tag:blogger.com,1999:blog-28765366.post7130025350726486102..comments2024-03-28T02:21:17.452-07:00Comments on Seattle Schools Community Forum: Bill SpeaksMelissa Westbrookhttp://www.blogger.com/profile/17179994245880629080noreply@blogger.comBlogger29125tag:blogger.com,1999:blog-28765366.post-89476955866515042422009-07-27T07:37:54.033-07:002009-07-27T07:37:54.033-07:00Are the recent and current actions taken by Arne D...<b>Are the recent and current actions taken by Arne Duncan and President Obama prohibited by the US Constitution and the prohibitions placed on the Department of Education at its founding? </b> It appears so.<br /><br />The original act (Public Law 96-88) says “the establishment of <b>the Department of Education shall not increase the authority of the Federal Government over education </b>or diminish the responsibility for education which is reserved to the States and the local school systems and other instrumentalities of the States.”<br /><br />According to "20 USC Sec. 3403," <b>the DoE is prohibited from “any direction, supervision, or control over the curriculum program of instruction, administration, or personnel of any educational institution, school, or school system</b>.” <br /><br /><a href="http://betrayed-whyeducationisfailing.blogspot.com/2009/07/federal-control-expands-despite-rules.html" rel="nofollow"> Read about it HERE. </a><br /><br />If this stands it looks like another instance where our Republic is giving way to Oligarchy.dan dempseyhttps://www.blogger.com/profile/15536720661510933983noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-29082353809047299982009-07-27T07:18:45.789-07:002009-07-27T07:18:45.789-07:00(...continued)
The Common Core Standards writers ...(...continued) <br />The Common Core Standards writers appear to be a self-appointed group, which in math are many of the same folks who have produced the ongoing math chaos.<br /><br />You would think that after the flailing attempts to fix math over the last 50 years, we might acknowledge that k-3 is of prime importance and that PFT really was spot on. Then we could begin using those Singapore Math books and narrow things down to what works.<br /><br />By Singapore Math books I mean the program actually used in Singapore of 2 Textbooks, 2 Workbooks, and supplemental practice books (at each grade through grade 6) and NOT the bizarre mess that CAO Santorno left us.<br /><br />It is time for the four board members who voted for continuing the Seattle Math Mess to realize that the UW is all about getting more NSF grants which has nothing to do with either improving Math in Seattle or the Nation. Those grants have been in place for more than 20 years and the nation has actually gotten slightly worse during that time.<br /><br />Bergeson and Gregoire were also UW influenced with <a href="http://www.math.rochester.edu/people/faculty/rarm/endorse.htm" rel="nofollow"> "Exemplary and Promising" programs </a> like Everyday Math, Connected Math, IMP, College Prep Math, and Core-Plus which led to the current national, state, and city chaos.<br /><br />It is the job of school directors to adopt the best instructional materials possible NOT to follow the recommendations of failed idealogues.<br />Unfortunately four directors failed to do their jobs. How much longer must the children suffer through the continuing saga of reform math initiated with TERC/Investigations passed to Everyday Math then Connected Math and finally Discovering Math.<br /><br />Seattle remains wedded to inquiry based mathematics. <b> Hattie rates inquiry based teaching with an effect size of 0.31</b> - his hinge point is 0.40 -<br />Effect sizes below 0.40 are not worth doing, <b>Direct Instruction = 0.59</b><br /><br />Blunder on Seattle, Blunder on.<br />If improvement is desired, PLEASE Don't look to the Common Core Standards for math guidance.<br /><br />NMAP, Geary, Hattie, PFT, Singapore show the way ... but those in power just choose something else. Something ineffective in too many cases.<br /><b><br />Fads and politically correct ideology drive educational decision-making in Seattle to believe otherwise is naive.<br /></b><br />How many times have we heard that <b>"differentiated instruction" is needed for success in Seattle School classrooms</b>?<br /><br />FROM NMAP research comes:<br />Although most teacher educators and professional development providers highly recommend a technique called Differentiated Instruction (DI) at all educational levels, <b>there is no basis in research for promoting DI in the mathematics (or any other) classroom.</b> The Panel could not evaluate the quality or weight of the evidence for DI because <b>there is no empirical research on it at all. </b><br />-------------------<br />Hattie makes no mention of Differentiated Instruction because he is looking at empirical research.