Doug Winkelstein
Summative Assessment
Summative assessment, although very different, works hand in hand with formative assessment. With formative assessment, the teacher is checking for immediate feedback and understanding from students. They can use this information to shape lessons while they are taking place. For example, if all students are answering questions correctly, the teacher should speed up, move on, or start some type of enrichment. If students are not being successful with the formative assessment, the teacher should realize that they need to change their plans in order to make sure that the material is actually being taught.
Summative assessment happens at the end. It happens at the end of a chapter, unit, marking period, or school year. These assessments are done with a different purpose in mind. They are completed in order to shape future curriculum and to track a student’s progress throughout the school year, or several school years.
When thinking about summative assessment, Managing Curriculum and Assessment makes the point by saying the assessment should be planned along with the unit. A teacher should not wait until everything is taught before thinking about the assessment. If you plan the assessment first, it can be used as a map when planning lessons. Students will learn better if there are specific learning goals and objectives that a teacher is aware of from the beginning.
There are other things that a teacher should be considering when creating a summative assessment. What is the district looking for in terms of learning goals? What types of assessment should be used. Does one need to stick to a traditional paper and pencil exam, or can a teacher be creative with their summative assessments? Also, are all of the objectives being taught evenly, or will some end of being more important than others that should be focused on the assessment?
Once the lesson is taught and the summative assessment is given, a teacher should use the data given by the assessment in order to shape his teaching for the rest of the school year, and for the next year to come. Summative assessment information is not immediate like formative assessment, but it will allow a teacher to have a lot of information about a specific student and the class as a whole. What did the class learn? What needed further explanation? Are there patterns in certain questions that will allow a teacher to understand what the students were thinking when they answered the question incorrectly? All of this information can help a teacher restructure curriculum and individual lessons for future, improved results.
Summative assessments can also be used for teacher assessment as well. If merit pay is really something that will be happening, summative assessments may be the first step in making sure that system is run fairly and with data to back it up.
Thursday, July 15, 2010
Wednesday, July 14, 2010
7 Effective New Trends for District Professional Development
So, when was the last time you’ve heard a school administrator say, “Wow! I can’t believe I have all this money to spend on professional development!”? Despite shrinking budgets and spiraling costs, school administrators are dramatically altering the structure of professional development in their districts…and they are getting positive results. Here are seven ways how that is happening:
1. In-house Training – Instead of sending a team of teachers out of district for trainings, administrators bring trainers into the district. Doing so, they train 25 teachers for about the cost of eight teachers sent out of district. Administrators can also choose professional development dates that are convenient for the district and they can customize offerings that might otherwise have been presented in a one-size-fits-all fashion.
2. Consortium Building – When in-house training is too pricey, some self-assertive administrators slash costs by creating consortiums with neighboring districts. Some administrators make arrangements where costs are split evenly; others agree to having each district pay per seat occupied.
3. On-going & Systemic Training – Rather than filling professional days with many trainers covering a variety of topics, administrators are turning to data driven decision making, focusing deeply on fewer areas. Administrators then create communities of learners by having presenters make multiple visits across the school year to review and expand upon focal areas with their team of participants.
4. Mentor Coaches – While districts are moving towards on-going, in-house professional development, presenters are increasingly being expected to walk-the-walk. It is not unusual to find presenters moving from classroom to classroom observing, coaching, and even modeling techniques directly with students. One added benefit to this method of professional development is that any day of the school year can become a training day, at little or no disruption to the instructional schedule and with no substitute teacher expenses.
5. On-line Training – Another way administrators avoid substitute teacher expenses and disruptions to the instructional schedule is by offering on-line workshop and college course opportunities. Most of these trainings are not held live, which means that they can be accessed anywhere and at times that are convenient to the participant, such as at home during evenings or weekends.
6. Teaching Academies – Many administrators will agree that expertise can be found from within the ranks of the district staff. Four southern NJ counties have adopted this belief with the creation of Teaching and Learning Academies. These academies are created and governed by teachers, for teachers. Professional development opportunities are offered through quarterly meetings and a wealth of resources are available on the Academy website: http://www.southjerseyacademy.com/.
7. Subcontracting – Perhaps the ultimate professional development commitment comes from districts who subcontract consultants on a full or part-time basis. Districts who cannot afford full-time personnel are using educational agencies to hire reading coaches, ITs, directors and even superintendents of schools. These consultants often come from the ranks of retired administrators and teachers, saving the district and educational agency the cost of benefits.
1. In-house Training – Instead of sending a team of teachers out of district for trainings, administrators bring trainers into the district. Doing so, they train 25 teachers for about the cost of eight teachers sent out of district. Administrators can also choose professional development dates that are convenient for the district and they can customize offerings that might otherwise have been presented in a one-size-fits-all fashion.
2. Consortium Building – When in-house training is too pricey, some self-assertive administrators slash costs by creating consortiums with neighboring districts. Some administrators make arrangements where costs are split evenly; others agree to having each district pay per seat occupied.
3. On-going & Systemic Training – Rather than filling professional days with many trainers covering a variety of topics, administrators are turning to data driven decision making, focusing deeply on fewer areas. Administrators then create communities of learners by having presenters make multiple visits across the school year to review and expand upon focal areas with their team of participants.
4. Mentor Coaches – While districts are moving towards on-going, in-house professional development, presenters are increasingly being expected to walk-the-walk. It is not unusual to find presenters moving from classroom to classroom observing, coaching, and even modeling techniques directly with students. One added benefit to this method of professional development is that any day of the school year can become a training day, at little or no disruption to the instructional schedule and with no substitute teacher expenses.
5. On-line Training – Another way administrators avoid substitute teacher expenses and disruptions to the instructional schedule is by offering on-line workshop and college course opportunities. Most of these trainings are not held live, which means that they can be accessed anywhere and at times that are convenient to the participant, such as at home during evenings or weekends.
6. Teaching Academies – Many administrators will agree that expertise can be found from within the ranks of the district staff. Four southern NJ counties have adopted this belief with the creation of Teaching and Learning Academies. These academies are created and governed by teachers, for teachers. Professional development opportunities are offered through quarterly meetings and a wealth of resources are available on the Academy website: http://www.southjerseyacademy.com/.
7. Subcontracting – Perhaps the ultimate professional development commitment comes from districts who subcontract consultants on a full or part-time basis. Districts who cannot afford full-time personnel are using educational agencies to hire reading coaches, ITs, directors and even superintendents of schools. These consultants often come from the ranks of retired administrators and teachers, saving the district and educational agency the cost of benefits.
Curriculum Integration
Rebecca Popp
Curriculum Evaluation
Prof. Jay Dugan
Summer 2010
Curriculum Integration
As a first year teacher, I observed an interdisciplinary unit lesson coordinated between a history and English teacher. As the history teacher taught the Russian Revolution, the English teacher taught George Orwell’s Animal Farm. The two teachers developed a collegial relationship to demystify the concept that subject matters were to be taught in a compartmentalized fashion. I knew that the math and science departments worked closely on aligning their contents; however, no other pairing of educators in my field of English was existent. The two colleagues shared neighboring rooms. In fact, the wall that separated their rooms was an accordion wall, tucked away each time the classes would merge for a lesson. Now, we refer to my colleagues’ intent to bridge the gap of their subject matters as curriculum integration, specifically sequenced integration.
When I began sifting through the voluminous research dedicated to curriculum integration, I unearthed a few patterns of thought. First, a focus on student needs is pervasive throughout the literature. Next, the view of holistic rather than discrete learning is predominant. Also, collaborative planning is essential. Finally, 21st Century Skills jumps to the forefront in most all interpretations of curriculum integration.
Curriculum integration “…relects the natural relationship between different disciplines of knowledge…Interweaving curriculum truly gives students power over their knowledge. It also helps students realize that the information they are learning is not 'frozen in time',” stated Melissa Kelly. I also discovered the term ‘frozen in time’ in an article written by James A. Beane titled “Pickle in the Middle.” Beane is credited with the most widely-practiced curriculum integration model in middle schools. He begins by assessing students’ needs and interests through inquiry. Then, further decisions are created with input from teachers and students, broadening the relationships among teacher, student, and content.
As one can imagine from my personal incident at the start, space and time are highly valued and rare resources. It is difficult to fathom that in my school today, having recently been dubbed a Division IV school, we can possibly manage the resources necessary to sustain and succeed at a sequenced integrated approach. However, other types of integration exist.
• Connected Key concepts are connected topic to topic within the discipline. Example: Decimals are connected to percents, which are related to money.
• Nested Multiple social, thinking, and content skills are targeted within each subject. Example: Science teacher uses the water cycle to illustrate sequencing.
• Shared Overlapping concepts or skills are taught in two or more subjects through the use of team planning or teaching. Example: Line graphs are used to collect data in math, science, and social studies classrooms.
• Webbed Use of thematic teaching as a base for instruction in many disciplines. Example: A single theme such as "festivals" is webbed into multiple subject areas.
• Threaded Thinking and social skills, as well as multiple intelligences and study skills are threaded through the various subjects. Example: Critical thinking skills such as making inferences or showing cause and effect are used in several disciplines.
• Integrated Overlapping topics and concepts are taught by interdepartmental teams. Example: Content is approached through patterns and relationships among the disciplines.
Whatever the method, integration is a strong presence in the development of common core standards. Currently, our school is in the completion process of a technology plan to incorporate technological devices into instruction. Soon, the plan is to deliver the capabilities of technology in the hands of students to manipulate and navigate information.
http://my-ecoach.com/resources/curr_integ.php
http://www.todaysteacher.com/ThematicTeaching.htm
http://teachingtoday.glencoe.com/howtoarticles/curriculum-integration
Curriculum Evaluation
Prof. Jay Dugan
Summer 2010
Curriculum Integration
As a first year teacher, I observed an interdisciplinary unit lesson coordinated between a history and English teacher. As the history teacher taught the Russian Revolution, the English teacher taught George Orwell’s Animal Farm. The two teachers developed a collegial relationship to demystify the concept that subject matters were to be taught in a compartmentalized fashion. I knew that the math and science departments worked closely on aligning their contents; however, no other pairing of educators in my field of English was existent. The two colleagues shared neighboring rooms. In fact, the wall that separated their rooms was an accordion wall, tucked away each time the classes would merge for a lesson. Now, we refer to my colleagues’ intent to bridge the gap of their subject matters as curriculum integration, specifically sequenced integration.
When I began sifting through the voluminous research dedicated to curriculum integration, I unearthed a few patterns of thought. First, a focus on student needs is pervasive throughout the literature. Next, the view of holistic rather than discrete learning is predominant. Also, collaborative planning is essential. Finally, 21st Century Skills jumps to the forefront in most all interpretations of curriculum integration.
Curriculum integration “…relects the natural relationship between different disciplines of knowledge…Interweaving curriculum truly gives students power over their knowledge. It also helps students realize that the information they are learning is not 'frozen in time',” stated Melissa Kelly. I also discovered the term ‘frozen in time’ in an article written by James A. Beane titled “Pickle in the Middle.” Beane is credited with the most widely-practiced curriculum integration model in middle schools. He begins by assessing students’ needs and interests through inquiry. Then, further decisions are created with input from teachers and students, broadening the relationships among teacher, student, and content.
As one can imagine from my personal incident at the start, space and time are highly valued and rare resources. It is difficult to fathom that in my school today, having recently been dubbed a Division IV school, we can possibly manage the resources necessary to sustain and succeed at a sequenced integrated approach. However, other types of integration exist.
• Connected Key concepts are connected topic to topic within the discipline. Example: Decimals are connected to percents, which are related to money.
• Nested Multiple social, thinking, and content skills are targeted within each subject. Example: Science teacher uses the water cycle to illustrate sequencing.
• Shared Overlapping concepts or skills are taught in two or more subjects through the use of team planning or teaching. Example: Line graphs are used to collect data in math, science, and social studies classrooms.
• Webbed Use of thematic teaching as a base for instruction in many disciplines. Example: A single theme such as "festivals" is webbed into multiple subject areas.
• Threaded Thinking and social skills, as well as multiple intelligences and study skills are threaded through the various subjects. Example: Critical thinking skills such as making inferences or showing cause and effect are used in several disciplines.
• Integrated Overlapping topics and concepts are taught by interdepartmental teams. Example: Content is approached through patterns and relationships among the disciplines.
Whatever the method, integration is a strong presence in the development of common core standards. Currently, our school is in the completion process of a technology plan to incorporate technological devices into instruction. Soon, the plan is to deliver the capabilities of technology in the hands of students to manipulate and navigate information.
http://my-ecoach.com/resources/curr_integ.php
http://www.todaysteacher.com/ThematicTeaching.htm
http://teachingtoday.glencoe.com/howtoarticles/curriculum-integration
Technology Integration
Technology Integration, defined by the National Forum Education Statistics,” is the incorporation of technology resources and technology-based practices into the daily routine, work, and management of schools.” This technology is not to replace lessons in classrooms, but should enhance the educational process by getting students active in the learning process.
