Steve suggests we utilize technology to monitor student progress; specifically, a tablet-based program that teachers could use for ease of documentation. I couldn’t agree more. In fact, I have been working to create just such a system, called Classhopper. Our first app is now available in the iTunes App Store, and will expand to other platforms soon. This new app, called Bookmark by Classhopper allows teachers to evaluate student proficiency on reading comprehension standards (aligned for every state) based on students’ independent reading. Next, we will be developing software for in-class tracking of phonics and comprehension skills. This type of software can be utilized for all subject areas. The end result will be that we once again respect the expertise of our teachers, while making their jobs just a little easier. Most importantly, we will be eliminating the ridiculous testing practices that have overwhelmed our public schools and impeded learning. It is time to recognize that school time should be used for learning and that teachers really do know best.
It was great to finally read a story about someone who is offering a solution to our student assessment mess. We all lament about how broken the system is, about how much instructional time is being lost and about the damage we are causing to our students. However, there are seldom officials who offer a potential solution. Steve Luikart, Chairman of the Pasco County Board of Education in Florida wrote a position paper, providing suggestions. He says we should use teacher feedback on student performance to track student progress toward learning standards. How refreshing to hear that we should respect teachers enough to allow them to assess their own students. Steve should know. He was an educator for many years before serving on the Board of Education.
Steve suggests we utilize technology to monitor student progress; specifically, a tablet-based program that teachers could use for ease of documentation. I couldn’t agree more. In fact, I have been working to create just such a system, called Classhopper. Our first app is now available in the iTunes App Store, and will expand to other platforms soon. This new app, called Bookmark by Classhopper allows teachers to evaluate student proficiency on reading comprehension standards (aligned for every state) based on students’ independent reading. Next, we will be developing software for in-class tracking of phonics and comprehension skills. This type of software can be utilized for all subject areas. The end result will be that we once again respect the expertise of our teachers, while making their jobs just a little easier. Most importantly, we will be eliminating the ridiculous testing practices that have overwhelmed our public schools and impeded learning. It is time to recognize that school time should be used for learning and that teachers really do know best.
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For more than 30 years I have been working in schools. I have had the privilege of visiting hundreds of public, charter and private schools and working in more than a few. My career has taken me to over a dozen states, the Cayman Islands, Sweden and Belize. Every time I go to a new school I marvel at how the school culture is immediately apparent. In just a few minutes with kids and educators, I can tell you about the school's leader. A school really embodies its leader in a way that few other organizations do. There are two main things that become almost palpable in a school: the level of bravery of its leadership, and where the school places children in its priorities. These two things are inherently related, and are usually greatly influenced by the district leadership and the culture of the community.
You might imagine that a school will always put kids first. Certainly we have seen life and death situations like Sandy Hook where teachers sacrificed their own lives for their students. It's easy to readily see kids' needs in a horrible crisis such as this, and it never surprises me to see educators willing to sacrifice their own lives when faced with unimaginable violence. However, it is not so easy to see kids' needs when a crisis is far in the future. It takes a special leader to truly see how everyday decisions like scheduling, curriculum development and discipline will impact individual children as they move toward adulthood. Unfortunately, there are many school leaders who do not think of children's needs when they make decisions. This is especially true in school districts where a culture of fear, intimidation and punishment has been created by a board of education populated by those who seek power above all else. You see in many places, particularly where unemployment is high and the school district may be the largest employer, someone sitting on a board of education has immense power. A board member can get you a job and help you get promoted. A board member can ensure you get particular teaching assignments. If you are a math teacher, for example, this could translate into a cushy gig teaching Calculus to small classes of 12 or so highly motivated seniors instead of Algebra classes of 35 unmotivated freshmen. A board member can get you some extracurricular work like coaching. This could make the difference between living paycheck to paycheck, and becoming a little more financially comfortable. While there are certainly incredibly wonderful, altruistic people who serve on school boards in order to serve their communities, there are also some who are really only interested in amassing power and moving up the political ladder. When terrible things happen in schools, we are usually quick to blame those closest to incidents. It is very easy to make one or two heads roll than to look at the context in which the incidents occur. Are children, parents and employees respected in this district? Are decisions made based on the best interests of the students, or is the happiness of the adults the driving force? Do decision-makers consider what is right, ahead of what is politically advantageous? School districts in which politics, jobs and happiness for adults trump the education and well-being of its students, will have a culture that encourages the mistreatment of children. The only way to change this is for the community to rise up and insist upon Righteous Leadership. Brave Leadership - that focuses on what should be the sole mission of schools: to educate children. We will have the schools we demand. I am one of the 3 "Walker girls." We were born in 1960, 61, and 62. This was way back in the dark ages when women were still expected to stay home to take care of the kids and girls were forced to wear skirts or dresses to school. We were taught how "ladies" were supposed to behave and that our purses and shoes should always match. But in our house we were taught so much more. My dad played a very special role in our upbringing. He really didn't treat us much different than most dads treat their boys. He expected us to push hard in everything we did, and didn't allow excuses. I remember when I was very young, he would stand in the big pool at our swim club and tell me to dive in. I was supposed to swim to him. Every time I would get close, he would keep backing up, until I had swum the entire length of the pool. It was a 25 meter pool and I wasn't even 5 yet, but I did it because he expected me to.
