3.1 Provide professional on effective classroom management
3.2 Train students to handle conflict resolution
3.3 Provide counseling/medication
3.4 Connect students with police officers as mentors
3.5 Create a culture that encourages parents to visit classrooms
3.6 Arrange for convicts to come in as resource/scared straight tactic
3.7 Arrange for former successful residents to return as a resource speaker
3.8 Model/role play appropriate behavior
Writing/grammar mini lessons.
4.1 Read and write using technology/online portals
4.2 Use culturally appropriate interesting fiction/nonfiction text
4.3 Teach writing/grammar skills in context of literature
5.1 Develop curriculum that reflects the cultural social, emotional, physical, developmental, and Cognitive needs of African American students.
5.2 Raise the bar/rigor to accomplish grade level reading proficiency
5.3 Teach African American history/inventions
5.4 Visit colleges (3-12)
5.5 Keep a personal portfolio of graduate credits (9-12 grades)
5.6 Employ competent African American male teachers
Danielson, C. (2006). Teacher leadership That Strengthens Profession Practice.
Alexandra, VA: ASCD.
Kafele, B. K. (2009). Motivating Black Males to Achieve in School & in Life.
Alexandria, VA: ASCD
Koppelman, K., L. (2014). Understanding Human Differences Multicultural Education for a
Diverse America. (4th ed). Boston: Pearson Education, Inc.
Nicolas, Donald G. (2014). Where are the black male teachers? Education Week, 33(22), 28
Tatum, A. (2005). Teaching Reading to black Adolescent Males. Portland, MA: Stenhouse
Voltz, D. L., Sims, M. J., & Nelson, B. (2010). Connecting Teachers, Students and Standards
Strategies for Success in Diverse and Inclusive Classrooms. Alexandria, VA: ASCD.
Westerberg, T. R. (2009). Becoming a Great High School 6 Strategies and 1 Attitude That
Make a Difference. Alexandria, VA: ASCD.
“All You Need to Do Is Keep That Child Buoyed”
The First of Three Lessons on How to Support Students with Learning Differences from the Fonz
One of my self-proclaimed areas of relative strength as a teacher educator is in helping regular education teachers understand learning disabilities and how to work with students who have special learning needs in the regular education classroom. I suspect that the earliest contributions to this strength had to do with my (as yet officially) undiagnosed ADHD. Having been that student who did not fit the traditional learner mold, but usually being a high achiever, I understood early on that every person did not learn the same way and that just because people do not learn the same way does not mean they do not learn well. After seeing Henry Winkler (@hwinkler4real) on a recent episode (February 12, 2014) of Morning Joe, I learned that Winkler is another (far more famous) example of my personal experience and understanding of learning differently. Listening to Winkler, I felt validated in the way I have approached discussions with pre-service and in-service teachers about teaching students with disabilities—reading disabilities, in particular—and was moved to write my next blog based on Winkler’s words in that interview.
After my last blog post theme, connecting teacher professional learning to Bill & Ted’s Excellent Adventure (http://edge.ascd.org/_Meaningful-Learning-An-Excellent-Adventure/blog/6562392/127586.html), I thought that maybe I could write about lessons in education or learning from Henry Winkler’s famed Happy Days character, “The Fonz!” I searched the web for quotes from Happy Days in hopes of finding ways the Fonz’s wisdom could be connected to teaching and learning. Sure enough, I found a pearl in Season One of Happy Days, the episode “Fonzie Drops In,” which (just as surely) proved that this approach was probably not my best brainchild ever:
Richie [speaking to the Fonz]: You make school sound like good fun.
Fonzie: Well, school's got good points. I mean, smoking in the bathroom, cutting classes, showing my tattoo to the chicks.