The implementation of Technology Integration is inevitable if we are to keep students engrossed and involved in their education. As George Siemens, a theorist on learning in a digitally-based society said, “We are moving from formal, rigid learning into an environment of informal, connection-based, network-creating learning… Knowing is no longer a destination, but rather a journey. Gone are the days of this is what it is.” If we are going to be effective, we must progress with our students and learn from them along with them. See what Harrison Central is doing:
Harrison Central High School’s Commitment to Technology
Students do not know a world without technology and it is one real way that we can reach them and enhance their learning. Research indicates that the use of technology is one way information can get into a child’s memory, especially those that live with autism or autistic tendencies. Since students do not know a world without cell phones, PDAs, laptops, PSPs, X-box, Wii, the internet, etc… why not use those advances in technology to enhance learning without the struggles of having to teach the student how to use them? Instead it may give the student an opportunity to become an expert in an area and teach you.
Integrating technology into classrooms also allows for personalized educational opportunities. When the learning becomes personalized it encourages more involvement from the learner. Some ways to personalize learning may include the use of blogs, journals, listserv, discussion forums, websites, and tutorials. Imagine the introverted student that receives a response to a blog he/she posted? Receiving feedback on what you have created goes a long way in encouraging you to continue to explore, research, and write. Isn’t that we want for our students?
As future school leaders we need to accept that Technology Integration has gone from “Oh, wouldn’t that be nice.” to “You are doing what? How can we do/get that?” It is imperative that we are excited and involved in the use of technology in our school. We should know how to use the hardware and software that we want our teachers to use, so we can be involved and understand when a problem arises. We must provide a strong focus on staff development helping teachers learn to use technology and how to implement it in the classroom through supporting students and extending learning opportunities. If we stress the importance of integrating technology into the classroom, support and train our teachers as well as our support personnel, and be willing to learn ourselves we can help move our school into the technology era. (As can be seen from Art & Barry's presentations, the state of NJ is expecting Technology to be intergrated.) The video below shows progress that has been made with the use of a variety of technologies in the classroom.
21st Century Education, Educating the Mobile Generation
I would be curious to hear your feedback on the videos from this blog post. Where are you headed?
The implementation of Technology Integration is inevitable if we are to keep students engrossed and involved in their education. As George Siemens, a theorist on learning in a digitally-based society said, “We are moving from formal, rigid learning into an environment of informal, connection-based, network-creating learning… Knowing is no longer a destination, but rather a journey. Gone are the days of this is what it is.” If we are going to be effective, we must progress with our students and learn from them along with them. See what Harrison Central is doing:
Harrison Central High School’s Commitment to Technology
Students do not know a world without technology and it is one real way that we can reach them and enhance their learning. Research indicates that the use of technology is one way information can get into a child’s memory, especially those that live with autism or autistic tendencies. Since students do not know a world without cell phones, PDAs, laptops, PSPs, X-box, Wii, the internet, etc… why not use those advances in technology to enhance learning without the struggles of having to teach the student how to use them? Instead it may give the student an opportunity to become an expert in an area and teach you.
Integrating technology into classrooms also allows for personalized educational opportunities. When the learning becomes personalized it encourages more involvement from the learner. Some ways to personalize learning may include the use of blogs, journals, listserv, discussion forums, websites, and tutorials. Imagine the introverted student that receives a response to a blog he/she posted? Receiving feedback on what you have created goes a long way in encouraging you to continue to explore, research, and write. Isn’t that we want for our students?
As future school leaders we need to accept that Technology Integration has gone from “Oh, wouldn’t that be nice.” to “You are doing what? How can we do/get that?” It is imperative that we are excited and involved in the use of technology in our school. We should know how to use the hardware and software that we want our teachers to use, so we can be involved and understand when a problem arises. We must provide a strong focus on staff development helping teachers learn to use technology and how to implement it in the classroom through supporting students and extending learning opportunities. If we stress the importance of integrating technology into the classroom, support and train our teachers as well as our support personnel, and be willing to learn ourselves we can help move our school into the technology era. (As can be seen from Art & Barry's presentations, the state of NJ is expecting Technology to be intergrated.) The video below shows progress that has been made with the use of a variety of technologies in the classroom.
21st Century Education, Educating the Mobile Generation
I would be curious to hear your feedback on the videos from this blog post. Where are you headed?
Tuesday, July 13, 2010
Curriculum Mapping
Curriculum Mapping
Kathleen Maloney
July 13, 2010
Curriculum mapping is a procedure for actively collecting, recording, and reviewing the operational curriculum at any educational setting. Each teacher in the school participates in this process by entering critical information about what is actually being addressed through content, skills, and assessment, and essential questions. The completed curriculum map then becomes a tool to help teachers keep track of what has been taught and plan what will be taught next. Curriculum mapping is based largely on the work of Dr. Heidi Hayes Jacobs, Mapping the Big Picture: Integrating Curriculum and Assessment K-12 (ASCD, 1997) and Getting Results with Curriculum Mapping (2004, ASCD).
What makes this approach unique is that each teacher in the school enters information regarding what is actually taught in real-time throughout the year, as opposed to having an outside source, or separate committee, making speculations. The information is displayed via internet-based programs and is open to view by all personnel in a school or district. Curriculum maps are records of implemented instruction—what has been taught already—as opposed to pacing guides, which project what will be taught in the future. They can be aligned both horizontally and vertically: across subject areas within a grade level or following one standard of a subject area through grades k to 12. The ultimate goal is that teachers use this record to make informed decisions regarding the most effective path of their students’ education.
The curriculum mapping model, as originally defined by Dr. Jacobs, has seven specific steps that schools use to thoroughly examine and then revise their curriculum (Star, 2006):
• Phase 1: Data collection.
• Phase 2: A review of all maps by all teachers.
• Phase 3: Small mixed group reviews, in which groups of five to eight diverse faculty members share individual findings
• Phase 4: Large group comparisons, in which all faculty members gather to examine the findings of the smaller groups.
• Phase 5: Identification of immediate revision points and creation of a timetable for resolution.
• Phase 6: Identification of points requiring additional research and planning, and a timetable for resolution of those points.
• Phase 7: Planning for the next review cycle.
“Curriculum Designers” is the company that represents Heidi Hayes Jacobs, as well as her products and services. A complete description of curriculum mapping can be found on the company website. In this website, the impact of mapping is described as follows (www.curriculumdesigners.com):
"In short, it is not having maps that improve performance, it is using them with these attributes in practice. The attributes include:
• A specific observable and measurable proficiency
• Ongoing collection of performance data; item analysis of those data
• Review both horizontally and vertically among the actual people responsible for instruction
• Adjustments to the instruction based on the item analysis
• Planning time on a regular basis for review of student performance among the people who share the care and instruction for the target population
• Sufficient time to allow for sustained growth among the students
I would suggest that the result of mapping is deliberate accountability; precision articulation of common student performance goals both horizontally and vertically; and ongoing review of those goals IN REAL TIME."
Some states have adopted or mandated curriculum mapping. Examples of this include South Dakota, Kentucky, and Indiana. Mapping software is currently available through commercial companies and not-for-profit groups. Examples of curriculum mapping are plentiful online, allowing one to see that curriculum is a “work in progress,” not a one-time initiative.
Heidi Hayes Jacobs’ website:
http://www.curriculumdesigners.com
Other excellent resources:
http://www.educationworld.com/a_curr/virtualwkshp/virtualwkshp004.shtml
http://www.greece.k12.ny.us/instruction/ela/6-12/Curriculum%20Mapping/Index.htm
Kathleen Maloney
July 13, 2010
Curriculum mapping is a procedure for actively collecting, recording, and reviewing the operational curriculum at any educational setting. Each teacher in the school participates in this process by entering critical information about what is actually being addressed through content, skills, and assessment, and essential questions. The completed curriculum map then becomes a tool to help teachers keep track of what has been taught and plan what will be taught next. Curriculum mapping is based largely on the work of Dr. Heidi Hayes Jacobs, Mapping the Big Picture: Integrating Curriculum and Assessment K-12 (ASCD, 1997) and Getting Results with Curriculum Mapping (2004, ASCD).
What makes this approach unique is that each teacher in the school enters information regarding what is actually taught in real-time throughout the year, as opposed to having an outside source, or separate committee, making speculations. The information is displayed via internet-based programs and is open to view by all personnel in a school or district. Curriculum maps are records of implemented instruction—what has been taught already—as opposed to pacing guides, which project what will be taught in the future. They can be aligned both horizontally and vertically: across subject areas within a grade level or following one standard of a subject area through grades k to 12. The ultimate goal is that teachers use this record to make informed decisions regarding the most effective path of their students’ education.
The curriculum mapping model, as originally defined by Dr. Jacobs, has seven specific steps that schools use to thoroughly examine and then revise their curriculum (Star, 2006):
• Phase 1: Data collection.
• Phase 2: A review of all maps by all teachers.
• Phase 3: Small mixed group reviews, in which groups of five to eight diverse faculty members share individual findings
• Phase 4: Large group comparisons, in which all faculty members gather to examine the findings of the smaller groups.
• Phase 5: Identification of immediate revision points and creation of a timetable for resolution.
• Phase 6: Identification of points requiring additional research and planning, and a timetable for resolution of those points.
• Phase 7: Planning for the next review cycle.
“Curriculum Designers” is the company that represents Heidi Hayes Jacobs, as well as her products and services. A complete description of curriculum mapping can be found on the company website. In this website, the impact of mapping is described as follows (www.curriculumdesigners.com):
"In short, it is not having maps that improve performance, it is using them with these attributes in practice. The attributes include:
• A specific observable and measurable proficiency
• Ongoing collection of performance data; item analysis of those data
• Review both horizontally and vertically among the actual people responsible for instruction
• Adjustments to the instruction based on the item analysis
• Planning time on a regular basis for review of student performance among the people who share the care and instruction for the target population
• Sufficient time to allow for sustained growth among the students
I would suggest that the result of mapping is deliberate accountability; precision articulation of common student performance goals both horizontally and vertically; and ongoing review of those goals IN REAL TIME."
Some states have adopted or mandated curriculum mapping. Examples of this include South Dakota, Kentucky, and Indiana. Mapping software is currently available through commercial companies and not-for-profit groups. Examples of curriculum mapping are plentiful online, allowing one to see that curriculum is a “work in progress,” not a one-time initiative.
Heidi Hayes Jacobs’ website:
http://www.curriculumdesigners.com
Other excellent resources:
http://www.educationworld.com/a_curr/virtualwkshp/virtualwkshp004.shtml
http://www.greece.k12.ny.us/instruction/ela/6-12/Curriculum%20Mapping/Index.htm
Cell phones and podcasts in education
This topic of Cell Phones and Podcasts in the Classroom could take many forms. I could discuss the safety and security aspects of the cell phone in the classroom. I could talk about the difficulties in making sure that each child has access to technology if it is to be mandated for classroom use. I could talk about the troubleshooting aspect of podcasting, or the success rate of retention for English-language learners who repeat a lesson to increase understanding. I am not going to do any of these possibilities. Instead, I am going to focus on the positives of using these technologies in the classroom and try to give some arguments as to why they should be used and embraced by the educational system in America.
I will start by discussing the positives of cell phone use in the classroom - primarily at the middle and high school levels. The first way that phones can be helpful, especially smartphones, is that most have a calendar or events application that students, if taught correctly, can create a list of deadlines, assignments, and other needed dates. This can, if the teacher can manage it well, help to organize the students using technology that they already enjoy using. Polleverywhere.com is one of the first websites that gathers information from student texts to create graphs and charts instantly. This is great for math, social studies, or even for voting for a class color or mascot. The calculator function on a phone can be used in math class or science class. Depending on the type of phone, some students can download educational applications such as google earth or dictionaries or the internet for research purposes. Another neat use of the cell phone is to create blogs or online discussions through a cell phone. Check out http://blog.learningtoday.com/blog/bid/25766/The-Voice-of-the-Classroom to hear and see a tutorial about building this online collaborative use.
In order to incorporate some of these uses, there are a few things that you should do as a teacher. First of all, check the district policy on cell phone use in the classroom. Make sure to ask and explain to administration what you want to do and how it will affect the learning of the students. Make sure that you have explained the ground rules to the students and what the repercussions of inappropriate use will be, and always have a backup in case the technology doesn’t work.