<br /><br />Blunder on, Blunder on.dan dempseyhttps://www.blogger.com/profile/15536720661510933983noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-80977120065081065542009-07-27T07:08:01.805-07:002009-07-27T07:08:01.805-07:00On Observations: Observations are currently define...On Observations: Observations are currently defined as an evaluation tool, something for the 'expert/authority' to use to make a judgment about a teacher's worth. However, if you replace the observer checklist or likert-scale form with an objective data-collection tool such as the <a href="http://www.ecove.net" rel="nofollow" rel="nofollow"> eCOVE Observation Software </a> the purpose and effectiveness changes.<br /><br />eCOVE is a collection of timers and counters that track teacher and student behavior in the classroom, such as Time On Task, Class Learning Time, Response to Misbehavior, Teacher Talk, Level of Questions, Types of Praise, etc. etc -- the best practices and student engagement behaviors for which research exists. This is so much better than an observer's opinion about what's going on in the classroom - and since the observation is a data collection process, not one of making summative judgments, the observer can be anyone who can operate the easy-to-use eCOVE.<br /><br />The outcome test data is a very important piece of information, and it does measure the value delivered by our education system. However, it doesn't do anything to determine what, or where, things are going wrong. We need data on how well the teacher is using the researched best teaching practices; on the <a href="http://www.ecove.net/blog/?p=127" rel="nofollow" rel="nofollow"> fidelity of implementation </a> of curriculum or behavior plans; and on the effectiveness of those efforts on the in-class behavior of students. eCOVE Observation Software makes this a very easy process, and the objective results can be used to facilitate <a href="http://www.ecove.net/blog/?p=102" rel="nofollow" rel="nofollow"> professional discussions</a> on both an individual and a school/district wide basis.John Tenny, Ph.D.https://www.blogger.com/profile/02048861131534344166noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-49354695861938587032009-07-27T07:04:52.154-07:002009-07-27T07:04:52.154-07:00I've been reading "Visual Learning"...I've been reading <a href="http://artichoke.typepad.com/artichoke/2009/01/collision-theory-class-size-and-those-deliberate-acts-of-teaching.html" rel="nofollow"> "Visual Learning" </a> by John Hattie of Univ. of Auckland in NZ and <a href="http://www.amazon.com/Childrens-Mathematical-Development-Practical-Applications/dp/1557982589" rel="nofollow"> "Children's Mathematical Development" </a> by David C. Geary (National Math Advisory Panelist and world renown cognitive psychologist).<br /><br />Both of these experts speak about how education decisions are fad-based and follow a political ideology rather than the empirical results known to improve achievement. Hattie mentions <a href="http://www.mathematicallycorrect.com/honestft.htm" rel="nofollow"> Project Follow Through </a> as the classic case of the above.<br /><br />PFT clearly showed that Direct Instruction (Explicit and Direct Instruction encompasses much more that the idea of lecture driven classes) produced huge gains in achievement among educationally disadvantaged populations, while none of the other models tested had results even close. In fact several of the models tested produced negative results.<br /><br />The education establishment rejected these results and pursued the paths that the empirical evidence reported did not work.<br /><br />Seattle's expanding achievement gap in math over the last decade and more is a direct result of fad-based nonsense education. PFT was a k-3 program. The Children taught using Direct Instruction (k-3) wound up graduating from high school at double the rate of those in the other groups.<br /><br />MG-J is a classic example of the continuation of nonsense decision making. <br /><br />Background:<br />NSF/EHR funding spawned "Reform Math" which is certainly fad based and has not produced positive results despite large government expenditures.<br /><br />IMP failed in University Place and Tacoma. MG-J and crew were still pushing this for high school adoption in Spring 2008 but could not get it past the school board. In 2009 they switched to the similar in many ways "Discovering Series" and pushed it past the board 4-3.<br /><br />Seattle now will have k-12 math instructional materials that are proven ineffective.<br /><br />Both <a href="http://en.wikipedia.org/wiki/David_C._Geary" rel="nofollow"> Geary </a> and <a href="http://www.britannica.com/bps/additionalcontent/18/32599720/A-Reflective-Conversation-with-John-Hattie" rel="nofollow"> Hattie </a> note that the USA has been an under-performer in math since the first international test of 12 countries in 1964. <br /><br />Seattle's current k-8 materials and practices do not follow what are actually best practices as evidenced in worldwide empirical results. Hattie's "Visual Learning" examines 800 meta-analyses and NMAP reading points to the fact that a lot of what SPS has pushed as best practices in Math are not.