Sunday, April 12, 2009
"Education Schools Need a Gold Standard"
James W. Fraser asserts in this Chronicle editorial that "Reform of teacher preparation is once again in the air". It only makes sense given the reform measures that are part of No Child Left Behind.
The challenge at the college and university level is a unique one. We have students who think they might want to be teachers but may not be sure. Yet, unlike some other majors in which you can't remain in and/or graduate from that major unless you can PERFORM well in the courses, students expect that if education is what they pick as a major or, as their "fall-back" option, they should be allowed to pursue and complete that major.
Our program has some very good students who care deeply about history and want to share that passion and knowledge with future generations. We have other students who have not done well pursuing other majors, or even began their college career as a history major, that think that "liking" history is enough to teach it. It is only the tip of the iceberg and I struggle with ways to convey that to them.
Having to pass the national Educational Testing Service's Praxis II 0081 Social Studies content test is not the best way to test potential teachers but, so far, it hasn't kept anyone out of the profession that should have been there. In fact, most students who don't pass it on the first try eventually admit that they did not study for it (despite our best suggestions).
How does this connect to the editorial? We need more examples of excellent models to which we should strive to raise the bar at all levels of teacher education. One of the reasons that society does not necessarily hold teachers to higher levels of respect is that so many lower level students opt for this particular major. This situation makes it extremely difficult for the majority of students who work their tails off to do a good job and to educate students.
I'm a former classroom teacher - junior high (even that term is now "historical") and high school for four years - before returning to school because my principal said students and parents complained I made them "write too much". It was a history class, after all. Just pick the best answer from the multiple choice. (The Language Arts (now Communication Arts) had a different outlook, however, given that my having them write meant that students wrote in other classes besides theirs.
The bottom line - we're feeling more pressure to keep enrollment up in these poor economic times. Yet how do I reconcile a student who resists (and sometimes belligerently) my advice that they need to pick another major? Like the PK-12 teachers, I'm eventually graded on their success even if they have trouble writing complete and coherent paragraphs before leaving college. I can't be the only "stop gap" but as long as public education makes it possible to "just keep rolling", we'll not have the solutions available that we need to offer those who work hard a better education and a better future.
The challenge at the college and university level is a unique one. We have students who think they might want to be teachers but may not be sure. Yet, unlike some other majors in which you can't remain in and/or graduate from that major unless you can PERFORM well in the courses, students expect that if education is what they pick as a major or, as their "fall-back" option, they should be allowed to pursue and complete that major.
Our program has some very good students who care deeply about history and want to share that passion and knowledge with future generations. We have other students who have not done well pursuing other majors, or even began their college career as a history major, that think that "liking" history is enough to teach it. It is only the tip of the iceberg and I struggle with ways to convey that to them.
Having to pass the national Educational Testing Service's Praxis II 0081 Social Studies content test is not the best way to test potential teachers but, so far, it hasn't kept anyone out of the profession that should have been there. In fact, most students who don't pass it on the first try eventually admit that they did not study for it (despite our best suggestions).
How does this connect to the editorial? We need more examples of excellent models to which we should strive to raise the bar at all levels of teacher education. One of the reasons that society does not necessarily hold teachers to higher levels of respect is that so many lower level students opt for this particular major. This situation makes it extremely difficult for the majority of students who work their tails off to do a good job and to educate students.
I'm a former classroom teacher - junior high (even that term is now "historical") and high school for four years - before returning to school because my principal said students and parents complained I made them "write too much". It was a history class, after all. Just pick the best answer from the multiple choice. (The Language Arts (now Communication Arts) had a different outlook, however, given that my having them write meant that students wrote in other classes besides theirs.
The bottom line - we're feeling more pressure to keep enrollment up in these poor economic times. Yet how do I reconcile a student who resists (and sometimes belligerently) my advice that they need to pick another major? Like the PK-12 teachers, I'm eventually graded on their success even if they have trouble writing complete and coherent paragraphs before leaving college. I can't be the only "stop gap" but as long as public education makes it possible to "just keep rolling", we'll not have the solutions available that we need to offer those who work hard a better education and a better future.
Labels: Chronicle, college education, colleges of education, ETS, James W. Fraser, No Child Left Behind, Praxis, Praxis II, student teachers, student teaching, teacher education
Tuesday, October 21, 2008
It's Tuesday
This week again started off with some challenges but they're starting to pile so high that I know it can only get better.
My methods students did a great job working on lesson plans and discussing NCLB yesterday after we watched the Frontline episode on Testing our Schools.