The second topic is the uses of podcasting in the classroom and also outside of the classroom. Because of the portable nature of podcasting, the outside of the classroom uses are extremely useful and important. POD stands for portable on-demand casting, so the original use was meant for portability. A teacher can record a story,or two, such as in this example and then have students compare and contrast the stories in their writing center. This makes for a great tool in the classroom while teachers are working with small groups. The students can either go onto a computer, put on headsets, and listen to the stories, or they can sync their mobile device to the website and download it onto their player. http://blog.learningtoday.com/story-time/ Students at home can access the same stories and relisten to it or catch up on work if they were absent. The ultimate use of podcasting would be for the students to build podcasts and post them on a designated website to share with the classmates, the school, the community, or the world via the internet. If they wanted to discuss the history of the town or the moon landing, they would be able to receive feedback from listeners all around the world, just like blogging.
In conclusion, both of these tools are still in their infancy and will continue to grow exponentially over the next few years. I would hope that schools can embrace this growing field and incorporate its use into the classroom as a tool instead of fighting it like they did with computers.
http://blog.learningtoday.com/blog/bid/26555/Cell-Phones-in-the-Classroom-Missed-Opportunity
http://www.teachertube.com/viewVideo.php?video_id=111958 podcasting in plain english
http://radio.about.com/od/createyourownpodcast/ss/How-to-Create-Your-Own-Podcast-Make-Your-Own-Talk-Show-Music-Program-or-Audio-Stream.htm
I will start by discussing the positives of cell phone use in the classroom - primarily at the middle and high school levels. The first way that phones can be helpful, especially smartphones, is that most have a calendar or events application that students, if taught correctly, can create a list of deadlines, assignments, and other needed dates. This can, if the teacher can manage it well, help to organize the students using technology that they already enjoy using. Polleverywhere.com is one of the first websites that gathers information from student texts to create graphs and charts instantly. This is great for math, social studies, or even for voting for a class color or mascot. The calculator function on a phone can be used in math class or science class. Depending on the type of phone, some students can download educational applications such as google earth or dictionaries or the internet for research purposes. Another neat use of the cell phone is to create blogs or online discussions through a cell phone. Check out http://blog.learningtoday.com/blog/bid/25766/The-Voice-of-the-Classroom to hear and see a tutorial about building this online collaborative use.
In order to incorporate some of these uses, there are a few things that you should do as a teacher. First of all, check the district policy on cell phone use in the classroom. Make sure to ask and explain to administration what you want to do and how it will affect the learning of the students. Make sure that you have explained the ground rules to the students and what the repercussions of inappropriate use will be, and always have a backup in case the technology doesn’t work.
The second topic is the uses of podcasting in the classroom and also outside of the classroom. Because of the portable nature of podcasting, the outside of the classroom uses are extremely useful and important. POD stands for portable on-demand casting, so the original use was meant for portability. A teacher can record a story,or two, such as in this example and then have students compare and contrast the stories in their writing center. This makes for a great tool in the classroom while teachers are working with small groups. The students can either go onto a computer, put on headsets, and listen to the stories, or they can sync their mobile device to the website and download it onto their player. http://blog.learningtoday.com/story-time/ Students at home can access the same stories and relisten to it or catch up on work if they were absent. The ultimate use of podcasting would be for the students to build podcasts and post them on a designated website to share with the classmates, the school, the community, or the world via the internet. If they wanted to discuss the history of the town or the moon landing, they would be able to receive feedback from listeners all around the world, just like blogging.
In conclusion, both of these tools are still in their infancy and will continue to grow exponentially over the next few years. I would hope that schools can embrace this growing field and incorporate its use into the classroom as a tool instead of fighting it like they did with computers.
http://blog.learningtoday.com/blog/bid/26555/Cell-Phones-in-the-Classroom-Missed-Opportunity
http://www.teachertube.com/viewVideo.php?video_id=111958 podcasting in plain english
http://radio.about.com/od/createyourownpodcast/ss/How-to-Create-Your-Own-Podcast-Make-Your-Own-Talk-Show-Music-Program-or-Audio-Stream.htm
The new NJ Lesson Plan template
The new “Plan” for NJ Teachers
It was just a few short years ago that I had still been in a NJ public school classroom teaching Language Arts, Algebra I, World History, and U.S. History to seventh and eighth graders. On a weekly basis, I, like every other teacher, would prepare lesson plans for the week. Some weeks certain lessons might take two to three days, others only one day. The one constant however was the lesson plan template I used. It is not something I now look back on proudly, but it always looked a little something like this:
THEN…
O: SWBAT
M:
A:
E:
Unfortunately, my plan book had 24 other blocks that looked very similar to the one above. I must add though that my classes were fun, different and effective, since most of my students did very well in class and on most state-wide assessments, with your few exceptions here and there. I must admit, my lesson plan book was a nuisance to me. I always had the real plan in my mind and I always knew how I would make adjustments to my lessons from one year to the next. My problem as I see it now is the new lesson plan template the state of New Jersey wants being used is much more elaborate. It’s as if I could no longer leave my ideas in my mind. Today, you must put it all in the lesson plan, like it or not.
Below is a snapshot of the 21st century NJ lesson plans template that is going to likely go into effect this upcoming school year. I will briefly describe the template for you to conclude my work. I hope you find how the new template, despite the time it will consume to do a thorough job, is well done and really allows for our teachers today to reflect back in a more detailed way.
Content Area – The subject you teach would go here
Lesson Title – The title of your lesson would go here
21st Century Themes
Global awareness – Share diverse examples when possible. Group students in diverse ways when doing collaborative lessons.
Financial, Economic, Business, and Entrepreneurial Literacy – Incorporate economics in your lesson. Give comparisons when appropriate.
Civic Literacy – Teach the civic responsibilities of citizens at the local, state and national levels and how those responsibilities affect each individual.
Health Literacy – Encourage healthy choices whether it’s exercise or diet. You’d be surprised how you can add a little healthy literacy to you classroom if you really give it some creative thought.
21st Century Skills
Creativity and Innovation – Be more creative and open to new ideas. Share with colleagues lessons that were powerful and effective. Reflect on those lessons you feel did not go as planned or ask someone to observe it next time for some feedback.
Critical Thinking and Problem Solving – Try new ways to problem solve from your norm. Use open-ended items to get better responses to certain types of questions.
Communication and Collaboration – Use new technology when possible. Incorporate new written, oral and nonverbal ways to communicate.
Information Literacy – Access information efficiently and effectively.
Media Literacy – Educate students on the media and how and why the media publicizes the news.
ICT Literacy Life and Career Skills – Use technology to store, communicate, organize and evaluate information from your lessons.
Life and Career Skills – Encourage students to think about careers (www.careerclusters.org) as you work through certain curriculums and teach how their course of study directly impacts their future.
Interdisciplinary Connections: List here any cross-curricular content areas you are able to cover within each lesson.
Integration of Technology: List here any technology used for each lesson.
Equipment needed: List here the equipment needed for this lesson.
NOW…
Goals/Objectives:
Students
∙
∙
∙
Learning Activities/Instructional Strategies:
Lesson Sequence
1.
2.
3.
Formative Assessment Tasks:
∙
∙
∙
Differentiation:
Resources Provided:
In closing, I was surprised not to see the word “standard” on the new template. I know teachers will list the standard in their plans (likely next to Content Area) but to not have a row on the template struck me as odd. The new template also has a great reflection tool teachers are encouraged to use so that the lesson is followed up with pluses and minuses. I like this chart because often times a mental note will not always stick. The reflection chart allows for documentation and notes so that the lesson will be tweaked accordingly the next time someone uses it.
Works Cited
(http://www.p21.org/index.php?option=com_content&task=view&id=57&Itemid=120)
It was just a few short years ago that I had still been in a NJ public school classroom teaching Language Arts, Algebra I, World History, and U.S. History to seventh and eighth graders. On a weekly basis, I, like every other teacher, would prepare lesson plans for the week. Some weeks certain lessons might take two to three days, others only one day. The one constant however was the lesson plan template I used. It is not something I now look back on proudly, but it always looked a little something like this:
THEN…
O: SWBAT
M:
A:
E:
Unfortunately, my plan book had 24 other blocks that looked very similar to the one above. I must add though that my classes were fun, different and effective, since most of my students did very well in class and on most state-wide assessments, with your few exceptions here and there. I must admit, my lesson plan book was a nuisance to me. I always had the real plan in my mind and I always knew how I would make adjustments to my lessons from one year to the next. My problem as I see it now is the new lesson plan template the state of New Jersey wants being used is much more elaborate. It’s as if I could no longer leave my ideas in my mind. Today, you must put it all in the lesson plan, like it or not.
Below is a snapshot of the 21st century NJ lesson plans template that is going to likely go into effect this upcoming school year. I will briefly describe the template for you to conclude my work. I hope you find how the new template, despite the time it will consume to do a thorough job, is well done and really allows for our teachers today to reflect back in a more detailed way.
Content Area – The subject you teach would go here
Lesson Title – The title of your lesson would go here
21st Century Themes
Global awareness – Share diverse examples when possible. Group students in diverse ways when doing collaborative lessons.
Financial, Economic, Business, and Entrepreneurial Literacy – Incorporate economics in your lesson. Give comparisons when appropriate.
Civic Literacy – Teach the civic responsibilities of citizens at the local, state and national levels and how those responsibilities affect each individual.
Health Literacy – Encourage healthy choices whether it’s exercise or diet. You’d be surprised how you can add a little healthy literacy to you classroom if you really give it some creative thought.
21st Century Skills
Creativity and Innovation – Be more creative and open to new ideas. Share with colleagues lessons that were powerful and effective. Reflect on those lessons you feel did not go as planned or ask someone to observe it next time for some feedback.
Critical Thinking and Problem Solving – Try new ways to problem solve from your norm. Use open-ended items to get better responses to certain types of questions.
Communication and Collaboration – Use new technology when possible. Incorporate new written, oral and nonverbal ways to communicate.
Information Literacy – Access information efficiently and effectively.
Media Literacy – Educate students on the media and how and why the media publicizes the news.
ICT Literacy Life and Career Skills – Use technology to store, communicate, organize and evaluate information from your lessons.
Life and Career Skills – Encourage students to think about careers (www.careerclusters.org) as you work through certain curriculums and teach how their course of study directly impacts their future.
Interdisciplinary Connections: List here any cross-curricular content areas you are able to cover within each lesson.
Integration of Technology: List here any technology used for each lesson.
Equipment needed: List here the equipment needed for this lesson.
NOW…
Goals/Objectives:
Students
∙
∙
∙
Learning Activities/Instructional Strategies:
Lesson Sequence
1.
2.
3.
Formative Assessment Tasks:
∙
∙
∙
Differentiation:
Resources Provided:
In closing, I was surprised not to see the word “standard” on the new template. I know teachers will list the standard in their plans (likely next to Content Area) but to not have a row on the template struck me as odd. The new template also has a great reflection tool teachers are encouraged to use so that the lesson is followed up with pluses and minuses. I like this chart because often times a mental note will not always stick. The reflection chart allows for documentation and notes so that the lesson will be tweaked accordingly the next time someone uses it.
Works Cited
(http://www.p21.org/index.php?option=com_content&task=view&id=57&Itemid=120)
Wiggins Understanding by Design
Understanding by Design
Grant Wiggins and Jay McTighe co-authored the book "Understanding by Design," which is a handbook that compiles common sense, the best practice in design, and what we know about learning. Four key questions guide the book's rationale:
-How do you know when they "got it"? When don't they get it even though it might seem as if they do? What is evidence of understanding?
-How can we promote understanding more by design than by good fortune (and native ability)?
-How do we move beyond designing mere interesting activities or workbook "coverage"?
-What is the relation between local design work and 'audits' of achievement against content standards?
The framework of the book is most famously known for its two major parts: the "Backward Design"" instructional design model; and the "Six Facets of Understanding." The "Backward Design" model centers around the idea that one should begin by identifying the desired achievable outcome/ assessment/ results and then work backwards to create and develop the instruction from there. Many times when curriculum or instruction is designed, educators figure out which topics need to be covered and then worry about the assessment last. "Backward Design" has an emphasis on designing with clarity about the desired learnings, with a sharper focus on learning priorities, the main focus is on "big ideas" and "core tasks" to frame the curriculum. It also focuses on anticipated student learning rough spots.
There are three stages of the "Backward Design" model:
Stage 1: Identify desired results
Define not only course goals and objectives, but also learning that should endure over the long term (or the "enduring understanding"). These are defined by question format rather than measurable objectives.
