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ASCD Leader to Leader (L2L) News is a monthly e-mail 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.
Your To-Do List: Action Items for ASCD Leaders
Newest Policy Points Revisits A Nation at Risk
ASCD’s newest Policy Points (PDF) takes a closer look at A Nation at Risk, the 1983 report on the state of U.S. education that launched a spirited and ongoing debate about the quality of our public schools. This issue of Policy Points examines the specific recommendations of the report, the accuracy of its dire prediction about “a rising tide of mediocrity” undermining the nation’s well-being, and the evolving school reform debate the report kick-started three decades ago.
Throughout May on www.wholechildeducation.org: The New Poverty
In today’s global economic state, many families and children face reduced circumstances. These “poor kids” don’t fit the traditional stereotypes—two-thirds live in families in which at least one adult works and the percentage of poor students in many rural districts equals that in inner-city districts. In the United States, the economic downturn has dramatically changed the landscape, and districts that were previously vibrant are now dealing with unemployment, underemployment, and more transient families.
Join us as we share what new—and old—solutions we are using to support learning and ensure that each child, whatever her circumstances, is healthy, safe, engaged, supported, and challenged.
Download the Whole Child Podcast for a discussion on the current economic downturn; its result that many families and children face reduced circumstances; and implications for schools, many of which have seen drastic changes in the populations they serve and their communities. Guests include Deborah Wortham, superintendent of the School District of the City of York, Pa., and former assistant superintendent for high schools and director of professional development for Baltimore City (Md.) Public Schools; Felicia DeHaney, president and CEO of the National Black Child Development Institute; William Parrett, director of the Center for School Improvement and Policy Studies and professor of education at Boise State University; and Kathleen Budge, coordinator of the Leadership Development Program and associate professor in the Curriculum, Instruction, and Foundational Studies Department at Boise State University. Parrett and Budge are also coauthors of the 2012 ASCD book Turning High-Poverty Schools into High-Performing Schools.
ASCD Leader Voices
Arkansas Governor Signs Whole Child Legislation
Arkansas Governor Michael Beebe signed a new bill into law that promotes a whole child approach to educating the state’s children. The legislation (PDF) establishes a Whole Child Whole Community recognition program and aims to measure the comprehensive well-being of children and how well stakeholders are meeting their needs according to the five whole child tenets and their indicators as identified by ASCD.
The recognition program will acknowledge and highlight the work of Arkansas educators, parents, community members, and policymakers who support the whole child. The legislation also indicates that one purpose of the recognition program is to help spur systemic collaboration and coordination within and beyond schoolhouse doors and to promote a shift from narrowly defined student achievement and traditional education reform to broader, more comprehensive efforts that recognize the crucial out-of-school factors that influence teaching and learning. A diverse state working group will work over the course of a year to recommend a framework and process for recognizing exemplary whole child and whole community successes.
Congratulations to Arkansas ASCD, which played a crucial role in supporting the bill’s development and introduction!
Rhode Island Passes Whole Child Resolution
The Rhode Island General Assembly passed a joint resolution (PDF) supporting a whole child approach to education that ensures each child is healthy, safe, engaged, supported, and challenged.
The resolution affirms that to educate Rhode Island’s children effectively, the state must pay attention to factors within and beyond its school buildings as well as integrate efforts among schools, families, and communities. In addition, the resolution expresses the assembly’s intent to model whole child concepts in its own work and to join with other stakeholders who support the whole child.
Congratulations to Rhode Island ASCD(RIASCD), which worked hard to have this joint resolution introduced into the Rhode Island legislature!
To help the state fulfill its commitment to whole child education, ASCD and RIASCD offered some initial steps (PDF)—organized by the five whole child tenets—for educators, parents and community members, and policymakers to take. RIASCD also highlighted some of ASCD’s free resources to help the state put its whole child vision into action.
South Carolina ASCD Featured in ASCD Inservice Blog Series
Weasked some of our affiliate leaders to tell us how the implementation of the Common Core State Standards (CCSS) has been going in their home states.In the seventh post of the series, South Carolina ASCD leader Josh Patterson writes about the challenges and successes that South Carolina has had with CCSS implementation.