<br /><br />...continueddan dempseyhttps://www.blogger.com/profile/15536720661510933983noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-45634296844452411762009-07-25T23:39:14.150-07:002009-07-25T23:39:14.150-07:00Megan, this is a wonderful point -- in college, of...Megan, this is a wonderful point -- in college, of course, students evaluate their instructors and those evaluations are important (in theory, anyway) in determining the future role of the instructor.<br /><br />I made a point of posting my student evaluations outside my office when I was teaching college A&P -- err, I mean, anatomy and physiology -- even the terrible ones. (One, I remember, said that I was sarcastic, rude, and a terrible dresser. It was a very useful assessment, on two out of three things. Guess which one didn't take!)<br /><br />The whole point is, evaluations of teachers must be grounded in something. If they're grounded in WASL scores, which we know are next to meaningless, then the evaluations will have virtually no value. If my kids have a teacher who excites them about learning, makes them eager to come back to school every day, and helps them achieve proficiency in whatever it is they teach, I'm a very happy guy! But how do we measure that? And how will the district screw up that measurement, because, after all, they will? <br /><br />In a lot of ways, I think Bill is talking about how great Lakeside was. That has nothing to do with SPS.Josh Hayeshttps://www.blogger.com/profile/17242600011474990770noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-45955170456922763402009-07-25T00:41:12.012-07:002009-07-25T00:41:12.012-07:00This person lays out a perfect example, using actu...This person lays out a perfect example, using actual classroom data, of the slippery slope of looking at student test scores to evaluate teachers:<br />Measuring Teacher Effectiveness<br />http://ithoughtathink.blogspot.com/2009/07/measuring-teacher-effectiveness.html<br /><br />The thing that bothers me most about the topic of teacher evaluations is that the relationship piece is completely ignored by education pundits. No kid is going to work hard for a robot not matter how good their lesson plans are. Great teachers inspire kids to want to learn and they need a flexible environment to reach as many kids as possible. <br /><br />What about a teacher who keeps a failing kid from dropping out? Or inspires a kid to pursue a subject for the first time? Or nurtures a child's sense of worth for the first time in his/her life? None of that will show up on test scores but those teachers have been tremendously effective. <br /><br />Why not have students rate their teachers? After all, they have to observe them everyday.Megan Mchttps://www.blogger.com/profile/08526624057081098551noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-35774642291803051202009-07-24T15:16:50.354-07:002009-07-24T15:16:50.354-07:00I would never send my kids to a KIPP school either...I would never send my kids to a KIPP school either. But, my reading is that they are designed NOT to attract people like me. If educated, middle class parents start choosing KIPP schools then pressure would be put on the administrators to offer broader, more child based curriculum and the positive impact on <b>test scores</b> for the poorest kids would be diluted.<br /><br />I read <a href="http://www.amazon.com/gp/product/0547247966/ref=pd_lpo_k2_dp_sr_1?pf_rd_p=304485901&pf_rd_s=lpo-top-stripe-1&pf_rd_t=201&pf_rd_i=0618569898&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=14JG5X1WH3N4FXSZ6Y9E" rel="nofollow"> Whatever It Takes </a>, which describes The Harlem Children's Zone set up by Geoffrey Canada. The KIPP school is only one small part of a cradle to grave effort he is making to pull children out of the lower class in Harlem. I actually think it is a great idea, but KIPP isn't what makes it work--it starts prenatally with "Baby College" and goes from there. It involves a HUGE, expensive, focused effort. Is the Gates Foundation ready to step up and fund something like the Harlem Children's Zone in every inner city neighborhood, or are they just advocating transferring public school money to charter schools like KIPP's?Maureenhttps://www.blogger.com/profile/18444916440000921599noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-20756200253580295302009-07-24T00:08:31.094-07:002009-07-24T00:08:31.094-07:00"The U.S. must improve its educational standi...<i>"The U.S. must improve its educational standing in the world by rewarding effective teaching"</i><br />---- Bill Gates<br /><br />So how about having Seattle allow effective teaching? In k-8 math that is not happening as the pacing plan rules.