Stage 2: Determine acceptable evidence
Define what forms of assessment will demonstrate that the student acquired the knowledge, understanding, and skill to answer the questions from stage 1. The three types of assessment Wiggins and McTighe identified were performance task, criteria-referenced, and unprompted/ self-assessment.
Stage 3: Plan learning experiences and instruction
Determines what sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding.
The Six Facets of Understanding:
*EXPLAIN: provide thorough and justifiable accounts of phenomena, facts, and data
*INTERPRET: tell meaningful stories, offer apt translations, provide a revealing historical/ personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models
*APPLY: effectively use and adapt what they know in diverse contexts
*HAVE PERSPECTIVE: see and hear points of view through critical eyes and ears; see the big picture
*EMPATHIZE: find value in what others might find odd, alien, or improbable; perceive sensitivity on the basis of prior indirect experience
*HAVE SELF-KNOWLEDGE: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard.
When we write curriculum, we have to make sure that we cover the NJCCCS and ask ourselves what the students at each particular grade level need to learn, as well as what evidence will be used to determine that they have learned the material. This should be the first step of curriculum writers, not simply covering all of the material in a content area kit or planning all of the fun activities that could accompany a unit. The units (and lessons within them) that we create should be a direct result of desired outcomes wished to be obtained from students, not the other way around. Many times, teachers stick with what is comfortable, with the lessons they have been doing for years. What needs to be done, however, is focus on learning and not teaching; to really consider the learner and what he or she will need as versus what materials the teacher will need for the lesson. It's a tough cycle to break out of.
As Wiggins explains simply to students (see link, below), the Understanding by Design model answers the question of "Why are we doing this?" It attempts to make lessons fresh and helps to deliver effective lessons with enduring understanding of concepts learned.
Resources:
Backward Design Template: http://digitalliteracy.mwg.org/curriculum/template.html
Wiggins Response (Video): http://www.pearsonubd.com/whatisubd.html
http://www.grantwiggins.org/documents/mtuniontalk.pdf
Grant Wiggins and Jay McTighe co-authored the book "Understanding by Design," which is a handbook that compiles common sense, the best practice in design, and what we know about learning. Four key questions guide the book's rationale:
-How do you know when they "got it"? When don't they get it even though it might seem as if they do? What is evidence of understanding?
-How can we promote understanding more by design than by good fortune (and native ability)?
-How do we move beyond designing mere interesting activities or workbook "coverage"?
-What is the relation between local design work and 'audits' of achievement against content standards?
The framework of the book is most famously known for its two major parts: the "Backward Design"" instructional design model; and the "Six Facets of Understanding." The "Backward Design" model centers around the idea that one should begin by identifying the desired achievable outcome/ assessment/ results and then work backwards to create and develop the instruction from there. Many times when curriculum or instruction is designed, educators figure out which topics need to be covered and then worry about the assessment last. "Backward Design" has an emphasis on designing with clarity about the desired learnings, with a sharper focus on learning priorities, the main focus is on "big ideas" and "core tasks" to frame the curriculum. It also focuses on anticipated student learning rough spots.
There are three stages of the "Backward Design" model:
Stage 1: Identify desired results
Define not only course goals and objectives, but also learning that should endure over the long term (or the "enduring understanding"). These are defined by question format rather than measurable objectives.
Stage 2: Determine acceptable evidence
Define what forms of assessment will demonstrate that the student acquired the knowledge, understanding, and skill to answer the questions from stage 1. The three types of assessment Wiggins and McTighe identified were performance task, criteria-referenced, and unprompted/ self-assessment.
Stage 3: Plan learning experiences and instruction
Determines what sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding.
The Six Facets of Understanding:
*EXPLAIN: provide thorough and justifiable accounts of phenomena, facts, and data
*INTERPRET: tell meaningful stories, offer apt translations, provide a revealing historical/ personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models
*APPLY: effectively use and adapt what they know in diverse contexts
*HAVE PERSPECTIVE: see and hear points of view through critical eyes and ears; see the big picture
*EMPATHIZE: find value in what others might find odd, alien, or improbable; perceive sensitivity on the basis of prior indirect experience
*HAVE SELF-KNOWLEDGE: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard.
When we write curriculum, we have to make sure that we cover the NJCCCS and ask ourselves what the students at each particular grade level need to learn, as well as what evidence will be used to determine that they have learned the material. This should be the first step of curriculum writers, not simply covering all of the material in a content area kit or planning all of the fun activities that could accompany a unit. The units (and lessons within them) that we create should be a direct result of desired outcomes wished to be obtained from students, not the other way around. Many times, teachers stick with what is comfortable, with the lessons they have been doing for years. What needs to be done, however, is focus on learning and not teaching; to really consider the learner and what he or she will need as versus what materials the teacher will need for the lesson. It's a tough cycle to break out of.
As Wiggins explains simply to students (see link, below), the Understanding by Design model answers the question of "Why are we doing this?" It attempts to make lessons fresh and helps to deliver effective lessons with enduring understanding of concepts learned.
Resources:
Backward Design Template: http://digitalliteracy.mwg.org/curriculum/template.html
Wiggins Response (Video): http://www.pearsonubd.com/whatisubd.html
http://www.grantwiggins.org/documents/mtuniontalk.pdf
Monday, July 12, 2010
Scope and Sequence
Scope is defined as “a clearly stated set of K-12 learning objectives that reflects local, state, and national expectations. Sequence is the order in which those objectives are taught.” (Nichols, Shidaker, Johnson, & Singer, 2006) Sequence is often decided by grade level, while scope is more detailed and includes the specific learning objectives which often include benchmarks. For most states, the Scope and Sequence is developed directly from the standards at the state level. “Together a scope and sequence of learning bring order to the delivery of content, supporting the maximizing of student learning and offering sustained opportunities for learning. Without a considered scope and sequence there is the risk of ad hoc content delivery and the missing of significant learning.” (ACT Department of Education and Training, 2009)
In New Jersey some subject areas are left to the individual district to develop a Scope and Sequence chart. For example, in science, New Jersey details that by the end of grade 2, 5 and 8 certain objectives must be met as indicated by each standard. The school districts are then left to determine which grade level will address the objectives for each standard within those groups. This is not the case with math and language arts. The Scope and Sequence of these subject areas is clearly defined for each grade level, K-12.
Each district then takes the Scope and Sequence Chart developed by the State and uses this to develop a sound curriculum. The primary goal in developing the Scope and Sequence chart is balance. It is very important to establish the benchmarks or goals to be taught at each grade level under each standard. Making sure these benchmarks are equally distributed will then provide a sound framework for developing the curriculum for each grade level. The most valuable aspect of the Scope and Sequence Chart is that it avoids teacher repetition. By this, students will not be presented the same material at varying grade levels.
At the district level, determining the Scope and Sequence varies. Involving a strong team is imperative in developing Scope and Sequence as well as curriculum. This strong team should include:
• “Expertise in the content area;
• Representation across grade levels; and
• Representation across buildings or areas of the district. If districts blend talents and develop a shared approach, equal or comparable participation needs to be ensured.” (Nichols, Shidaker, Johnson, & Singer, 2006)
The newly developed team will then follow the following steps in preparing a Scope and Sequence Chart:
• “Collect materials needed for training.
• Train selected team members.
• Create a back loaded scope and sequence based on state standards or frameworks and assessments.
• Add objectives determined by local needs.
• Identify and highlight essential learning to be assessed in district tests and those expected to be tested in other high-stakes assessments.
• Review and edit the draft document.
• Submit the draft of the scope and sequence to stakeholders for review.
• Review and consider all suggestions; make changes as appropriate
• Finalize scope and sequence.
• Present to district administration for approval, then to the school board.” (Nichols, Shidaker, Johnson, & Singer, 2006)
With the Scope and Sequence planned horizontally and vertically, the district may then develop the curriculum. Once the curriculum is developed the individual teacher may determine their pacing charts. The pacing charts divide the curriculum within the grade level taught and then determine how much time will be spent on each particular objective and in what order. Some districts do control the pacing of the curriculum even detailing as to what will be taught on each day of the week. In this case, there is little or no opportunity for the classroom teacher to control the content being taught and the speed at which it is covered.
Scope and Sequence is the map for the curriculum. It should be left to the teacher to navigate this map and provide a sound lesson for each objective. Too much control at the district level will leave little room for creativity and professional growth at the teacher level.
NJ Scope and Sequence Charts
Display 8-2: (North Dakota Department of Public Instruction, 2000)
Sample Scope and Sequence Chart
Down the left side of the chart are the curriculum standards. Across the top are the several grade
levels. In each cell, the benchmarks for that standard and that grade are noted.
Display 8-4: (North Dakota Department of Public Instruction, 2000)
Criteria for Assessing Scope and Sequence Chart
Does the Scope and Sequence Chart....
! Correspond with state frameworks?
! Show an awareness of students’ developmental needs?
! Exhibit effective coordination across a standard, Grades 1-12?
! Show balance, so that one grade is not over-loaded?
! Show reinforcement of mastery skills and knowledge, without excessive repetition?
References:
ACT Department of Education and Training. (2009, September 9). Every Chance to Learn. Retrieved July 2010, from ACT Department of Education and Training: http://activated.act.edu.au/ectl/design/scope_and_sequence.htm
Nichols, B., Shidaker, S., Johnson, G., & Singer, K. (2006). Managing Curriculum and Assessment. Worthington: Linworth Publishing Inc.
North Dakota Department of Public Instruction. (2000, August 1). HANDBOOK 8: Developing Scope and Sequence Charts and Curriculum Guides. Retrieved July 2010, from North Dakota Department of Public Instruction: http://ndcurriculuminitiative.org/images/uploads/8ND.pdf
In New Jersey some subject areas are left to the individual district to develop a Scope and Sequence chart. For example, in science, New Jersey details that by the end of grade 2, 5 and 8 certain objectives must be met as indicated by each standard. The school districts are then left to determine which grade level will address the objectives for each standard within those groups. This is not the case with math and language arts. The Scope and Sequence of these subject areas is clearly defined for each grade level, K-12.
Each district then takes the Scope and Sequence Chart developed by the State and uses this to develop a sound curriculum. The primary goal in developing the Scope and Sequence chart is balance. It is very important to establish the benchmarks or goals to be taught at each grade level under each standard. Making sure these benchmarks are equally distributed will then provide a sound framework for developing the curriculum for each grade level. The most valuable aspect of the Scope and Sequence Chart is that it avoids teacher repetition. By this, students will not be presented the same material at varying grade levels.
At the district level, determining the Scope and Sequence varies. Involving a strong team is imperative in developing Scope and Sequence as well as curriculum. This strong team should include:
• “Expertise in the content area;
• Representation across grade levels; and
• Representation across buildings or areas of the district. If districts blend talents and develop a shared approach, equal or comparable participation needs to be ensured.” (Nichols, Shidaker, Johnson, & Singer, 2006)
The newly developed team will then follow the following steps in preparing a Scope and Sequence Chart:
• “Collect materials needed for training.
• Train selected team members.
• Create a back loaded scope and sequence based on state standards or frameworks and assessments.
• Add objectives determined by local needs.
• Identify and highlight essential learning to be assessed in district tests and those expected to be tested in other high-stakes assessments.
• Review and edit the draft document.
• Submit the draft of the scope and sequence to stakeholders for review.
• Review and consider all suggestions; make changes as appropriate
• Finalize scope and sequence.
• Present to district administration for approval, then to the school board.” (Nichols, Shidaker, Johnson, & Singer, 2006)
With the Scope and Sequence planned horizontally and vertically, the district may then develop the curriculum. Once the curriculum is developed the individual teacher may determine their pacing charts. The pacing charts divide the curriculum within the grade level taught and then determine how much time will be spent on each particular objective and in what order. Some districts do control the pacing of the curriculum even detailing as to what will be taught on each day of the week. In this case, there is little or no opportunity for the classroom teacher to control the content being taught and the speed at which it is covered.
Scope and Sequence is the map for the curriculum. It should be left to the teacher to navigate this map and provide a sound lesson for each objective. Too much control at the district level will leave little room for creativity and professional growth at the teacher level.
NJ Scope and Sequence Charts
Display 8-2: (North Dakota Department of Public Instruction, 2000)
Sample Scope and Sequence Chart
Down the left side of the chart are the curriculum standards. Across the top are the several grade
levels. In each cell, the benchmarks for that standard and that grade are noted.
Display 8-4: (North Dakota Department of Public Instruction, 2000)
Criteria for Assessing Scope and Sequence Chart
Does the Scope and Sequence Chart....
! Correspond with state frameworks?
! Show an awareness of students’ developmental needs?
! Exhibit effective coordination across a standard, Grades 1-12?
! Show balance, so that one grade is not over-loaded?
! Show reinforcement of mastery skills and knowledge, without excessive repetition?