The Effective Principal
What we see through our research, reading, and conversations with principals and school staff is that to see what an effective principal is, don’t look at the person; look at the effects of her leadership on student achievement, school culture and climate, teacher effectiveness and satisfaction, and community relationships. As the wearers of many hats, principals are crucial to implementing meaningful and lasting school change. Read more on the Whole Child Blog.
In April, we looked at what qualities principals in today’s (and tomorrow’s) schools need to fulfill their roles as visionary, instructional, influential, and learning leaders. Listen to the Whole Child Podcast with guests Donna Snyder, manager of Whole Child Programs at ASCD; Kevin Enerson, principal of Le Sueur-Henderson High School in Minnesota (an ASCD Whole Child Network school); and Jessica Bohn, an ASCD Emerging Leader and principal of Gibsonville Elementary School in North Carolina.
Also this month on the Whole Child Podcast, we talked with educators from Oregon’s Milwaukie High School (winner of the 2013 Vision in Action: The ASCD Whole Child Award) about how they meet student and staff needs, taking challenges and turning them into opportunities for all. Guests include principal Mark Pinder, assistant principal for curriculum Michael Ralls, assistant principal for student management Tim Taylor, dean of students Donnie Siel, and teacher leader David Adams.
Have you signed up to receive the Whole Child Newsletter? Read the latest newsletter and visit the archive for more strategies, resources, and tools you can use to help ensure that each child is healthy, safe, engaged, supported, and challenged.
Something to Talk About
Killeen Independent School District Deepens Professional Development Partnership with ASCD—Killeen Independent School District (ISD)—whose more than 6,100 staff members serve approximately 42,000 students—is deepening its relationship with ASCD to meet its professional development goals. Read the full press release.
ASCD Publishes Leadership Guide on Transforming Any Teacher into a Master—ASCD is pleased to announce the release of Never Underestimate Your Teachers: Instructional Leadership for Excellence in Every Classroom by best-selling education author, renowned educator, and professional development expert Robyn R. Jackson.
Never Underestimate Your Teachers offers school leaders a new model for understanding great teaching as a combination of skill and will, and it's the first book of its kind to support leaders as they facilitate teacher growth in both areas through differentiated leadership. Jackson shows readers how to design and deliver targeted professional development to help each teacher realize his or her potential and achieve great results for the benefit of every student. Read the full press release.
New ASCD Common Core Academy Supports School Leadership Teams Across the United States—ASCD is bringing its inaugural ASCD Common Core Leadership Team Academy to Chicago August 5–8, 2013. This intensive four-day professional leadership experience offers groups of administrators, teacher leaders, and nonprofit and higher education partners an accelerated plan for putting the Common Core State Standards (CCSS) into routine practice. Read the full press release.
ASCD Summer Reading List Identifies 10 Books That Can Transform Teaching and Learning—In the spirit of promoting year-round professional development, ASCD has assembled a diverse list of books essential to educators who seek to improve their practice over the summer months. These books—organized by how they help educators transform teaching and learning—offer readers the opportunity to dive deep into the hottest topics in education, including using data to focus improvement, project-based learning, child development, and neurodiversity. All books are currently available in paperback and e-book formats. Read the full press release.
Arkansas Governor Beebe Signs Education Reform Law Supporting the Whole Child—Arkansas Governor Michael Beebe has signed a new bill into law that promotes a well-rounded whole child approach to educating the state’s children.“An Act to Establish the Whole Child– Whole Community Recognition Program; and for Other Purposes” (Senate Bill 1051[PDF]) outlines a plan for the Arkansas education system that ensures Arkansas students receive a whole child education. Read the full press release.
New ASCD Staff Expand Association’s Ability to Design, Deliver, and Evaluate Professional Development Resources—ASCD welcomes three new staff members to the association’s Program Development Work Group. Dr. Andrea Muse has accepted the position of director of research and program evaluation, Jen Thompson will serve as director of program management and process improvement, and Elizabeth Thurman has joined ASCD as director of customer engagement and product support. The additions of Muse, Thompson, and Thurman expand ASCD’s capability to design, deliver, and evaluate the crucial professional development resources today’s educators need to learn, teach, and lead. Read the full press release.