Another time we went canoeing in the Delaware River, above the gap. We were all still very young and all were strong swimmers at this point. He loaded us into the canoe and took us to the middle of river. He jumped out, tipped the canoe, and swam to shore. While he was swimming he yelled to us to figure out how to get the canoe to shore and get the water out of it. Not only did we have to master the physical task, but we had to work together to accomplish the goal. When I got older, he was my driving teacher. I was pretty fearful of driving a car and he taught me to make my intentions known and then commit to the action. I still hear him in my head every time I pull out into heavy traffic and feel a little anxious. But just learning to drive wasn't enough. He made me learn to change a tire all by myself and change the oil. I have used these skills many times and am so thankful that I can be self-reliant when necessary. My dad was a volunteer fire fighter for many, many years and sold firetrucks. We tagged along with him to the firehouse and even to a couple of fires. I don't think my mom approved, but he knew we could handle it. He took us to his office, to the firetruck plant and even to the Fire Chiefs' Convention. These experiences gave me such confidence as I entered the workforce and encountered male-dominated cultures. I can hold my own in the best and worst of company. This was possible because my dad let me watch him handle all kinds of people. My dad never referred to us as "princesses." We were his daughters and were expected to be strong, tough, and self confident. Together with him we camped, swam, skied, learned car maintenance and cleaned gutters. We are all so lucky to have a dad who expected so much of us. Happy Father's Day! Kudos to Newark NJ Superintendent of Schools Cami Anderson for refusing to join the circus. Last month, at the monthly School Advisory Board meeting, Anderson was the recipient of a highly choreographed circus event, including personal, venomous attacks. Unfortunately, these types of events have become much too common under the guise of school board meetings. After having experienced these many times myself, I can tell you they are rarely a spontaneous uprising of concerned community members. They are political events, with speakers chosen and prepped to provide a narrative intended to achieve a predetermined consequence. A careful analysis of the players involved and their interactions when they are away from the microphone usually reveals collusion among political leaders and individuals who may be disgruntled in the workplace. These individuals are often recruited by the political leaders, by providing them with a forum to unleash their anger for previous disciplinary actions against them.
After Anderson experienced this vitriol last month, certainly caused by anti-reform groups who are opposing charter schools and the closure of schools, she decided enough was enough. So this month, instead of joining the circus, Anderson issued a statement declaring she would no longer participate: "We have come to realize that one particular venue—the monthly meetings chaired by NPS’ School Advisory Board (SAB)—are no longer focused on achieving educational outcomes for children. The dysfunction displayed within this forum sets a bad example for our children, and it’s no longer a place where meaningful interaction and dialogue occurs between NPS and the public. As a result, Superintendent Anderson and the NPS Leadership team will no longer attend these meetings until the SAB can commit to ensuring a space conducive to open dialogue with the community." I was particularly pleased that she included the statement about the bad example these meetings have set for Newark's children. During the many circus experiences I have endured, what was most upsetting was the eventual inclusion of our district's children. The most striking example of this was during a hearing for a teacher who was appealing a decision of non-renewal of his contract. This teacher chose to have the hearing in public because he wanted to the community to understand what was happening to him. As he made his case and others commented on his performance, audience members cheered and jeered as they would while watching a spectacle under the big top. In the audience were many of the teacher's high school students, who eventually joined in. This man's career was hanging in the balance and people were hooting and hollering. In a democratic society we have an obligation to prepare our children by teaching them to engage in discourse with passion and integrity. Instead, many public bodies are experiencing the pure venom of small political factions who will do anything to get their way. Children who participate in events created by these factions learn that it is okay to make personal attacks, to lie, to reduce the dignity of professionals, to disrespect public officials, and to just be plain mean. Is this good preparation for democracy? Thank you Cami Anderson for refusing to join the circus. Hopefully more leaders will follow your example. |
AuthorJanine Walker Caffrey writes about reading, education and a few other topics related to happiness and life in general. Archives
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