References:
ACT Department of Education and Training. (2009, September 9). Every Chance to Learn. Retrieved July 2010, from ACT Department of Education and Training: http://activated.act.edu.au/ectl/design/scope_and_sequence.htm
Nichols, B., Shidaker, S., Johnson, G., & Singer, K. (2006). Managing Curriculum and Assessment. Worthington: Linworth Publishing Inc.
North Dakota Department of Public Instruction. (2000, August 1). HANDBOOK 8: Developing Scope and Sequence Charts and Curriculum Guides. Retrieved July 2010, from North Dakota Department of Public Instruction: http://ndcurriculuminitiative.org/images/uploads/8ND.pdf
Saturday, July 10, 2010
Thursday, July 8, 2010
How to Prepare a Districtwide Data Analysis Inservice Day
1. Go to www.nj.gov/education/cccs.
2. Print out the standards for the grade levels & subject areas that each teacher intends to analyze
3. Have teachers gather all available data found on the list from the above blogsite for use with their chosen Core Curriculum Content Standard
4. Repeat this process for each standard that is analyzed:
a. Choose one standard only (e.g., Social Studies - 6.1 - U.S, History: America in the World)
b. Find your Grade level(s) in that standard
c. Find the Content Statements and Cumulative Progress Indicators
d. Cross reference your data to all Content Statements and Cumulative Progress Indicators within your core curriculum content standard
e. Identify the five areas most in need of improvement (minimum)
f. Identify the five areas of greatest strength
g. For those with ASK/HSPA data:
How did the students compare to similar districts?
How did the students compare to the state?
Where do the Cluster Points sections fall into the Core Curriculum Content Standards?
Using the Cluster Point scores, what skills need more/less emphasis next year?
5. Teachers work with and provide feedback to their grade level/subject area peers.
6. Even numbered grade levels: Report your findings to your grade level above yours.
7. Odd numbered grade levels: Report your findings to the grade level above yours.
2. Print out the standards for the grade levels & subject areas that each teacher intends to analyze
3. Have teachers gather all available data found on the list from the above blogsite for use with their chosen Core Curriculum Content Standard
4. Repeat this process for each standard that is analyzed:
a. Choose one standard only (e.g., Social Studies - 6.1 - U.S, History: America in the World)
b. Find your Grade level(s) in that standard
c. Find the Content Statements and Cumulative Progress Indicators
d. Cross reference your data to all Content Statements and Cumulative Progress Indicators within your core curriculum content standard
e. Identify the five areas most in need of improvement (minimum)
f. Identify the five areas of greatest strength
g. For those with ASK/HSPA data:
How did the students compare to similar districts?
How did the students compare to the state?
Where do the Cluster Points sections fall into the Core Curriculum Content Standards?
Using the Cluster Point scores, what skills need more/less emphasis next year?
5. Teachers work with and provide feedback to their grade level/subject area peers.
6. Even numbered grade levels: Report your findings to your grade level above yours.
7. Odd numbered grade levels: Report your findings to the grade level above yours.
Ralph W. Tyler's Curriculum Design
Rebecca Popp
Curriculum Evaluation
Prof. Jay Dugan
Summer 2010
Ralph W. Tyler’s Curriculum Design: Basic Principles of Curriculum and Instruction
Ralph W. Tyler began his career as a science teacher but quickly parlayed his interest in education to a research focus of teaching and testing. He worked with the Progressive Education Association (PEA) on an experimental project termed the Eight-Year Study (1930-1942). Investigation into the disparity between high school graduates and college entrants prompted an exhaustive voluntary study of thirty public high schools. Then, in 1949, what began as a course syllabus for Professor Tyler at the University of Chicago became a groundbreaking book on curriculum titled Basic Principles of Curriculum and Instruction.
Tyler’s book is textbook material for curriculum developers. The book is segmented into four parts, each tackling an essential question—what educational purposes should the school seek to attain, how can learning experiences be selected which are likely to be useful in attaining these objectives, how can learning experiences be organized for effective instruction, and how can the effectiveness of learning experiences be evaluated.
As an educator in 2010, I felt transported. Tyler’s hypotheses, insights, and recommendations are still practiced today. In fact, within the pages of such a small volume were the inceptions of present-day reality—standardized testing, curriculum articulation, school accountability, to name a few. In summary, Tyler advocates the development of clear educational objectives followed by student opportunities to learn. Then, the third step in the curriculum development process is organization through continuity, sequence, and integration and objective, reliable, and valid evaluation of the educational objectives as seen in student learning.
Essential Question Explanation
What educational purposes should the school seek to attain?
“…the criteria by which materials are
selected, content is outlined, instructional
procedures are developed and tests and
examinations are prepared” (3) Studies of the learners themselves and contemporary life outside the school
needs and interests of the students
practical application beyond school
Clear and serve the lifelong learning of each
Student
Identifies gap between where the student is and
where the student should be
Particularly delineate the task and the behavior
How can learning experiences be selected
which are likely to be useful in attaining
these objectives?
“The term ‘learning experience’ refers to
the interaction between the learner and the
external conditions in the environment to
which he can react. Learning takes place
through the active behavior of the student; it
is what he does that he learns, not what the
teacher does” (63) Building upon what the educator knows of the
student, he/she can provide an environment
to stimulate the desired type of reaction.
Understand that not all students come to the
classroom with the same shared knowledge
and/or experience.
Address through various efforts and styles a
differentiated instruction to meet the student
where he/she is.
Stimulate inductive, deductive, and/or logic
thinking and create the situations where the
student can explore his/her reaction to the
problem.
Rather than provide a litany of facts for
memorization help the student to use
resources to obtain information.
How can learning experiences be organized for effective instruction?
“Important changes in human behavior are
not produced overnight…In some respects
educational experiences produce their
effects in the way water dripping upon a
stone wears it away…In order for
educational experiences to produce a
cumulative effect, they must be so
organized as to reinforce each other” (83) Build continuity (vertically), sequence
(scaffold), and integration (horizontally).
Weave the threads (objectives) in an organized
plan to achieve the expected learning
outcome, using one of three methods—the
lesson (single day discrete unit), the topic
(several days or weeks), or the unit (several
weeks organized around problems or major
student purposes).
How can the effectiveness of learning experiences be evaluated?
“…checked against various criteria derived
from educational psychology and from
practical experience” (104) Evaluation is the process for determining the
degree to which changes in student behavior
are actually taking place.
Align assessment directly to educational
objectives and learning experience.
Evaluation is a process; trials of different
assessments bring to light the best and most
effective method to evaluate a change in the
student’s learning outcome (ie. portfolio,
interview, survey).
Curriculum Evaluation
Prof. Jay Dugan
Summer 2010
Ralph W. Tyler’s Curriculum Design: Basic Principles of Curriculum and Instruction
Ralph W. Tyler began his career as a science teacher but quickly parlayed his interest in education to a research focus of teaching and testing. He worked with the Progressive Education Association (PEA) on an experimental project termed the Eight-Year Study (1930-1942). Investigation into the disparity between high school graduates and college entrants prompted an exhaustive voluntary study of thirty public high schools. Then, in 1949, what began as a course syllabus for Professor Tyler at the University of Chicago became a groundbreaking book on curriculum titled Basic Principles of Curriculum and Instruction.
Tyler’s book is textbook material for curriculum developers. The book is segmented into four parts, each tackling an essential question—what educational purposes should the school seek to attain, how can learning experiences be selected which are likely to be useful in attaining these objectives, how can learning experiences be organized for effective instruction, and how can the effectiveness of learning experiences be evaluated.
As an educator in 2010, I felt transported. Tyler’s hypotheses, insights, and recommendations are still practiced today. In fact, within the pages of such a small volume were the inceptions of present-day reality—standardized testing, curriculum articulation, school accountability, to name a few. In summary, Tyler advocates the development of clear educational objectives followed by student opportunities to learn. Then, the third step in the curriculum development process is organization through continuity, sequence, and integration and objective, reliable, and valid evaluation of the educational objectives as seen in student learning.
Essential Question Explanation
What educational purposes should the school seek to attain?
“…the criteria by which materials are
selected, content is outlined, instructional
procedures are developed and tests and
examinations are prepared” (3) Studies of the learners themselves and contemporary life outside the school
needs and interests of the students
practical application beyond school
Clear and serve the lifelong learning of each
Student
Identifies gap between where the student is and
where the student should be
Particularly delineate the task and the behavior
How can learning experiences be selected
which are likely to be useful in attaining
these objectives?
“The term ‘learning experience’ refers to
the interaction between the learner and the
external conditions in the environment to
which he can react. Learning takes place
through the active behavior of the student; it
is what he does that he learns, not what the
teacher does” (63) Building upon what the educator knows of the
student, he/she can provide an environment
to stimulate the desired type of reaction.
Understand that not all students come to the
classroom with the same shared knowledge
and/or experience.
Address through various efforts and styles a
differentiated instruction to meet the student
where he/she is.
Stimulate inductive, deductive, and/or logic
thinking and create the situations where the
student can explore his/her reaction to the
problem.
Rather than provide a litany of facts for
memorization help the student to use
resources to obtain information.
How can learning experiences be organized for effective instruction?
“Important changes in human behavior are
not produced overnight…In some respects
educational experiences produce their
effects in the way water dripping upon a
stone wears it away…In order for
educational experiences to produce a
cumulative effect, they must be so
organized as to reinforce each other” (83) Build continuity (vertically), sequence
(scaffold), and integration (horizontally).
Weave the threads (objectives) in an organized
plan to achieve the expected learning
outcome, using one of three methods—the
lesson (single day discrete unit), the topic
(several days or weeks), or the unit (several
weeks organized around problems or major
student purposes).
How can the effectiveness of learning experiences be evaluated?
“…checked against various criteria derived
from educational psychology and from
practical experience” (104) Evaluation is the process for determining the
degree to which changes in student behavior
are actually taking place.
Align assessment directly to educational
objectives and learning experience.
Evaluation is a process; trials of different
assessments bring to light the best and most
effective method to evaluate a change in the
student’s learning outcome (ie. portfolio,
interview, survey).
UNIT TEMPLATES
New Jersey Unit Templates
What Are They?
In 2009, the Department of Education came up with templates that districts were encouraged to use in order to create lessons and units based on the Core Curriculum Content Standards. The Department of Education attempted to come up with something that curriculum coordinators could use, and that teachers would be able to follow and implement. Seven core content areas were used to create the templates. Within each content area, goals were created to guide what would be required in each unit template.
The goals were to engage students, foster achievement, and learn 21st century global skills. The Department of Education came up several examples for how these would work. Those examples incorporate the use of technology and 21st century themes into most of their lessons and units as a whole.
What is included in the unit templates?
Each until template begins with the name of the content, followed by the unit title and grade level. Following that, there is an area for the unit summary, 21st century themes, and a rationale for those themes. The next section focuses on what is actually going to be learned in the unit. There is a section for the specific standards that are being addressed, followed by a statement about the content, and a progress indicator area. Essential questions and target goals are also incorporated into this section of the unit template.
The next section of the template focuses on showing evidence of student learning. There is a section to show summative and formative assessment. The template also allows teachers space to write specific lesson plans along with time frames that would go along with each unit. Lesson reflections are also a part of the template.
Pros and Cons
Normally I am weary of anything that sounds like further standardization in this era of high stakes testing. I feel that each school should be able to figure out what is best for their own students, and that teachers should have the freedom to do that in their individual classrooms. However, this template does not inhibit creativeness or individuality. It simply does an excellent job of reminding a district what is important to the learning process for their students. The unit template also allows for teacher accountability in regards to student achievement. Evidence of assessment, timely lesson plans, and progress indicators are all there to make sure that the students are actually learning. The lesson reflections at the end allow teachers to take a step back, look at the results, and improve their lessons for future classes. In this case, a little conformity definitely is worth the rewards.
Source: http://www.state.nj.us/education/cccs/2009/updtemplate.pdf
What Are They?
In 2009, the Department of Education came up with templates that districts were encouraged to use in order to create lessons and units based on the Core Curriculum Content Standards. The Department of Education attempted to come up with something that curriculum coordinators could use, and that teachers would be able to follow and implement. Seven core content areas were used to create the templates. Within each content area, goals were created to guide what would be required in each unit template.
The goals were to engage students, foster achievement, and learn 21st century global skills. The Department of Education came up several examples for how these would work. Those examples incorporate the use of technology and 21st century themes into most of their lessons and units as a whole.
What is included in the unit templates?
Each until template begins with the name of the content, followed by the unit title and grade level. Following that, there is an area for the unit summary, 21st century themes, and a rationale for those themes. The next section focuses on what is actually going to be learned in the unit. There is a section for the specific standards that are being addressed, followed by a statement about the content, and a progress indicator area. Essential questions and target goals are also incorporated into this section of the unit template.