So...I decided that pop culture would NOT form the theme for this blog post! Ultimately, though, I hope that Henry Winkler has actually created a new pop cultural icon, Hank Zipzer. Winkler has created this series of chapter books together with co-author Lin Oliver (@linoliver) based on many of Winkler’s own experiences. The Hank Zipzer series (www.hankzipzer.com, @hankzipzertv) follows the adventures and misadventures of this bright fourth grade (then fifth and sixth, and soon second grade in an anticipated prequel series) student with the same learning challenges Winkler experiences. My third grade son (who is learning to master some of his own differences in learning style) has just started reading the first book in the series and it has been great to see him relate to the story and character and be motivated past some of his own reluctance to read.
After re-watching that interview on Morning Joe, I realized that I didn’t need the Fonz for this blog post. I realized that I could address several important points from the words of the Fonz’s self-proclaimed alter-ego, Winkler, himself. I decided to focus on understanding the experience of being a student with a learning difference and how educators (and parents) can better support those (and ALL) students. Three things that Winkler said in the Morning Joe interview anchor some salient points from my thinking about supporting students:
1) “I covered my shame and humiliation for not being able to figure out what was going on, with humor...” (MSNBC, 2014)
2) “...we have to start teaching children the way they CAN learn and not what we think they SHOULD learn....” (MSNBC, 2014)
3) “...all you need to do is keep that child buoyed...” (MSNBC, 2014)
Mostly in an effort to keep up with the blogging pace of Barry Saide (@BarryKid1), I have decided to break this into three different blog posts (perhaps also to save you from a single 5000+ word blog post—which I think probably violates some rule of blogging! I know @Joe_Mazza, there are no rules...nonetheless, 5000 words seems excessive for one post). Each post will address one of the three key points highlighted by Henry Winkler’s words from that Morning Joe interview.
“I covered my shame and humiliation for not being able to figure out what was going on, with humor”
One of the most powerful professional learning experiences I ever had with respect to understanding the experiences of students with disabilities was watching the film F.A.T. City Workshop (Lavoie, et. al, 2004). The shame and humiliation that Winkler describes lead to the “F,” “A,” and “T” in Lavoie’s F.A.T. City: Frustration, Anxiety, and Tension.
Children who struggle with different learning needs experience increasing frustration that they just can’t “get it.” There are many things that we tell students who are struggling, especially to read. Lavoie notes three of the most common in F.A.T. City:
As Winkler explained in a different interview, “I was called lazy. I was called stupid. I was told I was not living up to my potential.” Yet, he went on to explain that all the time inside he was thinking “I don’t think I’m stupid. I don’t want to be stupid. I’m trying as hard as I can. I really am” (Yale, n.d.). Students who are struggling already know they are not getting it and our typical responses only compound the frustration—as they really do WANT to get it.
The persistent experience of “not getting it” results in anxiety about being called on in class or looking stupid in front of peers. Winkler described being called, in 1999, to read for a new Neil Simon play—ostensibly, a significant career opportunity—and he explained how he very easily initially reacted to himself “you can’t do this, you’ll be out of the business, you’ll be out of your life. Aside from this, you’ll be embarrassing yourself into oblivion” (Yale, n.d.). Winkler had that anxiety after already being an established, successful, and even revered actor. Imagine the anxiety that is experienced by the student with learning differences every time the teacher is cold calling, or as the ping pong reading comes ever closer to her or him. Lavoie explains, and I have seen in my own classrooms, the cognitive demand of the anxiety that those students are experiencing when thinking about what or when they will be called on and how their “not getting it” may make them look in front of the teacher or, worse, their peers.
The cognitive load of the anxiety leaves little space for focus on things that those students would otherwise be able to learn and understand. We need to come up with strategies to reduce that anxiety for our students. One simple change would be to have a silent cue that only you and the specific student know—when you give them that cue, they know they are the next person to be called on. This will likely not reduce the anxiety the student experiences at the time you actually call on her or him. What it will do, though, is relieve the cognitive load of worrying if they will be next—allowing room for them to engage with and learn the content that is being delivered in the mean time.