Today I'm off to see student teachers. Hopefully before the rain really starts . . .
My methods students did a great job working on lesson plans and discussing NCLB yesterday after we watched the Frontline episode on Testing our Schools.
Today I'm off to see student teachers. Hopefully before the rain really starts . . .
Labels: NCLB, student teachers, students, testing
Sunday, September 21, 2008
Where Should Education Go Next?
The September 17, 2008 issue of Education Week contains two articles that caught my attention. I'm increasingly interested in education policy, especially as I begin to better understand how policy becomes practice. As a historian, even though I am not formally trained in the history of education, it is intriguing to discover how recommendations get translated into real world practice. For example, I've been on the front lines of experiencing how NCLB put necessary pressure on schools of education to ramp up their teacher training programs. The formal education establishment passed along the pressure to other constituency groups, which is a normal human thing to do. But, ultimately, we still are not weeding out the bad teachers and, in my particular situation, our hands are often tied by the fear of lawsuits if we tell potential teacher candidates (our undergraduates) that they just might not be suited for a career in front of the classroom. Liking a subject area like history is simply not enough and neither is liking kids. Even if you possess both of these stated traits, good teachers are still born and not made. I see too many students choose teaching as the 'easy route' and am continually thankful when I have students who truly see teaching as a calling. I know they will succeed in the long-term.
James Paul Gee, now of Arizona State and formerly of U of Wisconsin-Madison, co-authored the Commentary article, "Let's Get Over the Slump", on the back page of this EdWeek issue. he and his co-author, Michael H. Levine of the Joan Ganz Cooney Center in New York, make the following recommendations:
1. Establish a "Digital Teacher Corps".
2. Design and test alternative assessments and new standards.
3. Create "a place in every community".
4. Establish digital-partnership schools.
5. Modernize public broadcasting.
These are laudable goals but I actually see them as attainable. Let me explain why point-by-point.
1. Teachers do need this type of assistance. They are so overwhelmed with meeting the standards that they just simply don't have time to self-acquire new skills - especially those beyond their comfort zone such as technology. In Kansas, our standards are quite prescriptive and while they give a clear path for teachers to follow, there is little opportunity to take the meandering journeys just beyond the strict fences setting the boundaries of the standards path. There is so much breadth and depth in our state's standards that teachers are constantly forced into a state of panic about whether or not they can cover it all. Providing mentoring assistance in technology would certainly be helpful if we really want teachers to acquire an incorporate enhanced technology skills not only into their teaching but into student learning.
2. We keep talking about this but it won't change as long as state tests are paper and pencil and test companies continue to rake in the dough.
3. Students need a place to feel comfortable in order to learn. That doesn't mean we get rid of the competition to earn an good grade but, instead, provide a strong foundation to do so. Children and young adults have already created a safe space surrounding their cell phone and we should build on that existing experience to support enhanced learning opportunities. Students have to feel like they own their learning in order for it to happen.
4. Yes, we certainly need models with real teachers not just those who rise to the top on their own - that example isn't replicable in the real world in any circumstance. And models that are accessible to urban, suburban, and rural schools.
5. I actually think private sector sponsorships are the answer here - especially if we want to connect with what business and industry says that they need from their community schools at all levels.
Augmenting the above recommendations, a teacher and board member argues in an unrelated Commentary essays that there are common-sense ways to improve education without a tax increase:
1. Control benefits and pensions.
Here are the facts and figures according to the author: 85% of each education dollar goes to staff salaries and benefits on top of which many can retire in their early 50s if they started teaching right after the traditional four-year-college experience.
2. Pay to play.
Pay for extras with waivers for families needing financial assistance. I remember how much cheerleading uniforms costs almost 20 years ago . . . .
3. Corporate and university partnerships.
Yes! Yes! Yes! - the ultimate community buy-in
4. Create a K-11 graduation option.
I'd like to see more on this option first - there's also the social experiences that go with this plus the additional maturity many students need to have under their belt if they actually want to succeed in college - especially during their freshman year.
5. Stop reinventing the wheel.
Quit changing the curriculum constantly. I agree - especially when it comes to state standards. Tweak them occasionally but don't overhaul them every few years - it costs both time and money that is better spent focusing more directly on student learning and treating teachers like professional who know what to teach. (And if they don't, they shouldn't be in a classroom.)
6. Use the technology we bought.
This is a good place for business and industry partnerships to help schools keep up-to-date and prepare students for the actual workplace they will enter.