Originally posted at K2TWelve.com
The first two parts of Be Social Change and the Center for Social Innovation's three-part series on the Future of Education began with attendees sharing in small groups their personal transformative educational experiences outside and inside of the classroom. At both meetings and in both instances, the general opinion was that transformative educational experiences were personal experiences that felt "out of the box" or "above and beyond" what was expected.
What has been clear in both Future of Education Meetups is that these transformative experiences are currently missing from college and K-12 classrooms. Both teachers and students are dissatisfied with the current education system and has chosen to value.
From the educational entrepreneurs at the first Meetup, who spoke about their role in complementing and enhancing core college curriculum with hands-on job experiences, to the K-12 educators at the second Meetup, who spoke about an "educational ecosystem" and the necessity for self-efficacy and the acceptance of failure, the resounding message was that there is a disconnect between the classroom and what students want to know. Ivan Cestero of the Avenues school and a panelist at the second Meetup put it best when he said as educators we needed to "meld the passion piece with the stuff they (students) need to know."
Lyel Resner, co-founder of Startup Box: South Bronx and moderator of the second Meetup began the discussion by asking the audience: What is school for? I was reminded of something Eduwonkette wrote years ago, conveying historian, David Labaree's vision of school as an environment that nurtured children's ability to
Participants responding to Lyel's question echoed Labaree's vision. They responded that the purpose of school was to prepare students for civic engagement and to teach them how to apply their passions, as well as build their social and emotional skills.
Like going to an art opening and dropping words like "derivative" or "jejune", for the past couple of years, the password into educational cliques has been "Common Core" (sometimes "STEM", sometimes "21st Century skills/literacies"). When the topic of Common Core State Standards came up, there was no overtly negative criticism, only a cautionary thought from Ivan Cestero that the standards required "habits of mind, passion, and social skills to be meaningful."
When the issue of standardized testing came up, panelist Tim Shriver, Dream Director at The Future Project said "test scores won't matter to students if they are not hopeful about their future success." Most everyone in the room (including me) believed portfolios are a superior and more accurate assessment than test scores.
Panelist Leigh Ann Sudol-DeLyser, Computer Science Teacher & Consultant at the Academy for Software Engineering NYC, spoke of the trial and error process that software engineers engage in when writing code. She said that it was important to get students to try and fail at something and then try again. She said "self efficacy" needed to be cultivated. Students need to believe in their ability to solve difficult problems and overcome seemingly impossible challenges. Most of the room agreed with what Leigh Ann was saying.
What has interested me most about these Meetups is the pragmatism. There is a lot of talk of innovation and "new" ways, but it has been tempered with talk of "accreditation" on the college level and systems level implementation in the K-12 grades. Andrea Coleman, CEO of the Office of Innovation at the New York City Department of Education, cited her office's partnership with The Future Project. I'm looking forward to that same pragmatism in the final Meetup of this series.
The use of Howard Gardner’s theory of multiple intelligences (MI theory) has been increasing by leaps and bounds in countries across the globe. In many countries, it has become part of national policy. In India, for example, as part of its National Curriculum Framework for School Education teachers are required to have familiarity with the concepts of multiple intelligences. Gardner himself writes: “…I have been amazed to learn of jurisdictions in which the terminology of MI has been incorporated into white papers, recommendations by ministries, and even legislation…I have heard from reliable sources that MI approaches are part of the policy landscape in such diverse lands as Australia, Bangladesh, Canada, China, Denmark, Ireland and the Netherlands” (Multiple Intelligences: New Horizons in Theory and Practice, p. 248).
At the same time, research studies based on multiple intelligences have multiplied in higher education institutions around the world. Journal articles dedicated to this subject have covered populations from areas as diverse as Namibia, Zimbabwe, Zambia, South Africa, Malaysia, China, and Japan. In Geneva, Switzerland, the prestigious International Baccalaureate (IB) Organization, which offers programs to over 600,000 students in 128 countries, has acknowledged Gardner’s role in influencing its own approach to learning: “Howard Gardner has been influential in changing views about learning and the ways we learn. Access and equity within the IB today is much wider than it was previously. It is acknowledged that all students have strengths and weaknesses which must be supported in a strategic way for them to meet their potential.” (IB World, September, 2007).