Winkler describes covering his shame “with humor.” The acting-out behaviors that generate the laughs create the third aspect of Lavoie’s F.A.T. trifecta, tension between teacher (or parent) and the young person. Winkler aptly notes that “A child doesn't wake up in the morning saying 'Wow, I'm gonna be an idiot today, I'm gonna cause trouble,' ” yet, causing trouble is often the only way that young people who are struggling with learning can “save face” or avoid feeling ashamed by their lack of understanding. Those who don’t act-out, often exhibit another protective behavior, hiding—making themselves small and hoping no one notices they are even there. In either event, there is always a reason why young people behave in an apparently asocial manner. That reason is almost always for self-protection or self-preservation. Research by Walker, Colvin, and Ramsey (1995) resulted in the construction of a cycle of acting-out behavior and explain that even maladaptive behaviors typically serve an adaptive purpose.
Most often, educators and parents focus on punishing the asocial behaviors of young people. Winkler describes his experience with his own parents growing up: “My parents were determined to find the punishment that was going to force me to get better grades” (Murfitt, 2008). However, as Walker, Colvin, and Ramsey (1995) explain, punishments for the acting-out behavior tend not to be effective or long-term behavior changers. Actually, they note, punishing the acting-out behavior often reinforces the behavior by fulfilling the need (e.g., avoidance of the originating situation). Rather, they explain that the underlying behavioral contingency (the if-then construct—e.g., if I act out and can get in trouble, then the teacher will focus on punishing me and will not make me answer the question I don’t understand and I won’t be embarrassed by giving a wrong answer or if I refuse to read my book and, instead, argue about it with my parents, then I will get sent to my room and not end up having to do the reading) must be identified and the needs that lead to the behavior are what, in fact, should be addressed.
The bottom line: We should use our energies to seek an understanding of what motivates student behavior and ask ourselves why this young person feels compelled to act-out (or hide). This lesson is absolutely one that will benefit all of our students, regardless of learning styles and disability—and will support a positive, safe learning climate in all of our classrooms.
Thank you for taking the time to read this far and I do hope that you will be on the lookout for part two of this blog post—“...we have to start teaching children the way they CAN learn and not what we think they SHOULD learn....”
Lavoie, R. D., Rosen, P., Eagle Hill School Outreach., Peter Rosen Productions., & PBS Video. (2004). How difficult can this be?: Understanding learning disabilities: frustration, anxiety, tension, the F.A.T. city workshop. Alexandria, VA: PBS.
MSNBC. (2014, Feb12). Morning Joe: Henry Winkler’s kids book tackles dyslexia. Video retrieved February 18, 2014, from http://www.msnbc.com/morning-joe/watch/henry-winklers-kids-book-tackles-dyslexia-148785731602.
Murfitt, N. (2008, Dec 8). 'I was called Dumb Dog': Henry Winkler's happy days as The Fonz were blighted by condition undiagnosed for 35 years. Daily Mail. Retrieved February 20, 2014, from http://www.dailymail.co.uk/health/article-1092477/I-called-Dumb-Dog-Henry-Winklers-happy-days-The-Fonz-blighted-condition-undiagnosed-35-years.html.
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, Calif: Brooks/Cole Pub. Co.
Yale Center for Dyslexia and Creativity. (n.d.). Henry Winkler, Actor, Producer, Author. Retrieved February 20, 2014, from http://dyslexia.yale.edu/Winkler.html.
AS I type this Congress has not reauthorized ESEA. Our state has given away most growth revenue to businesses in the form of tax credits and lowered corporate taxes on horizontal drilling. As a result, our state government is facing a revenue shortfall created by this corporate welfare! While causing this fiscal crisis by their actions, these same legislators have enacted pages of reform proposals for education without providing any funding to accomplish those reforms! At the same time, our state is experiencing growth in population and serving some 40,000 more students than were served in 2009 when the Great Recession occurred and now we are expected to serve them with some $270 million less dollars!
Wouldn't it be refreshing if the rhetoric we all hear about education being a priority was backed by actions that proved it? I don't think I will hold my breath waiting for that to happen!