James Paul Gee, now of Arizona State and formerly of U of Wisconsin-Madison, co-authored the Commentary article, "Let's Get Over the Slump", on the back page of this EdWeek issue. he and his co-author, Michael H. Levine of the Joan Ganz Cooney Center in New York, make the following recommendations:
1. Establish a "Digital Teacher Corps".
2. Design and test alternative assessments and new standards.
3. Create "a place in every community".
4. Establish digital-partnership schools.
5. Modernize public broadcasting.
These are laudable goals but I actually see them as attainable. Let me explain why point-by-point.
1. Teachers do need this type of assistance. They are so overwhelmed with meeting the standards that they just simply don't have time to self-acquire new skills - especially those beyond their comfort zone such as technology. In Kansas, our standards are quite prescriptive and while they give a clear path for teachers to follow, there is little opportunity to take the meandering journeys just beyond the strict fences setting the boundaries of the standards path. There is so much breadth and depth in our state's standards that teachers are constantly forced into a state of panic about whether or not they can cover it all. Providing mentoring assistance in technology would certainly be helpful if we really want teachers to acquire an incorporate enhanced technology skills not only into their teaching but into student learning.
2. We keep talking about this but it won't change as long as state tests are paper and pencil and test companies continue to rake in the dough.
3. Students need a place to feel comfortable in order to learn. That doesn't mean we get rid of the competition to earn an good grade but, instead, provide a strong foundation to do so. Children and young adults have already created a safe space surrounding their cell phone and we should build on that existing experience to support enhanced learning opportunities. Students have to feel like they own their learning in order for it to happen.
4. Yes, we certainly need models with real teachers not just those who rise to the top on their own - that example isn't replicable in the real world in any circumstance. And models that are accessible to urban, suburban, and rural schools.
5. I actually think private sector sponsorships are the answer here - especially if we want to connect with what business and industry says that they need from their community schools at all levels.
Augmenting the above recommendations, a teacher and board member argues in an unrelated Commentary essays that there are common-sense ways to improve education without a tax increase:
1. Control benefits and pensions.
Here are the facts and figures according to the author: 85% of each education dollar goes to staff salaries and benefits on top of which many can retire in their early 50s if they started teaching right after the traditional four-year-college experience.
2. Pay to play.
Pay for extras with waivers for families needing financial assistance. I remember how much cheerleading uniforms costs almost 20 years ago . . . .
3. Corporate and university partnerships.
Yes! Yes! Yes! - the ultimate community buy-in
4. Create a K-11 graduation option.
I'd like to see more on this option first - there's also the social experiences that go with this plus the additional maturity many students need to have under their belt if they actually want to succeed in college - especially during their freshman year.
5. Stop reinventing the wheel.
Quit changing the curriculum constantly. I agree - especially when it comes to state standards. Tweak them occasionally but don't overhaul them every few years - it costs both time and money that is better spent focusing more directly on student learning and treating teachers like professional who know what to teach. (And if they don't, they shouldn't be in a classroom.)
6. Use the technology we bought.
This is a good place for business and industry partnerships to help schools keep up-to-date and prepare students for the actual workplace they will enter.
Labels: curriculum, educaiton, education policy, Education Week, Gee, James Paul Gee, student teachers, technology, trends
Friday, November 09, 2007
Oops - and my Shadow man
Didn't realize I hadn't posted all week. It's been busy both on the home front and with work.
Will and I did an assessment workshop with area teachers on Wednesday and it was a great learning experience and the evals were excellent overall. (I always strive for perfection.). I'm still practicing my "i can't control every aspect of the world around me" approach and it seems to be working - especially in decreasing my stress level overall.
Yestereday was doctor's appointments - they alway seem to consume hours and hours and so I have finally learned not to expect to get much else done.
I was back in the saddle visiting student teachers on Monday - it was great getting back out into actual high school classrooms.
I have more meeting today than I would like but it is Friday after all . . . so there is an end in sight.
Yesterday I did get rolling on TAH grants.
I also took my little Shadow man to the doctor and the poor little guy is deteriorating faster than we thought - we're probably looking at weeks to months instead of months to years. I mainly want to be sure he isn't hurting or in pain in anyway. Since he's also starting to mentally detach, I'm missing part of him already. He does recognize me but doesn't hear out of one ear and only partially in another but still sees some movement. He does get upset when I go and seems happy to see me when I return but the major change is that he used to stay right with me whenever he was beting petted and now he's more likely to leave me. I do have to pick him up more - no more jumping up and down and it's better than he not hop on the steps. The vet did give him a shot and he seems to feel better - I think he was so sore from falling off the bed a couple of nights before (part of what precipated the office visit).