<br /><br />How do teachers get rewarded? By defying the mandates of superiors?<br /><br />No Mr. Gates the entire system is in need of major transformation not just tinkering with rewards.<br /><br />The culture is not one of achievement. Supposed building leaders are rewarded for supporting the central administration rather than producing achievement. 19 out of 19 principals supported the High School math adoption just like all the elementary principals supported Everyday Math in May 2007. If the principals continued employment depended on producing significant gains in math achievement they surely would be more discriminating in their recommendations.dan dempseyhttps://www.blogger.com/profile/15536720661510933983noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-91570740023885646982009-07-23T23:23:39.291-07:002009-07-23T23:23:39.291-07:00Now that I think of it, I'd like to soften my ...Now that I think of it, I'd like to soften my tone a little -- I don't mean to suggest that school administrators (read: principals) will rub their evil little hands together and cackle with glee at the prospect of using test scores to assess teacher performance.<br /><br />The fact is, however, that they've been put in the position of having to build a brand new building, but they've been given no tools.<br /><br />The old saw (Heh. Saw. No pun intended.) is that when the only tool you have is a hammer, every problem looks like a nail. Maybe the more appropriate, and even sadder, description is, when the only tool you have is a hammer, the only tool you have is a hammer. Nobody will <i>want</i> to rely solely on test scores, but really, what else will they have? Our own principal at AS1 last year was so totally swamped with administrative work he had virtually no time to visit classrooms. I can't see how that'll change in the future.<br /><br />Color me gloomy, I guess.Josh Hayeshttps://www.blogger.com/profile/17242600011474990770noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-83617970672050986482009-07-23T15:17:43.067-07:002009-07-23T15:17:43.067-07:00Great discussion and great links. I have some rea...Great discussion and great links. I have some reading to do here. Thanks.Melissa Westbrookhttps://www.blogger.com/profile/12588239576000641336noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-2646576687318028342009-07-23T13:16:57.255-07:002009-07-23T13:16:57.255-07:00Techy mom- KIPP schools weren't meant for your...Techy mom- KIPP schools weren't meant for your child and family. They're an experiment akin to the forced assimilation schools Native American children suffered through a century ago. You're right is describing them as reminiscent of prison or military school. In my opinion, they are abusive of the students, families, communities and teachers involved and should in no way be supported or funded through our public system. They distract us from the root causes of public school failure and the "achievement gap" perpetuating the bootstrap myth. <br /><br />I know this is a crazy thought, but if Gates can reason that seniority and masters degrees are not an indication of a quality teacher, couldn't we reason that increasing hs graduation rates in not an indication of an improving education system? Really, I'm so tired of the billionaires and their irrelevant if not harmful ideals for raising and educating the masses. <br /><br />Gates says, "Imagine having the people who create electrifying video games applying their intelligence to online tools that pull kids in and make algebra fun." Here's another idea: Imagine teacher/student/school relations built on trust, respect and collaboration, where mastery of new skills earns internal and external satisfaction. Imagine if it wasn't a cutting edge educational goal to trick kids into enjoying algebra, but rather to structure classes and schools to carry lessons from books to real life applications of algebra. Do we really think if lessons are not constantly thrilling students won't learn? I wish Bill Gates would study with <a href="http://www.alfiekohn.org/topics.htm" rel="nofollow">Alfie Kohn</a>.owlhousehttps://www.blogger.com/profile/01630051682382673928noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-53539987827549671962009-07-23T07:19:54.578-07:002009-07-23T07:19:54.578-07:00I'm still undecided on charters in general. T...I'm still undecided on charters in general. They seem like they could be a way to get the same sorts of things that we do in alternative schools, and to have more protection from central admin caprice. <br /><br />However, I am not at all impressed with KIPP. It sounds like prison. I would never send my child there. If a child were choosing this for him or herself, I guess I could see it as an option. But these are elementary schools. I'm not really comfortable with parents putting their kids in an environment like this. It reminds me of overly controlling parents sending their kids