If we live in a society in America where our representatives are supposed to work on our behalf my only conclusion is we have the policies and budget priorities that the majority of Americans want! It is obvious there is no outcry when corporations buy politicians to the point they receive massive amounts of tax credits and tax reductions that serve to enrich their bottom lines but simply rape budgets for state funded services like public education. Since this is reality in the U.S., then I have one question for parents of the students we are serving. Who will buy the politicians for school children since they can't do that for themselves?
Education costs money and to provide services to children that need additional attention costs money too. Schools are subject to inflationary costs so if their budgets decline, they can provide less services and attention to those students they serve. Why is this reality not understood by the parents of these students and why are they comfortable with it?
The old saying "you get what you pay for" implies that today's parents are more than willing to allow politicians to provide less services for their children by the funding policies they allow our lawmakers to enact! Does this reflect education as a true priority? I think not!
This post is a part of the ASCD Forum conversation “how do we cultivate and support teacher leaders?” To learn more about the ASCD Forum, go to www.ascd.org/ascdforum.
My February vacation was unlike any other I’ve experienced. With two trips planned - I had it set in my mind that one would be about Education, and the other would be about Family. I would spend 3 nights in Snowbird Utah, as a guest of the Gates Foundation. Their Elevating and Celebrating Effective Teachers and Teaching Convening (#ECET2) was a chance for teacher leaders from all over the country to talk about the challenges we are facing in education. I was expecting to be immersed in all-things Education for those 3 days - and I was. For the next 3 nights, I would be with my family in the midwest, where we would be visiting my daughter’s #1 college choice: The University of Minnesota. There would be lots of laughs, meals shared, and stories to bring home. I was expecting to be immersed in all-things Family for those 3 days - and I was.
What I wasn’t expecting? Was the amount of overlap between Family and Education during my 6 day, 6 flight adventure. This week has had a profound effect on me as an educator, and as a individual. I couldn't help but re-think some of my goals, priorities and beliefs by the time I arrived back to Cape Cod.
BOS - SLC: Am I a leader?
In a recent post on ASCD’s Edge, I reflected on this question… Flying to Salt Lake City, I thought long and hard about it. I believe all teachers are leaders in their own way - some just take it beyond the classroom. My leadership extends beyond my classroom by way of the Internet. It is online where i am able to shine as a leader. Online, I offer an opinion without fear. I have time to formulate my thoughts before typing. I share what I’m doing in my classroom without shyness. I connect with others I wouldn’t have the courage to offline. It is the “face-to-face” leader I am reluctant to become. ECET2 brought me out of my shell through cooperative opportunities designed for meaningful interaction. I worked closely with teacher leaders from all over the US, and in the process, I began to see my skills mirrored in theirs. There were soft-spoken, shy, thoughtful teachers. They are working hard to bring teaching and learning to the next level. I saw them as leaders, and in doing so, I started to believe in myself as well.
PLAN: Connect with teacher leaders, and recognize my role as such.
SLC - BOS: Where’s the balance?
Flying home from Snowbird, my thoughts were consumed with the concept of Balance. Every conversation I heard touched upon the struggles teachers face when it comes to finding balance in their lives… How do we balance our role as teacher with that of teacher leader? How do we find time for our family? How do we find time for ourselves? Unfortunately, I came away with far more questions than answers. I am always amazed at the number of teachers who face the challenges of anxiety and depression. The more I tell people about my diagnosed, unmedicated anxiety, the more stories I hear. Too many teachers I connect with are having to rely on medication, exercise, diet and counseling to help them cope with anxiety and depression. In a profession where working at home is necessary, what strategies do teachers use to make everything fit? And, when it doesn’t fit, what is the price we pay? Do we leave the profession? Do we leave our family? What is conventionally billed as an excellent fit for families, a career in teaching doesn’t quite deliver. Balance is one of the biggest struggles I face in life. I have yet to figure out how to teach, lead and connect in effective, consistent ways. Because of this, I live a distracted life - trying to juggle everything well, knowing I’m dropping balls left and right. Though I was surrounded by passionate overachievers at #ECET2, I left wondering where my answers would come from.
PLAN: - Define boundaries where my attention is not drawn away from what is important.