In the Phillipines, the MI International High School in Quezon City (a suburb of Manila) puts MI theory to work in the cause of promoting entrepreneurship among its students. Students are challenged to develop real-world business plans based on ideas that emerge from MI lessons. A linguistic group, for example, developed Flash Range, a media center that creates books for teens that deal with environmental and personal and emotional growth issues. A musical group created a business called Boom Box Music, which offers musical composition and record production services. A group of people-smart students conceptualized their own family restaurant –Pastuchi- featuring a fusion of Italian and Japanese cuisines.
In Denmark, the industrial manufacturer Danfoss, has created a theme park—Danfoss Universe– that incorporates many strategies and ideas from multiple intelligences. They have essentially created a multiple intelligences interactive museum, where children and adults participate in over fifty activities designed to both test their multiple intelligences and also raise awareness concerning the many different ways of being smart.
In my own work with multiple intelligences, I’ve given keynotes and workshops in twenty countries including Iceland, Singapore, and the tiny province of Andorra. I’ve had my books on multiple intelligences translated in over fifty foreign editions into twenty-three languages (including 11 editions in Chinese alone). It’s truly been marvelous to see the broad impact that MI theory has been making internationally.
To learn more about the impact of multiple intelligences in cultures around the world, see: Multiple Intelligences Around the World, Jie-Qi Chen, Seana Moran, and Howard Gardner (eds), San Francisco, CA: Jossey-Bass, 2009. To read my chapter from the book, click on the title: “When Cultures Connect: Multiple Intelligences Theory as a Successful American Export to Other Countries
This post is a part of the ASCD Forum conversation “how do we define and measure teacher and principal effectiveness?” To learn more about the ASCD Forum, go to www.ascd.org/ascdforum, or join the ASCD Forum group on ASCD EDge.
It is often said that teachers teach the way that they themselves were taught. That they should be cognizant of this and filter their teaching practice to exclude ineffective strategies, strengthen the positive aspects and be opened to new ways of teaching. Likewise, our “educational worldview” determines what type of teacher evaluation system we embrace. Hence, here too, we need to examine our worldview so that we can shift our thinking and practice to exclude negative impacts, strengthen what works well and embrace innovative systems.
Worldview could be described as a set of fundamental beliefs that governs a society’s culture in terms of norms, value systems and ways of living. Writers Richard Gabriel and Richard Allington contend that the United States educational worldview is chiefly defined by test scores and that this focus is what influences the popular practice of using test scores to determine teacher effectiveness. Others echo the same view.
For instance, Peterson’s (2000) observes that despite the varied types of evaluation documentation that have been proposed, standardized test scores have matured as the primary measure used to determine student achievement mainly because of a prevailing public view that teacher learning should result in student achievement and also because tests are less costly to produce than tests that seek to measure complex skills such as critical thinking. He joined Danielson and McGreal (2000) in denouncing the use of standardized test scores as the exclusive/primary unit used to measure student achievement. Additionally, Stiggins (2002) argues that most of the standardized tests only determine the status of learning rather than promote learning and that this does not measure how students’ learning is affected during the process. And perhaps above all else, the emphasis on accountability has been heightened by the No Child Left Behind Law of 2001 and the Race to the Top initiative of 2009. Both have catapulted test scores to preeminence on the measurement side of the teacher evaluation scale.
These are some of the same criticisms that we hear today about the role of standardized test scores when we consider whether teacher evaluation systems should emphasize measurement or development. Have we fallen victim to what Edward Hall, author of Beyond Culture refers to as being stuck with the program that culture imposes? In other words, have we internalized this belief in test scores as the only true valid and reliable form of measuring teacher effectiveness so deeply that we are blind to any other options?