off to military school. That happened to some friends of mine, and it was not a good thing.TechyMomhttps://www.blogger.com/profile/04650916001250022778noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-47119983581465445382009-07-22T17:17:31.719-07:002009-07-22T17:17:31.719-07:00What could be better than having teachers observe ...What could be better than having teachers observe each other? learn from each other? and offer suggestions and pass on tips of the trade? Even using video's would be a great way to share information. That is why I was so appalled at the teaching staff at my school when they were completely closed to the idea. I don't know if it would be good to make "observation" the basis of an evaluation, or that there would be any way to "standardize" classroom teacher performance using observations. But, when teachers are so set in their ways that they can't even imagine a positive result coming from observations... it makes you feel that they've got something to hide. Thanks to Michael Rice for being willing to improve his craft and being such an advocate for students.readerhttps://www.blogger.com/profile/02754095597231700863noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-79173556424595423842009-07-22T17:11:02.932-07:002009-07-22T17:11:02.932-07:00I'd love to hear Barrett's or Gate's r...I'd love to hear Barrett's or Gate's response to this editorial.Megan Mchttps://www.blogger.com/profile/08526624057081098551noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-19999981156130711932009-07-22T17:09:07.059-07:002009-07-22T17:09:07.059-07:00continued
Competition is killing many of our scho...continued<br /><br />Competition is killing many of our schools in poorer neighborhoods. I've seen it firsthand where I live, a city with a rich history and an ethnically diverse population with a large percentage of poor and minority students. Many upper- and middle-class parents "choice" their children to schools outside the district, or send them to private schools. Typically, these are the best-educated parents, and the ones most likely to be strong advocates for their children's education. So the absence of these children in our local district not only means less funding for its schools; it also means the students who are left don't have as strong a voice.<br /><br />Imagine if these parents had to send their children to their local public schools. Imagine if those who push for greater public-school competition were forced to do the same thing. If we took everyone's passion and commitment to their own children's education and channeled it into improving their local schools, it's a safe bet those schools wouldn't struggle for long.<br /><br />School board elections would get a lot more attention, for one thing, and board meetings would always be well attended--even without a budget vote on the agenda. In short, every student would stand to benefit--not just those with the means or the savvy to escape to a "better" school.<br /><br />Now, I'm not suggesting we could ever mandate such a radical change--or even that we should. There are still several institutional barriers to school improvement that need overcoming, and as a parent myself, I'm glad I have a choice in where I send my children to school.<br /><br />But I'm wary of any sweeping arguments about how to improve public education that rely on private-sector business tenets, such as the one that says competition is good for the herd. Policy makers should remember: Schools and businesses are very different animals.Megan Mchttps://www.blogger.com/profile/08526624057081098551noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-41932857876640900062009-07-22T17:08:54.181-07:002009-07-22T17:08:54.181-07:00Wednesday, July 22, 2009
Editorial: Different anim...Wednesday, July 22, 2009<br />Editorial: Different animals<br /><br />Mon, Jul 20, 2009 <br />Editorial: Different animals <br />Policy makers shouldn't confuse schools with businesses <br />By Dennis Pierce, Managing Editor <br /> <br />eSchoolNews<br /><br /> <br /><br />In the July issue of eSchool News, we published the text of the final speech given by Craig Barrett as chairman of Intel Corp. In his speech, Barrett--who retired as Intel's chairman in May--offered five suggestions for improving American education. And while I agree wholeheartedly with his first four suggestions--good teachers, high expectations, pay for performance, and real student incentives--I think he's dead wrong on the fifth.<br /><br />Don't get me wrong; I have a great deal of respect for Dr. Barrett and what he's accomplished as chairman of Intel. His business savvy speaks for itself, and for many years he's been a leading voice in the call for education reform. When he says U.S. schools need to change to keep America globally competitive with the rest of the world, I believe him. But when he says this change will only come from more competition to the American public school system--a belief shared by many in the school-reform movement, including our own Education Secretary--I strongly disagree.