BOS - STL: Can my students Achieve the Core?
My family and I took off from Boston 6 hours after I landed from Utah. As we prepared to visit my daughter’s #1 choice for college, we talked about the university’s requirements for entering freshman. Common Core students should start arriving on the doorsteps of colleges nation-wide, well-prepared to think critically, work cooperatively and demonstrate understanding in multiple ways. Teachers all over the country are given the responsibility of delivering curriculum to fit these national standards, and we are essentially still at the ground level. Understanding the shifts of the Common Core takes extensive reading and reflection, and it cannot be done alone. Teachers must work together to better define what teaching and learning will look like in the classroom at all levels. With careful, thoughtful implementation, our students will be set up for success. Isn’t that what they deserve?
PLAN: Build capacity in my own Common Core understanding while continuing to offer PD for teachers.
STL - MSP: Who put me in a cage?
Before landing in the Twin Cities, I thought about the sessions I attended at #ECET2. After attending one particular session called the Cage Busting Teacher, facilitated by Rick Hess (@rickhess99), and Maddie Fennell (@maddief) I was empowered to think of myself as a leader who can have difficult conversations. My anxiety often gets in the way of my actions - but Rick and Maddie offered entry points to engage education stakeholders. While the premise of the workshop was based on the idea that teachers are stuck in cages created by our education system, I saw it a little differently. What holds me back, is myself. I am in a professional and personal cage because I allow myself to be there. I censor my responses, suppress my opinion, let others speak up because my fear gets in the way. Typing this paragraph is a challenge for me, because I know deep down it is a commitment for me to break free of what holds me back.
PLAN: Find inroads to necessary conversations as they relate to what is important to me.
MSP - MKE: How does the fate of our individual journey figure in?
After spending a few days on a college campus with my family, I couldn’t help but think about fate. How do our individual choices culminate in an life-long journey? Each of us have a story to tell - what makes us special; what life lessons we have learned. Each choice leads us in a particular direction - and when we multiply out dozens and dozens of decisions, we end up at a certain destination. My daughter is at a time in her life where her decisions are starting to shape her journey. I was emotional several times during our visit, as my Big Picture thinking made me realize how our journeys shape us as individuals. To have it to do all over again would result in a different path, a different destination. I’m not sure I’d be wiling to risk losing the good and the bad of where I am now, for that unknown. The teachers I met this week shared touching, inspiring stories as unique and special as they were. Honoring our decisions (good and bad) as part of who we are, is so very important.
PLAN: Recognize the importance of future decisions as being catalysts towards my ultimate fate.
MKE - BOS: This I do for me.
As I was in my final leg, and almost home, I took a break from reading a book and started thinking again… I am very thankful for where I am and what I am able to do. I am honored and grateful for the recognitions I have received, and I love going to school and coming home each day. I am very aware of the fact that my happiness comes from helping others. In that quest, I often forget about the happiness that comes from helping myself. Small messages came through to me throughout my trip… Slow down, Suzy. Pay attention, Suzy. Exercise, Suzy. Relax more, Suzy. Be brave, Suzy. Essentially, the more I do for Suzy, the more I am fueled to do more for others. So, as I wrap up this blog post, I am committed to a new plan. I want what is best for my family, students, friends and colleagues. I am more than any of the individual roles I define. I am more than a mother, a wife, a teacher, a leader. Yet, it is the sum of those parts that make me unique.
PLAN: Take better care of myself so I can better meet the needs of others.
It is with sincere gratitude that I thank ASCD for my nomination, the Gates Foundation for the invitation, my amazing #ECET2 peeps for their inspiration, my family for our conversation, and my students for the motivation. I’m a lucky girl.
ASCD Leader to Leader (L2L) News is a monthly e-newsletter for ASCD constituent group leaders that builds capacity to better serve members, provides opportunities to promote and advocate for ASCD’s Whole Child Initiative, and engages groups through sharing and learning about best practices. To submit a news item for the L2L newsletter, send an e-mail to email@example.com. Copyright 2013 by ASCD. All Rights Reserved.