In his article, “A Tale of Two Districts,” Mark Simon notes that the education bureaucracy has a proclivity to embrace teacher evaluation systems that use test scores to sort, rank and rate teachers as oppose to embracing systems that focus on promoting professional growth. Perhaps agreements such as the initial agreement between the New York City Teachers Union and the New York City Department of Education to not have test scores predominate the teacher evaluation system, portends well for the movement towards a balanced approach that consists of both measurement and development. Indeed, the findings of the final research of the Measure of Effective Teaching (MET) project, evidences to some extent that a balanced approach is the best strategy for determining teacher effectiveness.
What gets included on both sides of the scale and in what measure, will have to be worked out. However, doing so with an understanding of the underlying assumptions formed by our educational worldview and being open to try different/new strategies means that we stand a chance to put together evaluation systems that will promote effective teaching and learning.
Danielson, C., & McGreal, T. (2000). Teacher evaluation to enhance professional practice. Alxeandria, VA: Association for Supervision and Curriculum Development.
Hall, E. T. (1989). Beyond Culture. New York: Anchor Books/Doubleday
Gabriel, R., Allington, R. (2012). The MET Project: The Wrong $45 Million Question. Educational Leadership, 70(3), 44.
Patton, M. Q. (1997). In (Ed.), Utilized-focused evaluation: the new century text (3rd ed.,)
Thousand Oaks, CA: Sage Publication Inc.
Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and
practices (2nd ed.). Thousand Oaks, CA: Corwin Press.
Simon, M. (2012). A Tale of Two Districts. Educational Leadership, 70(3), 58.
Stiggins, R. J. (2002). Assessment crisis: the absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.
“I will prepare and some day my chance will come.” – Abraham Lincoln
As the principal of an elementary school, I’d like to share with you a little bit about my charge to the fifth grade class during the Farewell Ceremony this past June. Last year’s fifth grade class was very special to me. Not only are they great kids, but they are the students who will visit me in 10, 15, and 25 years from now and remind me that they “graduated” during my first year as a principal. I am well aware that ten year olds are not hanging on every word of their “commencement” speech to determine which nuggets of truth and wisdom they will carry with them in order to guarantee success in the future. However, I really did want to share something simple, but potentially profound, that they might actually think about from time-to-time. I attempted to link what I think is the most important ingredient for success (persistence/perseverance) with a novel, familiar, visual, and tangible element. In this case, I chose a windshield wiper. While many of the family members present at the ceremony were quite confused when I held up my Wal Mart windshield wiper, all of our fifth graders saw the connection to the memorable moments we enjoyed at the very beginning of our field trip to Philadelphia a couple weeks prior. The windshield wiper on our first bus broke within the first 30 miles of our trip, was subsequently fixed by a parent, and then broke again. Persistence won the day, however, when another parent purchased and applied Rain-X to the windshield (at which time it immediately stopped raining). We enjoyed a wonderful experience in the city of my birth (although a stop at Pat’s Steaks should be required for next year’s agenda).
While this level of persistence is quite common, the degree to which Abraham Lincoln demonstrated perseverance was far from normal. Unlike many of us, Lincoln had no formal education. The business he started in 1831 failed. He ran for office in Illinois in 1832, but was defeated. In 1833, he tried to start another business, which also failed. In 1843, he ran for Congress and lost. He tried again in 1848 – and lost. When he ran for Senate in 1855, he lost. When he ran for Vice President the next year, he was defeated. In 1859 he lost another attempt at winning a seat in the Senate. In 1860, a very persistent Abraham Lincoln became the 16th President of the United States of America. He went on to guide the U.S. through the Civil War and issued the Emancipation Proclamation, which freed slaves in the Confederate States. The Emancipation Proclamation led to the Constitution’s Thirteenth Amendment, which abolished slavery throughout the nation.
Have you met with some difficult personal or professional experiences this past year? While we can’t control what happened, we alone will decide on our response to these circumstances. I encourage all of us to put on our black top hats and beards and choose persistence. I’ll keep the wiper in my office in case, on a particularly tough day, I want to hold it in the air and proclaim, “I will persevere!”
“Nothing in the world can take the place of Persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan 'Press On' has solved and always will solve the problems of the human race.” - Calvin Coolidge