<br /><br />Dr. Barrett, and most others with a background in the private sector, make a fundamental mistake in assuming what's good for business will work in public education, too. It's neither an apt, nor a fair, comparison.<br /><br />I'd like to see Intel try to compete head to head with other companies using not the best and brightest intellectual capital it can recruit from all over the world, but only those citizens who live within its immediate geographic area--all of them, with no exceptions, including those who aren't motivated to work hard, and those with developmental disabilities, and those whose first focus isn't how to calculate the area of a circle but whether they've had enough to eat that day or how they're going to survive.<br /><br />Maybe that would work OK in wealthy Silicone Valley, but would Intel be a success if it operated by these rules in urban Los Angeles instead? Or would the quality of its "products" suffer when viewed against the competition?<br /><br />And what if Intel were confined to a budget that consisted of a rigid state formula, supplemented by local property tax revenues and some funding--insufficient to meet its needs--from the federal government for each poor or disabled worker? Would the company be able to distinguish itself from the competition in that case? Probably, if it were located in Santa Clara, California … and probably not if it were forced to operate in the outskirts of L.A, or much of rural America.<br /><br />Competition works in the private sector because business leaders have the freedom to choose their own products and resources, and their budgets aren't restricted by their ZIP code. But our public schools are vastly different organizations. They're democratic institutions that must take all comers, however ready these participants are to learn or perform. They're judged by test scores and a host of other measures that are only partly under their control. And when they "fail," according to these measures, we encourage their stakeholders to abandon them in favor of other schools perceived as better--a move that only perpetuates the cycle of failure for the original institution.<br /><br />to be continued...Megan Mchttps://www.blogger.com/profile/08526624057081098551noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-1641583629273706322009-07-22T15:49:59.718-07:002009-07-22T15:49:59.718-07:00The idea of common state standards seems good in t...The idea of common state standards seems good in theory, but I am very skeptical that the Common Core State Standards will develop “rigorous common standards that match the best of the world.” <br /><br />Phil Daro (English degree from Berkeley) is part of the Mathematics Work Group and Uri Treisman is part of the Mathematics Feedback Group. Google them to view the YouTube video of them in Bellevue discussing how to mislead “worried and frightened parents” when they ask about calculator use. “They say calculators, you say technology.” <br /> <br />Also read through the Achieve-Dana Center Benchmarks which will most likely be influencing the Common Core Standards. Of the 15 members of the Mathematics Work Group, at least 5 are associated with Achieve.<br /><br />www.achieve.org/files/elementarybygrade.pdf<br /><br />They suggest that starting in Grade 1, students should know how to use a calculator to check answers. There is no sign or mention of standard algorithms for basic arithmetic. Common denominators are redefined as "equal" denominators. Run of the mill reform math.Another Momhttps://www.blogger.com/profile/17444316136529751383noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-15326157684626999032009-07-22T14:19:20.333-07:002009-07-22T14:19:20.333-07:00Not true; Gates attended Laurelhurst Elementary fo...Not true; Gates attended Laurelhurst Elementary for all or part of his K-5 schooling.Melissa Westbrookhttps://www.blogger.com/profile/12588239576000641336noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-14194928225159879952009-07-22T13:25:08.282-07:002009-07-22T13:25:08.282-07:00Devil's advocate: Bill Gates did attend public...Devil's advocate: Bill Gates did attend public school through sixth grade. <br /><br />Helen Schinskehschinskehttps://www.blogger.com/profile/10316478950862562594noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-28093775710110726982009-07-22T12:12:17.409-07:002009-07-22T12:12:17.409-07:00Okay, Bill. How many public schools did he attend...Okay, Bill. How many public schools did he attend, do his kids attend, did he teach at or sit on the PTA of? Zero.<br /><br />After excising Bill's speach of bromides and platitudes, not much is left. Frankly, I'm tired of hearing from someone who thinks planting one's butt in front of a computer screen is an adequate and desireable substitute for engaging with fellow human beings in a collegial learning environment. Are we educating and socializing children, or training the next generation of widget-makers and programmers? <br /><br />Standardization is the enemy of individualism. Do we want individual thinkers and problem solvers, or group thinkers who just go with the flow, no matter where it leads?wseadawghttps://www.blogger.com/profile/08750439461734046035noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-55166326869034304182009-07-22T09:55:25.892-07:002009-07-22T09:55:25.892-07:00Hello