Action Items for ASCD Leaders
ASCD’s Whole Child Initiative Has a New Twitter Handle
ASCD's Whole Child Initiative switched its official Twitter handle to @WholeChildASCD. Themore than 15,000 followers of the old @WholeChildAdv do not have to do anything to keep following the initiative’s Twitter account; current followers have automatically been moved to the new handle. In addition, individuals trying to contact ASCD under the old account will be directed to the new Twitter handle: @WholeChildASCD. The initiative encourages whole child enthusiasts to follow the new handle to stay up-to-date on whole child issues and partner activities. Anyone who has questions about the twitter handle should contact Kristen Pekarek, ASCD’s whole child project coordinator.
Sign on to the Global School Health Statement
Schools have always played an important role in promoting the health, safety, welfare, and social development of children. Progress has been made in policy and program effectiveness. However, the trend of establishing initiatives as sector specific—or sector isolated—has affected long-term sustainability of approaches. The global evolution of education systems to suit the needs of the 21st century presents both a need and an opportunity for greater sector integration. Ultimately, there is a need to focus on the development and growth of the whole child and develop better ways to integrate health and social programs within education systems.
In response to the World Health Organization’s Health in All Policies (HiAP) initiative and recent HiAP statement (Helsinki 2013), education leaders invite representatives from the health and other social sectors to lead a revised partnership with education. This partnership uses a capacity-focused and systems-based approach to embed school-related efforts more fully into the core mandates, constraints, processes, and concerns of education systems.
ASCD and the International School Health Network are now inviting individuals and organizations to sign on to the global school health statement. Learn more.
Can’t Wait for #ASCD14?
How about some free sessions from the 2013 ASCD Annual Conference to tide you over?
ASCD Members Approve Proposed Changes to ASCD’s Constitution
ASCD members recently voted to approve several changes to ASCD’s Constitution: clarifyinga quorum for Board of Directors for voting purposes at the Annual Meeting; changing the start date for newly elected officers and members of the Board; and changing the ASCD membership requirement for applicants for Board positions. Contact Governance Manager Becky DeRiggewith any questions.
ASCD Emerging Leaders: 2013 Recap
Check out our recap of all the amazing things ASCD emerging leaders did in 2013. We’re looking forward to some great things in 2014 as well!
ASCD Leader Voices
Throughout January at wholechildeducation.org: Personalized Learning
How do we help each student succeed? One promising way is to personalize learning and put each student at the center of her learning experience. Broader than individualized or differentiated instruction, personalized learning is driven by the learner. Ensuring personalized learning for all students requires a shift in thinking about long-standing education practices, systems and policies, as well as significant changes in the tools and resources. To address students’ abilities, interests, styles, and performance, schools need to rethink curricula, instruction, and technology tools to support giving learners choices and schools flexibility.
Personalized learning has been described as learning that takes place “anywhere, anytime, and anyplace.” More importantly, it has the promise to ensure equity, engagement, ownership, and achievement for each child, in each school, and in each community so that she is college, career, and citizenship ready and prepared for success in our global, knowledge-based society.
Download two Whole Child Podcasts discussing personalizing learning for students—one is a special one-on-one conversation between professor and author Yong Zhao and ASCD’s Sean Slade, and the other podcast has a panel of educators featuring guests Jennifer Eldredge, a Spanish teacher at Oconomowoc High School whose district is a member of the regional Cooperative Educational Service Agency #1, which is committed to establishing personalized learning as the prevailing approach in southeastern Wisconsin; Andrew Miller, former classroom and online teacher and current education consultant, ASCD Faculty member, National Faculty member at the Buck Institute for Education, and regular ASCD and Edutopia blogger; and Beth Sanders, a high school social studies teacher at Tarrant High School in Alabama who is also the cofounder and codirector of Youth Converts Culture and was named an Apple Distinguished Educator Class of 2013 and 2013 Teacher of the Year for Tarrant City Schools.