When I lost Sadie Bess ten days after moving into the house I built because there was nowhere suitable to rent in this small town that allowed pets, I swore I would never be without a dog and would always get a new one before I lost the old one. However, Shadow has always been a one dog household - he tolerates other critters but has always been more people-centered. And my research indicated there was the possibility that he would give up sooner if he knew he was replaced. And, on a more selfish note, it's all I can do to handle his extra needs right now without adding a younger (probably rescue again) animal to the house. In fact, I will probably take a break and travel more and the next animal will member of the family will be acclimated to doggy day care options that are for groups and not individual dogs so it's easier on both of us for me to fulfill work-related commitments. Of course, my guilt with Shadow is huge right now - am afraid every time I leave him that it will be the last time. And yesterday I left him at Mom and Dad's while I was at the dentist and didn't realize the cleaning lady was coming so when he heard her upstairs, he was upset the entire time. I'm kicking myself (and wasn't too happy with her given that she didn't go let him out given all his barking) that I didn't just let him hang out in the car - but I thought it would be quieter at mom and dad's house. On the other hand, as I finally had to convince myself last week, I can't keep him from dying. And, so far, his quality of life is still generally good given that he is responsive and still excited about eating and going out. He comes up to me at the computer and puts his paws up and just wags his little tail as fast as it will go. There are also some emotional issues attached to his going that are mine and not his - where I thought my personal life would be before he was gone. But, as with the rest of life, there are no guarantees.
The leaves are gorgeous and starting to hit their red/yellow peak - too bad too much of today has to be spent inside - but at least some meeting spaces have windows!
Will and I did an assessment workshop with area teachers on Wednesday and it was a great learning experience and the evals were excellent overall. (I always strive for perfection.). I'm still practicing my "i can't control every aspect of the world around me" approach and it seems to be working - especially in decreasing my stress level overall.
Yestereday was doctor's appointments - they alway seem to consume hours and hours and so I have finally learned not to expect to get much else done.
I was back in the saddle visiting student teachers on Monday - it was great getting back out into actual high school classrooms.
I have more meeting today than I would like but it is Friday after all . . . so there is an end in sight.
Yesterday I did get rolling on TAH grants.
I also took my little Shadow man to the doctor and the poor little guy is deteriorating faster than we thought - we're probably looking at weeks to months instead of months to years. I mainly want to be sure he isn't hurting or in pain in anyway. Since he's also starting to mentally detach, I'm missing part of him already. He does recognize me but doesn't hear out of one ear and only partially in another but still sees some movement. He does get upset when I go and seems happy to see me when I return but the major change is that he used to stay right with me whenever he was beting petted and now he's more likely to leave me. I do have to pick him up more - no more jumping up and down and it's better than he not hop on the steps. The vet did give him a shot and he seems to feel better - I think he was so sore from falling off the bed a couple of nights before (part of what precipated the office visit).
When I lost Sadie Bess ten days after moving into the house I built because there was nowhere suitable to rent in this small town that allowed pets, I swore I would never be without a dog and would always get a new one before I lost the old one. However, Shadow has always been a one dog household - he tolerates other critters but has always been more people-centered. And my research indicated there was the possibility that he would give up sooner if he knew he was replaced. And, on a more selfish note, it's all I can do to handle his extra needs right now without adding a younger (probably rescue again) animal to the house. In fact, I will probably take a break and travel more and the next animal will member of the family will be acclimated to doggy day care options that are for groups and not individual dogs so it's easier on both of us for me to fulfill work-related commitments. Of course, my guilt with Shadow is huge right now - am afraid every time I leave him that it will be the last time. And yesterday I left him at Mom and Dad's while I was at the dentist and didn't realize the cleaning lady was coming so when he heard her upstairs, he was upset the entire time. I'm kicking myself (and wasn't too happy with her given that she didn't go let him out given all his barking) that I didn't just let him hang out in the car - but I thought it would be quieter at mom and dad's house. On the other hand, as I finally had to convince myself last week, I can't keep him from dying. And, so far, his quality of life is still generally good given that he is responsive and still excited about eating and going out. He comes up to me at the computer and puts his paws up and just wags his little tail as fast as it will go. There are also some emotional issues attached to his going that are mine and not his - where I thought my personal life would be before he was gone. But, as with the rest of life, there are no guarantees.
The leaves are gorgeous and starting to hit their red/yellow peak - too bad too much of today has to be spent inside - but at least some meeting spaces have windows!
Labels: appointments, assessment, fall, Greenbush, house, leaves, meetings, schools, Shadow, student teachers, teacher workshops, work
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