Please allow me to chime in on teacher obse...Hello<br /><br />Please allow me to chime in on teacher observations. I would love to be observed more. I would love for people who are experts in teaching mathematics to high school children (and this does NOT mean people from university math education departments, they really do NOT know how to teach high school students) come in and watch my interaction with students and how I try to engage them and how I try to teach them. I would love to have some feedback that is useful and meaningful.<br /><br />Ms. Westbrook points out that teacher observation and evaluation is the job of the principal. Yes it is, but a high school principal has so many other things on his plate (or at least the principal at RBHS does), that it is darn near impossible for the prinicpal to do more than just a drive-by observation. I don't blame the principal for this, I think it is part of a larger problem. <br /><br />Most of the students I teach are below grade level and have low test scores. This is for a variety of reasons, but if you come observe ny classroom, you will see it is not because of what goes on my classroom. I work hard, know my material and am well prepared. I welcome all observers in my classroom. I don't understand the attitude of a teacher who is not interested in being observed and being offered suggestions.Michael Ricehttps://www.blogger.com/profile/18231362823419529183noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-36255736788217548972009-07-22T08:55:21.454-07:002009-07-22T08:55:21.454-07:00Well, I will point out (and you teachers know this...Well, I will point out (and you teachers know this) that the job of the principal is to be the academic leader. He or she is supposed to be in the classroom observing teachers and making suggestions and/or guiding teachers. And, when you have a problem teacher, those observations are key to forming a background to get that teacher to change or leave. <br /><br />But agreed, how to do it in a measurable way that is fair to teachers? What do you think about video observations? Parent and student surveys (UW professors have student surveys after every single course they teach. It can be sobering but helpful and yes, it counts in job reviews.)Melissa Westbrookhttps://www.blogger.com/profile/12588239576000641336noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-76921385816061810202009-07-22T08:55:20.843-07:002009-07-22T08:55:20.843-07:00Well, I will point out (and you teachers know this...Well, I will point out (and you teachers know this) that the job of the principal is to be the academic leader. He or she is supposed to be in the classroom observing teachers and making suggestions and/or guiding teachers. And, when you have a problem teacher, those observations are key to forming a background to get that teacher to change or leave. <br /><br />But agreed, how to do it in a measurable way that is fair to teachers? What do you think about video observations? Parent and student surveys (UW professors have student surveys after every single course they teach. It can be sobering but helpful and yes, it counts in job reviews.)Melissa Westbrookhttps://www.blogger.com/profile/12588239576000641336noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-19746252585837302282009-07-22T08:01:13.742-07:002009-07-22T08:01:13.742-07:00And by the way, this had nothing to do with evalu...And by the way, this had nothing to do with evaluating the teachers. It simply was attempt to prduce better results.readerhttps://www.blogger.com/profile/02754095597231700863noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-78216980337576434792009-07-22T07:58:57.931-07:002009-07-22T07:58:57.931-07:00I sat on a building leadership meeting and was pre...I sat on a building leadership meeting and was pretty appalled to discover that there was nothing our teachers resisted more than "teacher observation". The district did have some initiative to help teachers teach math by doing teacher observations. No dice. These teachers dug their heels in... "hell no, we won't be observed". Here we have an obvious way to get some objective feedback, and we have a group that's so unprofessional, they don't want to improve.... "We're already good enough".readerhttps://www.blogger.com/profile/02754095597231700863noreply@blogger.com