Something to Talk About
ASCD Invites Educator-Driven Conversation with the ASCD Forum and #ASCDEdSpace—ASCD announces two new ways for educators to shape teacher leadership. From now through April 11, 2014, educators are encouraged to participate in the ASCD Forum online via the ASCD EDge® social networking community and in-person at the 69th ASCD Annual Conference and Exhibit Show. Read the full press release.
ASCD’s Newest Professional Development Publications Support Effective Instruction—ASCD announced the release of three new professional development titles for educators. As educators face increasing pressure on assessments and testing, they will find support for structured teaching, self-regulated learning, and assigning and assessing 21st century work in these new professional development publications. Read the full press release.
ASCD Announces Updates to Free EduCore™ Common Core Implementation Tool—ASCD announced new features available on its free Common Core implementation tool ASCD EduCore™. For the new year, the updated EduCore website features simpler navigation and expanded resources. Read the full press release.
ASCD to Live Stream 21 Sessions from 2014 Annual Conference and Exhibit Show—ASCD will live stream 21 sessions from the association’s 2014 Annual Conference and Exhibit Show. The live stream option offers global educators an accessible and affordable alternative to attending ASCD’s 2014 Annual Conference. Read the full press release.
ASCD Joins Instagram as @OfficialASCD—ASCD has joined the social network Instagram under the username @officialascd. ASCD’s Instagram profile will show educators worldwide a behind-the-scenes look at ASCD, while providing free motivation and professional development through pictures and videos. Read the full press release.
ASCD Releases Four New Professional Development Publications for the New Year—ASCD released four new professional development titles for educators. In light of pressing issues facing educators today, such as improving stagnant Programme for International Student Assessment scores, implementing the new Common Core State Standards, and improving teacher effectiveness, these four new ASCD publications offer educators support with getting to the root of academic and behavioral issues, working with English language learners, developing effective school rules, and teaching effectively. Read the full press release.
ASCD Expands Emerging Leader Program to Serve More Young Educators—ASCD is pleased to announce the expansion of the ASCD Emerging Leaders program. The two-year Emerging Leaders program is designed to prepare younger, diverse educators for potential influence and ASCD leadership. The expanded program now enrolls more educators, inducting a larger membership class than ever before, and includes an Emerging Leaders Grant opportunity that will award selected participants in their second year of the program with grants of up to $2,000. Read the full press release.
I am going to be working through some action research in my class in the coming weeks ahead. My focus is going to be about using student feedback to improve my own day-to-day practice. FYI, I teach Gr 6 and 7 math at an international school in Dubai.
In the past I have used exit notes… very helpful on getting information about what the students can do.
I’ve used student surveys and frequent formative assessment… always good information there. The trouble with both of these is /was that it didn’t give me enough information about what I was doing in class.
Our school went one-to-one this year and every student should have an educational device with them at all times. Earlier this year I moved my exit notes from paper to digital form and I found that I was able to gather more data on my practice.
The results were excellent (and I’ll not bore you with ALL of the details) I was able gather data on how many conversations I was having with kids during class time… how many were “getting” the lesson etc. I found that with some work, I was able to have a one-on-one conversation with over 80% of my students in each of the 6 classes I was teaching… I was able to increase student questioning from 15-20% of the kids asking me questions to over 85% of my time being spent answering their questions, usually one-on-one. All good right…
There was also this other thing at the bottom of the list… and it really bothered me… still does.
There were consistently 2 – 5 kids who ticked off that they still were not clear about the lesson content, OR already knew everything we did that day.
That means that if I have a class or 25 students, up to 1/5 of them just wasted their time in my class. Furthermore since the digital exit notes were confidential, I didn’t even know who they were.
This was tough for me to take. I’ve always considered myself a pretty decent teacher; kids progress well, parents like my feedback and e-mails. We all “got along”. Yet here I am with data that says there is a substantial number of my students that may have well stayed outside.
My action research is going to be focused on how I can best use the technology available at my disposal to find a way to use student feedback to provide more effective coaching both in and out of class time.