The next section of the template focuses on showing evidence of student learning. There is a section to show summative and formative assessment. The template also allows teachers space to write specific lesson plans along with time frames that would go along with each unit. Lesson reflections are also a part of the template.
Pros and Cons
Normally I am weary of anything that sounds like further standardization in this era of high stakes testing. I feel that each school should be able to figure out what is best for their own students, and that teachers should have the freedom to do that in their individual classrooms. However, this template does not inhibit creativeness or individuality. It simply does an excellent job of reminding a district what is important to the learning process for their students. The unit template also allows for teacher accountability in regards to student achievement. Evidence of assessment, timely lesson plans, and progress indicators are all there to make sure that the students are actually learning. The lesson reflections at the end allow teachers to take a step back, look at the results, and improve their lessons for future classes. In this case, a little conformity definitely is worth the rewards.
Source: http://www.state.nj.us/education/cccs/2009/updtemplate.pdf
Data Driven Decision Making
"Information is the key to holding schools accountable for improved performance every year among every student group. Data is our best management tool. I often say that what gets measured, gets done. If we know the contours of the problem, and who is affected, we can put forward a solution. Teachers can adjust lesson plans. Administrators can evaluate curricula. Data can inform decision-making. Thanks to No Child Left Behind, we're no longer flying blind." - Margaret Spellings, U. S. Secretary of Education
In 2002, the responsibilities for school administrators increased drastically with the passage of the No Child Left Behind (NCLB) Act. School administrators are now responsible for monitoring and enabling student and teacher performance improvement. This kind of reporting typically requires a sophisticated system for data collection and analysis. The types of data collected determine the types of decisions that school board members, principals and teachers make. Districts typically focus on three main types of data and occasionally use the fourth type.
Types of Data Districts Collect:
• Demographic data include background information on students, staff and schools, such as gender, ethnicity, identification number, number of years in the district, attendance, teacher certification and school enrollment.
• Achievement data include student results on state assessments, district tests and teacher-developed tests.
• Instructional processes include information about the curriculum, interventions the student experienced, the teachers students were taught by and so on.
• Perception data include individual views, values and beliefs about systems where people work and learn, and may be gathered through questionnaires, interviews and observations.
Although all states and most districts have some sort of a data management system in place, the average system is often composed of a number of spreadsheets, databases and paper reports that are loosely connected, making it difficult to analyze the data. Many districts are using NCLB as a catalyst to move to data-driven decision-making. Many districts are using it to improve their technology infrastructure and formalize data collection and analysis procedures, allowing them to make informed decisions based on data rather than assumptions.
Data-driven decision-making has opened a new world of opportunities for schools and districts to provide professional educators, students, and parents access to large amounts of information. Today, schools can enable key decision makers with data and information to facilitate more informed decision-making, boost overall school performance and improve student achievement.
Without a formal data analysis system, districts often fail to uncover and address critical issues that occur at the school level. This puts them at risk for missing important opportunities to improve student achievement and attain greater operational efficiencies.
There’s nothing more powerful than data to help district and school leaders develop a solid plan with measurable results for continuous improvement. Through the proper use of data, districts can:
• Narrow achievement gaps
• Improve teacher quality
• Improve curriculum development
• Find the root causes of problems
• Share best practices
• Communicate more effectively with key stakeholders
• Motivate students and increase parental involvement
Schools successful in using data to support decision-making and improvement use the district resources available to them, create a school structure where data use is embedded in the daily schedule, and use staff expertise to continually develop data analysis skills. Other school factors include: strong principal support and leadership; ongoing use and analysis of timely, student-level data; expert assistance in data use and instructional strategies; interventions to improve teaching and learning; school improvement plans and teams; and professional development opportunities for teachers.
In conclusion, Data Driven Decision Making is here to stay. There are so many benefits to using this method to improve individual schools as well as districts in their entirety. As future school leaders, I feel that we need to become familiar with the process of data collecting, data analyzing, and using that information to drive the decisions that will be used to make improvements in the school or district.
In 2002, the responsibilities for school administrators increased drastically with the passage of the No Child Left Behind (NCLB) Act. School administrators are now responsible for monitoring and enabling student and teacher performance improvement. This kind of reporting typically requires a sophisticated system for data collection and analysis. The types of data collected determine the types of decisions that school board members, principals and teachers make. Districts typically focus on three main types of data and occasionally use the fourth type.
Types of Data Districts Collect:
• Demographic data include background information on students, staff and schools, such as gender, ethnicity, identification number, number of years in the district, attendance, teacher certification and school enrollment.
• Achievement data include student results on state assessments, district tests and teacher-developed tests.
• Instructional processes include information about the curriculum, interventions the student experienced, the teachers students were taught by and so on.
• Perception data include individual views, values and beliefs about systems where people work and learn, and may be gathered through questionnaires, interviews and observations.
Although all states and most districts have some sort of a data management system in place, the average system is often composed of a number of spreadsheets, databases and paper reports that are loosely connected, making it difficult to analyze the data. Many districts are using NCLB as a catalyst to move to data-driven decision-making. Many districts are using it to improve their technology infrastructure and formalize data collection and analysis procedures, allowing them to make informed decisions based on data rather than assumptions.
Data-driven decision-making has opened a new world of opportunities for schools and districts to provide professional educators, students, and parents access to large amounts of information. Today, schools can enable key decision makers with data and information to facilitate more informed decision-making, boost overall school performance and improve student achievement.
Without a formal data analysis system, districts often fail to uncover and address critical issues that occur at the school level. This puts them at risk for missing important opportunities to improve student achievement and attain greater operational efficiencies.
There’s nothing more powerful than data to help district and school leaders develop a solid plan with measurable results for continuous improvement. Through the proper use of data, districts can:
• Narrow achievement gaps
• Improve teacher quality
• Improve curriculum development
• Find the root causes of problems
• Share best practices
• Communicate more effectively with key stakeholders
• Motivate students and increase parental involvement
Schools successful in using data to support decision-making and improvement use the district resources available to them, create a school structure where data use is embedded in the daily schedule, and use staff expertise to continually develop data analysis skills. Other school factors include: strong principal support and leadership; ongoing use and analysis of timely, student-level data; expert assistance in data use and instructional strategies; interventions to improve teaching and learning; school improvement plans and teams; and professional development opportunities for teachers.
In conclusion, Data Driven Decision Making is here to stay. There are so many benefits to using this method to improve individual schools as well as districts in their entirety. As future school leaders, I feel that we need to become familiar with the process of data collecting, data analyzing, and using that information to drive the decisions that will be used to make improvements in the school or district.
Wednesday, July 7, 2010
NAEP
Kathleen Maloney
NAEP
The National Assessment of Educational Progress (NAEP) has been measuring the academic progress of American students since 1969. Student performance is measured in various content domains and results are reported to the American public. While each state also has its own unique assessments, NAEP provides a common yardstick by administering the same items in every state and making state comparisons possible. Because the assessment stays essentially the same from year to year, NAEP has become an integral part of our nation’s evaluation of the condition and progress of education.
The results of NAEP are released as “The Nation’s Report Card.” Results are presented for various student groups, such as gender, socioeconomic status, and ethnicity, but there are no results of individual students, classrooms, or schools.
In order to measure change over time and create new assessments that reflect current education content methodology, NAEP administers two separate assessments—the “main assessment” and the “long-term trend assessment.” The main assessment is administered every other year to randomly selected students in grades 4, 8, and 12. This test evolves to match instructional practices. The long-term trend NAEP, on the other hand, has remained the same since it was first administered in 1969. This version is administered every four years to children at ages 9, 13, and 17.
NAEP is mandated under NCLB, and is administered every two years in reading and math in grades 4 and 8. Voluntary NAEP assessments are also administered periodically in various subject areas (writing, science, history, civics, geography, etc.), according to that which is permitted by time and money. Not every student participates in NAEP. Instead, each state selects a representative sample of students to participate.
NAEP reading and math tests are approximately 30 to 60 items long. Test items are usually spiraled, meaning that no student takes the complete test or same items as another student. Within one classroom, not every student takes the same test. Instead, various subject area tests are being given simultaneously.
The National Center for Education Statistics (NCES), a division within the US DOE, is responsible for developing NAEP test questions, administering and scoring the assessment, conducting analyses, and reporting the results. The content of the assessment is determined by the National Assessment Governing Board, which is appointed by the US Secretary of Education and consists of 26 members. The Governing Board guides development of content frameworks that serve as blueprints for the NAEP assessments. Although not intended to be a national curriculum, these frameworks describe what students in grades 4, 8, and 12 should know and be able to do. They are developed through a national consensus approach involving hundreds of teachers, curriculum experts, policy makers, business representatives, and members of the general public.
Helpful Resources:
The frameworks are available online at http://www.nagb.org
For more information about NAEP: http://nces.ed.gov/nationsreportcard. Click on the “How do I find…” matrix for numerous informative links regarding the test and reported results.
NAEP
The National Assessment of Educational Progress (NAEP) has been measuring the academic progress of American students since 1969. Student performance is measured in various content domains and results are reported to the American public. While each state also has its own unique assessments, NAEP provides a common yardstick by administering the same items in every state and making state comparisons possible. Because the assessment stays essentially the same from year to year, NAEP has become an integral part of our nation’s evaluation of the condition and progress of education.
The results of NAEP are released as “The Nation’s Report Card.” Results are presented for various student groups, such as gender, socioeconomic status, and ethnicity, but there are no results of individual students, classrooms, or schools.
In order to measure change over time and create new assessments that reflect current education content methodology, NAEP administers two separate assessments—the “main assessment” and the “long-term trend assessment.” The main assessment is administered every other year to randomly selected students in grades 4, 8, and 12. This test evolves to match instructional practices. The long-term trend NAEP, on the other hand, has remained the same since it was first administered in 1969. This version is administered every four years to children at ages 9, 13, and 17.
NAEP is mandated under NCLB, and is administered every two years in reading and math in grades 4 and 8. Voluntary NAEP assessments are also administered periodically in various subject areas (writing, science, history, civics, geography, etc.), according to that which is permitted by time and money. Not every student participates in NAEP. Instead, each state selects a representative sample of students to participate.
NAEP reading and math tests are approximately 30 to 60 items long. Test items are usually spiraled, meaning that no student takes the complete test or same items as another student. Within one classroom, not every student takes the same test. Instead, various subject area tests are being given simultaneously.
The National Center for Education Statistics (NCES), a division within the US DOE, is responsible for developing NAEP test questions, administering and scoring the assessment, conducting analyses, and reporting the results. The content of the assessment is determined by the National Assessment Governing Board, which is appointed by the US Secretary of Education and consists of 26 members. The Governing Board guides development of content frameworks that serve as blueprints for the NAEP assessments. Although not intended to be a national curriculum, these frameworks describe what students in grades 4, 8, and 12 should know and be able to do. They are developed through a national consensus approach involving hundreds of teachers, curriculum experts, policy makers, business representatives, and members of the general public.
Helpful Resources:
The frameworks are available online at http://www.nagb.org
For more information about NAEP: http://nces.ed.gov/nationsreportcard. Click on the “How do I find…” matrix for numerous informative links regarding the test and reported results.
AYP – Adequate Yearly Progress
AYP is an acronym for the all too familiar education requirement of Adequate Yearly Progress. The No Child Left Behind Act of 2001 introduced the acronym AYP as a requirement for Title 1 funding. Showing progress to receive funding under Title 1 was not new to education at the time of NCLB, however. The Reauthorization of the Elementary and Secondary Education Act of 1994 initiated the framework for the current model of AYP. Understanding how states behaved under the 1994 Reauthorization of ESEA helped legislature frame a more accountable form for AYP under NCLB in 2001. In 1994 states were given the freedom to mark the required percentage needed to show improvement and thus receive Title 1 funding. As a result, states set expectations low which guaranteed funding.
NCLB was careful not to make the same mistake in allowing states to set their own standards and mandated the following requirements for AYP:
• State tests are the primary measurement in determining AYP. Secondary schools must also include graduation rates.
• 95% of student population must take the state test.
• 1% of student population may take an alternate test.
• Data from the school year 2001-2001 is the base for measuring AYP.
• All students must reach proficient or higher by the school year 2013-2014.
• Districts have 12 years to have all students at or above proficient. States must show progress in yearly, equal measurements. The years may be broken into increments and progress averaged yearly. The first increment must be no less than two years and each increment after must be no less than three years.