I’ll try to keep posting about this, and would appreciate any feedback.
ASCD Leader to Leader (L2L) News is a monthly e-newsletter for ASCD constituent group leaders that builds capacity to better serve members, provides opportunities to promote and advocate for ASCD’s Whole Child Initiative, and engages groups through sharing and learning about best practices. To submit a news item for the L2L newsletter, send an e-mail to firstname.lastname@example.org.
Action Items for ASCD Leaders
Policy Points Highlights Funding Sources for Educator Professional Development
Despite shrinking education budgets, there are still opportunities to pursue funding for educator professional development. Check out the latest issue of Policy Points (PDF), which provides links to these resources.
Leaders in Action: News from the ASCD Leader Community
ASCD Leader Voices
Welcome University of Southern California ASCD Student Chapter
ASCD is pleased to announce a new ASCD Student Chapter, started by ASCD emerging leader Eric Bernstein. Please join us in welcoming University of Southern California ASCD Student Chapter to the ASCD community!
2013 ASCD emerging leader Melany Stowe was recently appointed director of communications and community outreach for Danville Public Schools in Virginia.
OYEA winner Bijal Damani is one of 250 educators chosen for the Microsoft Expert Educators Program. She is also a finalist for the 21st Century Learning Teacher of the Year award, and will be sharing her experiences at their global conference next month in Hong Kong.
Throughout November on www.wholechildeducation.org: Supporting Student Success and the Common Core Standards
The Common Core State Standards are not a curriculum. Standards are targets for what students should know and be able to do. Curricula are the instructional plans and strategies that educators use to help their students reach those expectations. Central to a supportive school are teachers, administrators, and other caring adults who take a personal interest in each student and in each student’s success. How are we designing course content, choosing appropriate instructional strategies, developing learning activities, continuously gauging student understanding, adjusting instruction accordingly, and involving parents and families as partners to support our students’ success?
A whole child approach to education is essential to realizing the promise of the standards. Only when students are healthy, safe, engaged, supported, and challenged will they be able to meet our highest expectations and realize their fullest potential.
Download the Whole Child Podcast for a discussion on supporting student success as schools implement the Common Core State Standards. Guests include Peter DeWitt, an elementary school principal in New York, author, and Education Week blogger; Thomas Hoerr, head of New City School in St. Louis, Mo., author, and ASCD Multiple Intelligences Professional Interest Community facilitator; and Rich McKinney, an assistant principal for a middle school in Knoxville, Tenn., and Common Core coach for the state of Tennessee. Throughout the month, read the Whole Child Blog and tell us what has worked in your school and with your students. E-mail us and share resources, research, and examples.
Something to Talk About
What I Learned Lately (WILL 13/14 #7)
What Does Love Have To Do With It?
Early one morning this week, before anyone was up and the first cup of coffee was even sipped, my son asked me if I loved my job. I smiled and said yes, thinking that this would be the end of the conversation. I was wrong… Like I was being sprayed with a fire hose, he hit me in rapid fire with the following:
How can you love going to all those meetings? How can you love something that make you so tired? How can you love people who make you mad? How can you love something that makes you cry? How can you love something people are talking bad about? How can you love something, people are fighting against? How can you love something so big? How can you love something that is so hard to explain? How can you love something when you see people die and be hurt? How can you love something that makes you spend time away from us?
I took a “big drink of coffee” and smiled, thinking to myself “wow, you are thinking about some heavy stuff for being so young and so early in the morning. I asked him, “Why are you asking all these questions”. He looked at me with pure clarity and said, “Dad you fight for them like you fight for us”.
What did I learn this week? I learned that even though it may not be politically correct, that it is ok to love your work, the people you serve and the people who you work with. Most of this week, I have reflected on my son’s questions and I know I am not alone in my love. I am proud of our schools and the people that work in them. I am proud of our city and its commitment to getting better and supporting our students. On this cold, foggy Friday, I proud to say, “I Love Tacoma”.
Finally from Merriam-Webster,
a (1): strong affection for another arising out of kinship or personal ties