• Four subgroups must also be at or above proficient: major ethnic/racial groups, economically disadvantaged students, limited English proficient (LEP) students, and students with disabilities.(Adequate Yearly Progress, 2004) Minimum number of students in each subgroup is determined at the state level.
• A school qualifies for Safe Harbor if one subgroup does not meet AYP, however, all other indicators have reduced by 10% to meet AYP.
• Reading and math requirements must be set separately.
Gambling that the post Bush administration would abolish the AYP requirements, many districts combined their early years into small increments. This gave two to three years for a district to make gains. The district was then able to average this gain over the two to three year period. Many schools were not labeled as failing under this method. Schools which chose yearly gains found it to be more difficult and failed early. Keeping to the former method allowed schools to be successful and adapt more positively to the new requirements.
Schools and districts find other ways to avoid a failing grade. By manipulating subgroups to be under the minimum requirements, schools will not need to meet the AYP gains for this area. States use “confidence intervals simply to reduce the number of schools that fail AYP.” (Popham, 2005) Confidence intervals are “supposed to revolve around how accurately a sample represents a population.” (Popham, 2005) With 95% of the student population required for testing, this hardly qualifies as a sample. Schools are scrambling to find ways to meet the 100% proficient goal so not to be labeled failing.
Schools and districts which fail to meet the state requirements of AYP for two consecutive years follow the NCLB plan for school improvement. The school improvement plan which is detailed in the chart below provides a method for underachieving schools to turn around and meet the state requirements for AYP. In the fourth year of school improvement a major restructuring process occurs and the school will see the state take over. Schools are given many opportunities for improvement before this happens, however.
For the gambling districts, the utopian dream of 100% proficiency by 2013-2014 may not be a requirement after all. According to Obama’s A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act which was sent to Congress on March 15, 2010, proficiency will not be the ultimate measure of student achievement. Student achievement will be measured by individual student improvement as well as student preparedness for college and career.
SCHOOL IMPROVEMENT OPTIONS (Paige, 2002)
AYP for two consecutive school years. A school moves to the next "step" or "year" in this chart if it continues to not make AYP.
School Improvement, Year One
In general, schools identified for improvement must receive technical assistance that enables them to specifically address the academic achievement problem that caused the school to be identified for improvement. The LEA is required to provide technical assistance as the school develops and implements the plan, including specific assistance in analyzing assessment data, improving professional development, and improving resource allocation. In addition, the following must take place:
1. All students are offered public school choice.
Each school identified for improvement must develop or revise a two-year school improvement plan, in consultation with parents, school staff, the local educational agency, and other experts, for approval by the LEA. The plan must incorporate research-based strategies, a 10 percent set-aside of Title I funds for professional development, extended learning time as appropriate (including school day or year), strategies to promote effective parental involvement and mentoring for new teachers.
School Improvement, Year Two
1. Make available supplemental educational services to students from low-income families.
In addition, the LEA continues to offer technical assistance to implement the new plan, and offer public school choice.
Corrective Action, Year Three
Corrective Action requires an LEA to take actions likely to bring about meaningful change at the school. To accomplish this goal, LEAs are required to take at least one of the following corrective actions, depending on the needs of the individual school:
1. Replace school staff responsible for the continued failure to make AYP;
2. Implement a new curriculum based on scientifically based research (including professional development);
3. Significantly decrease management authority at the school level;
4. Extend the school day or school year;
5. Appoint an outside expert to advise the school on its progress toward making AYP in accordance with its school plan; OR
6. Reorganize the school internally.
In addition, the LEA continues to offer technical assistance, public school choice and supplemental educational services.
Restructuring, Year Four
During the first year of restructuring, the LEA is required to prepare a plan and make necessary arrangements to carry out one of the following options:
1. Reopen school as charter school.
2. Replace principal and staff.
3. Contract for private management company of demonstrated effectiveness.
4. State takeover.
5. Any other major restructuring of school governance.
In addition, the LEA continues to offer public school choice and supplemental educational services.
Implementation of Restructuring, Year Five
Implement alternative governance plan no later than first day of school year following year four described above.
References:
Adequate Yearly Progress. (2004, September 10). Retrieved July 5, 2010, from Education Week: http://www.edweek.org/ew/issues/adequate-yearly-progress/
Paige, R. (2002, July 24). ELEMENTARY & SECONDARY EDUCATION Key Policy Letters Signed by the Education Secretary or Deputy Secretary. Retrieved July 5, 2010, from US Department of Education: http://www2.ed.gov/policy/elsec/guid/secletter/020724.html#chart
Popham, W. J. (2005). America's "Failing" Schools. Boca Raton: CRC Press.
NCLB was careful not to make the same mistake in allowing states to set their own standards and mandated the following requirements for AYP:
• State tests are the primary measurement in determining AYP. Secondary schools must also include graduation rates.
• 95% of student population must take the state test.
• 1% of student population may take an alternate test.
• Data from the school year 2001-2001 is the base for measuring AYP.
• All students must reach proficient or higher by the school year 2013-2014.
• Districts have 12 years to have all students at or above proficient. States must show progress in yearly, equal measurements. The years may be broken into increments and progress averaged yearly. The first increment must be no less than two years and each increment after must be no less than three years.
• Four subgroups must also be at or above proficient: major ethnic/racial groups, economically disadvantaged students, limited English proficient (LEP) students, and students with disabilities.(Adequate Yearly Progress, 2004) Minimum number of students in each subgroup is determined at the state level.
• A school qualifies for Safe Harbor if one subgroup does not meet AYP, however, all other indicators have reduced by 10% to meet AYP.
• Reading and math requirements must be set separately.
Gambling that the post Bush administration would abolish the AYP requirements, many districts combined their early years into small increments. This gave two to three years for a district to make gains. The district was then able to average this gain over the two to three year period. Many schools were not labeled as failing under this method. Schools which chose yearly gains found it to be more difficult and failed early. Keeping to the former method allowed schools to be successful and adapt more positively to the new requirements.
Schools and districts find other ways to avoid a failing grade. By manipulating subgroups to be under the minimum requirements, schools will not need to meet the AYP gains for this area. States use “confidence intervals simply to reduce the number of schools that fail AYP.” (Popham, 2005) Confidence intervals are “supposed to revolve around how accurately a sample represents a population.” (Popham, 2005) With 95% of the student population required for testing, this hardly qualifies as a sample. Schools are scrambling to find ways to meet the 100% proficient goal so not to be labeled failing.
Schools and districts which fail to meet the state requirements of AYP for two consecutive years follow the NCLB plan for school improvement. The school improvement plan which is detailed in the chart below provides a method for underachieving schools to turn around and meet the state requirements for AYP. In the fourth year of school improvement a major restructuring process occurs and the school will see the state take over. Schools are given many opportunities for improvement before this happens, however.
For the gambling districts, the utopian dream of 100% proficiency by 2013-2014 may not be a requirement after all. According to Obama’s A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act which was sent to Congress on March 15, 2010, proficiency will not be the ultimate measure of student achievement. Student achievement will be measured by individual student improvement as well as student preparedness for college and career.
SCHOOL IMPROVEMENT OPTIONS (Paige, 2002)
AYP for two consecutive school years. A school moves to the next "step" or "year" in this chart if it continues to not make AYP.
1. All students are offered public school choice.
Each school identified for improvement must develop or revise a two-year school improvement plan, in consultation with parents, school staff, the local educational agency, and other experts, for approval by the LEA. The plan must incorporate research-based strategies, a 10 percent set-aside of Title I funds for professional development, extended learning time as appropriate (including school day or year), strategies to promote effective parental involvement and mentoring for new teachers.
In addition, the LEA continues to offer technical assistance to implement the new plan, and offer public school choice.
1. Replace school staff responsible for the continued failure to make AYP;
2. Implement a new curriculum based on scientifically based research (including professional development);
3. Significantly decrease management authority at the school level;
4. Extend the school day or school year;
5. Appoint an outside expert to advise the school on its progress toward making AYP in accordance with its school plan; OR
6. Reorganize the school internally.
In addition, the LEA continues to offer technical assistance, public school choice and supplemental educational services.
1. Reopen school as charter school.
2. Replace principal and staff.
3. Contract for private management company of demonstrated effectiveness.
4. State takeover.
5. Any other major restructuring of school governance.
In addition, the LEA continues to offer public school choice and supplemental educational services.
References:
Adequate Yearly Progress. (2004, September 10). Retrieved July 5, 2010, from Education Week: http://www.edweek.org/ew/issues/adequate-yearly-progress/
Paige, R. (2002, July 24). ELEMENTARY & SECONDARY EDUCATION Key Policy Letters Signed by the Education Secretary or Deputy Secretary. Retrieved July 5, 2010, from US Department of Education: http://www2.ed.gov/policy/elsec/guid/secletter/020724.html#chart
Popham, W. J. (2005). America's "Failing" Schools. Boca Raton: CRC Press.
Bell Curve
The bell curve is another name for the normal distribution. The bell curve is highest in the middle and lowest on the sides and is a common type of graph that has more or less the shape of a bell.
When educators grade on a bell curve, they assign grades to students based on their performance in comparison to their peers' performance. In the true use of bell curve grading, students' scores are scaled according to the frequency distribution shown by the normal curve. This is the grade an "average" score will earn, and will also be the most common earned by the class. In the educational system's "A" through "F" grading system, a grade of "C" is normal curve. The bell curve produces the thought “If too many students succeed, the class must be too easy. If too many students fail, the class must be too hard." How many courses have you walked into, only to have your professor begin by saying that you should feel lucky if you earn a "B" in his or her course? This means that your professor has already decided what portion of the frequency distribution (or the "bell") each grade can take up, and whether or not the bell will be proportionate. Will a certain percent of students receive an "A" while the same percent receive an "F"? If an educator grades purely on bell curve grading, the number of students who will receive each "A" through "F" has already been determined before the course has even begun. Such strict bell curve grading is not common among elementary, middle, or high school educators, but is a bit more prevalent at the university level.
A common adjustment to the bell curve grading is to find the difference between the top-scoring grade on a test and the maximum possible grade. For example, if a test had a maximum of 100 points, and the highest grade earned on it was a 94, a teacher would add an additional six points to each test, thus "curving" all of the tests. This form of bell curve grading is most commonly used to prevent very difficult tests or other grades from unfairly reducing students' overall grades. It relies on the assumption that the top scorer's performance is a good measure of how difficult the assignment was.
Many districts have transformed from "L" to "Bell" to "J" curve with their expectations for their students. They now set their standards high, expecting that scores might be a bit lower in the beginning of the year with such high standards to begin the year off with. By the middle of the year, a bell-shaped distribution of scores appears, as students learn at various rates, and by the end of the year, scores yield a "J" shaped curve, which represents a high level of student achievement. The "J curve" is a new philosophy that is rooted that all students are capable of doing well in school.
"The Bell Curve" was also the title of a highly controversial book published back in 1994. The book was about intelligence. If you graph scores on an IQ test on the horizontal axis, and number of people who got that score on the vertical axis, then you get the bell curve shape. The authors were talking about the way intelligence was distributed among people- it suggested that some races were more intelligent than others.
Resources:
http://www.jjburgard.com/sub/Support/jcurve2.htm
http://en.wikipedia.org/wiki/Bell_curve_grading
http://www.robertniles.com/stats/stdev.shtml
When educators grade on a bell curve, they assign grades to students based on their performance in comparison to their peers' performance. In the true use of bell curve grading, students' scores are scaled according to the frequency distribution shown by the normal curve. This is the grade an "average" score will earn, and will also be the most common earned by the class. In the educational system's "A" through "F" grading system, a grade of "C" is normal curve. The bell curve produces the thought “If too many students succeed, the class must be too easy. If too many students fail, the class must be too hard." How many courses have you walked into, only to have your professor begin by saying that you should feel lucky if you earn a "B" in his or her course? This means that your professor has already decided what portion of the frequency distribution (or the "bell") each grade can take up, and whether or not the bell will be proportionate. Will a certain percent of students receive an "A" while the same percent receive an "F"? If an educator grades purely on bell curve grading, the number of students who will receive each "A" through "F" has already been determined before the course has even begun. Such strict bell curve grading is not common among elementary, middle, or high school educators, but is a bit more prevalent at the university level.
A common adjustment to the bell curve grading is to find the difference between the top-scoring grade on a test and the maximum possible grade. For example, if a test had a maximum of 100 points, and the highest grade earned on it was a 94, a teacher would add an additional six points to each test, thus "curving" all of the tests. This form of bell curve grading is most commonly used to prevent very difficult tests or other grades from unfairly reducing students' overall grades. It relies on the assumption that the top scorer's performance is a good measure of how difficult the assignment was.
Many districts have transformed from "L" to "Bell" to "J" curve with their expectations for their students. They now set their standards high, expecting that scores might be a bit lower in the beginning of the year with such high standards to begin the year off with. By the middle of the year, a bell-shaped distribution of scores appears, as students learn at various rates, and by the end of the year, scores yield a "J" shaped curve, which represents a high level of student achievement. The "J curve" is a new philosophy that is rooted that all students are capable of doing well in school.
"The Bell Curve" was also the title of a highly controversial book published back in 1994. The book was about intelligence. If you graph scores on an IQ test on the horizontal axis, and number of people who got that score on the vertical axis, then you get the bell curve shape. The authors were talking about the way intelligence was distributed among people- it suggested that some races were more intelligent than others.
Resources:
http://www.jjburgard.com/sub/Support/jcurve2.htm
http://en.wikipedia.org/wiki/Bell_curve_grading
http://www.robertniles.com/stats/stdev.shtml
Tuesday, July 6, 2010
Norm versus Criterion referenced tests
Norm-referenced tests v. Criterion-referenced tests
In most schools past and present, tests have always been an integral component to a student’s success and achievement tests have always been starred on the school’s spring calendar of events. In our schools, student tests either compare students test scores to a broad range of students nationwide by percentage (looking for high and low achievers) and other tests are only measuring specific content that was presented in class that week or over a particular period of time. The purpose of this article is to simply explain the difference between norm-referenced tests (NRT) and Criterion-referenced tests (CRT) and how these styles apply to the tests administered in education today.
A criterion-referenced test is a test that does not compare test scores to a broad range of other students nationwide. However it determines whether or not a student has met the proficient level for that particular test for that test on that test date. For example, a classroom teacher who has created their own history test for a chapter test is measuring whether or not the students have learned the material that was presented to them during a particular time period. The proficiency level for that test would be set by the curriculum the school has in place. A common goal for classroom assessments is 80%, however that may not be true in many school districts (see your school’s curriculum content standards).
A norm-referenced test is a test that does compare students’ test scores to other students’ test scores across a broad range. Norm-referenced tests are compared by using percentiles. For example, a student in grade four taking the California Achievement Test (CAT) may have scored in the 67% in Math. That percentile score reflects that student’s performance amongst all fourth graders who took that same CAT that year.
In J.W. Popham’s Educational evaluation, the chart below clearly separates the differences in the two styles of tests by Purpose, Content, Item characteristics, and Score interpretation.
Dimension
Criterion-Referenced Tests (CRT)
Norm-Referenced Tests (CRT)
Purpose
CRT - To determine whether each student has achieved specific skills or concepts.
To find out how much students know before instruction begins and after it has finished.
NRT - To rank each student with respect to the
achievement of others in broad areas of knowledge.
To discriminate between high and low achievers.
Content
CRT - Measures specific skills which make up a designated curriculum. These skills are identified by teachers and curriculum experts. Each skill is expressed as an instructional objective.
NRT - Measures broad skill areas sampled from a variety of textbooks, syllabi, and the judgments of curriculum experts.
Item Characteristics
CRT - Each skill is tested by at least four items in order to obtain an adequate sample of student performance and to minimize the effect of guessing. The items which test any given skill are parallel in difficulty.
NRT - Each skill is usually tested by less than four items.
Items vary in difficulty. Items are selected that discriminate between high
and low achievers.
Score Interpretation
CRT - Each individual is compared with a preset standard for acceptable achievement. The performance of other examinees is irrelevant. A student's score is usually expressed as a percentage. Student achievement is reported for individual skills.
NRT - Each individual is compared with other examinees and assigned a score--usually expressed as a percentile, a grade equivalent score, or a stanine. Student achievement is reported for broad skill areas, although some norm-referenced tests do report student achievement for individual skills.
Popham, J. W. (1975). Educational evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
In my table below, I have listed many tests that New Jersey educators are familiar with. Let’s decide if the following tests are CRT, NRT or in some cases it can be both.
Regular & Special Education Tests
Grade Level Test CRT NRT can be both
All Teacher tests
Grade 3 NJASK 3
Grade 4 NJASK 4
Grade 5 NJASK 5
Grade 6 NJASK 6
Grade 7 NJASK 7
Grade 8 NJASK 8
Grades 9-12 End of Course (EOC’s)
Grade 11 HSPA
Grades 3,4,8,11 APA
Grades 9-12 AP exams
Grades 9-11 PSAT
Grades 9-12 SAT’s
Grades 9-12 ACT
Grades 9-12 GRE
Other examples of Achievement tests
Grade Level Test CRT NRT can be both
Grade K-12 CAT
Grade K - 8 IOWA
Grade K-12 Terra Nova
Age 16+ Driver’s test (NJ)
I hope these simple definitions and tables have helped you better understand the difference between a norm-referenced test versus a criterion-referenced test. No matter the design, achievement and accountability can always be measured.
In most schools past and present, tests have always been an integral component to a student’s success and achievement tests have always been starred on the school’s spring calendar of events. In our schools, student tests either compare students test scores to a broad range of students nationwide by percentage (looking for high and low achievers) and other tests are only measuring specific content that was presented in class that week or over a particular period of time. The purpose of this article is to simply explain the difference between norm-referenced tests (NRT) and Criterion-referenced tests (CRT) and how these styles apply to the tests administered in education today.
A criterion-referenced test is a test that does not compare test scores to a broad range of other students nationwide. However it determines whether or not a student has met the proficient level for that particular test for that test on that test date. For example, a classroom teacher who has created their own history test for a chapter test is measuring whether or not the students have learned the material that was presented to them during a particular time period. The proficiency level for that test would be set by the curriculum the school has in place. A common goal for classroom assessments is 80%, however that may not be true in many school districts (see your school’s curriculum content standards).
A norm-referenced test is a test that does compare students’ test scores to other students’ test scores across a broad range. Norm-referenced tests are compared by using percentiles. For example, a student in grade four taking the California Achievement Test (CAT) may have scored in the 67% in Math. That percentile score reflects that student’s performance amongst all fourth graders who took that same CAT that year.
In J.W. Popham’s Educational evaluation, the chart below clearly separates the differences in the two styles of tests by Purpose, Content, Item characteristics, and Score interpretation.
Dimension
Criterion-Referenced Tests (CRT)
Norm-Referenced Tests (CRT)
Purpose
CRT - To determine whether each student has achieved specific skills or concepts.
To find out how much students know before instruction begins and after it has finished.
NRT - To rank each student with respect to the
achievement of others in broad areas of knowledge.
To discriminate between high and low achievers.
Content
CRT - Measures specific skills which make up a designated curriculum. These skills are identified by teachers and curriculum experts. Each skill is expressed as an instructional objective.
NRT - Measures broad skill areas sampled from a variety of textbooks, syllabi, and the judgments of curriculum experts.
Item Characteristics
CRT - Each skill is tested by at least four items in order to obtain an adequate sample of student performance and to minimize the effect of guessing. The items which test any given skill are parallel in difficulty.
NRT - Each skill is usually tested by less than four items.
Items vary in difficulty. Items are selected that discriminate between high
and low achievers.
Score Interpretation
CRT - Each individual is compared with a preset standard for acceptable achievement. The performance of other examinees is irrelevant. A student's score is usually expressed as a percentage. Student achievement is reported for individual skills.
NRT - Each individual is compared with other examinees and assigned a score--usually expressed as a percentile, a grade equivalent score, or a stanine. Student achievement is reported for broad skill areas, although some norm-referenced tests do report student achievement for individual skills.
Popham, J. W. (1975). Educational evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
In my table below, I have listed many tests that New Jersey educators are familiar with. Let’s decide if the following tests are CRT, NRT or in some cases it can be both.
Regular & Special Education Tests
Grade Level Test CRT NRT can be both
All Teacher tests
Grade 3 NJASK 3
Grade 4 NJASK 4
Grade 5 NJASK 5
Grade 6 NJASK 6
Grade 7 NJASK 7
Grade 8 NJASK 8
Grades 9-12 End of Course (EOC’s)
Grade 11 HSPA
Grades 3,4,8,11 APA
Grades 9-12 AP exams
Grades 9-11 PSAT
Grades 9-12 SAT’s
Grades 9-12 ACT
Grades 9-12 GRE
Other examples of Achievement tests
Grade Level Test CRT NRT can be both
Grade K-12 CAT
Grade K - 8 IOWA
Grade K-12 Terra Nova
Age 16+ Driver’s test (NJ)
I hope these simple definitions and tables have helped you better understand the difference between a norm-referenced test versus a criterion-referenced test. No matter the design, achievement and accountability can always be measured.
Monday, July 5, 2010
Curriculum Alignment to the Core Curriculum Content Standards
When I received this topic, I expected it to be relatively easy with me explaining how the individual schools create a curriculum based on the NJCCCS and that is tested by the NJASK and is then reassessed later when the scores return. I was very wrong. Much has changed in the past 35 days, and much more will change as the new Common Core Standards Initiative is rolled out.
What is the Common Core Standards Initiative? you ask. Great Question! I didn’t know either. In June of 2009, 49 states and the District of Columbia voluntarily got together and decided that the U.S was doing a really bad job of competing internationally with our graduating high school seniors and all the students younger than them. So the states, led by the National Governor’s Association (NGO) and the Council of Chief State School Officers (CCSSO), looked at what colleges were saying about what they expected and needed their incoming freshmen to know to compete in this increasingly competitive global world.
There were many items to discuss, and they mostly fell into two categories: math and language arts. Much discussion was held, and many leaders felt that the states can no longer be competitive with the states next door or try to catch up to New Jersey and Massachusetts, but that we need to compete as a country against the other countries in the world. When the committee, made up of elementary through college teachers, governors, politicians, and administrators, met, they really all seemed to agree on the basics needed in these subject areas and the need to really collaborate and create a framework on what an American child should know. http://www.corestandards.org/voices-of-support/?state=Michigan
From the corestandards.org webiste:
These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards:
Are aligned with college and work expectations;
Are clear, understandable and consistent;
Include rigorous content and application of knowledge through high-order skills;
Build upon strengths and lessons of current state standards;
Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
Are evidence-based.
When I looked at the New Jersey Department of Education website, under the standards for both language arts and math, the site stated, “available upon release of the common core standards.” So until they are released and ratified by each state, the standards from prior to 2009 are still in effect, or so it seems to be.
So again, what is curriculum? I could easily do a 20 page paper on the theories and philosophies on curriculum and its definition. Paul Lingenfelter, the president of the SHEEO in Colorado, stated that the “standards are not a substitute for a solid, broad, and balanced curriculum.” For ease, I will state it this way: The standards are the what needs to be taught, and the curriculum is how they will be taught. The individual schools and school districts can and will still be able to create their own curriculum to meet the standards. The decision on what texts to use or what what series to read will rely on the districts, and the teachers should still have some say on individualizing the curriculum for individual students to make sure they reach the lofty goals set forth in this upcoming document. It will be very important, if not crucial, for districts to align their curriculum to the standards because the federal government, while not a part of this initiative, will be awarding funding to schools that are aligning and making gains in their scores.
Does this affect us? On June 2, 2010, the Common Core Standards were launched, and will become adopted when the individual states adopt it. New Jersey is on board, or at least it was under Gov. Corzine. I would assume that Gov. Christie would be for this as well since it can help to have districts share resources and cut costs. But what about local independence? That again falls under the curriculum segment, not the standards segment.
Another positive of this, as stated by the Delaware State Secretary of Education, is that is will ease the transition of students from one district to another or one state to another as all schools will soon be aligned in teaching the same standards in each school nationwide. This will reduce disruptions and “catch-up” time. http://www.corestandards.org/voices-of-support/watch/8?
http://www.nga.org/portal/site/nga/menuitem.6c9a8a9ebc6ae07eee28aca9501010a0/?vgnextoid=263a584a61c91210VgnVCM1000005e00100aRCRD
http://www.corestandards.org/
http://www.nj.gov/education/news/2009/0601core.htm
What is the Common Core Standards Initiative? you ask. Great Question! I didn’t know either. In June of 2009, 49 states and the District of Columbia voluntarily got together and decided that the U.S was doing a really bad job of competing internationally with our graduating high school seniors and all the students younger than them. So the states, led by the National Governor’s Association (NGO) and the Council of Chief State School Officers (CCSSO), looked at what colleges were saying about what they expected and needed their incoming freshmen to know to compete in this increasingly competitive global world.
There were many items to discuss, and they mostly fell into two categories: math and language arts. Much discussion was held, and many leaders felt that the states can no longer be competitive with the states next door or try to catch up to New Jersey and Massachusetts, but that we need to compete as a country against the other countries in the world. When the committee, made up of elementary through college teachers, governors, politicians, and administrators, met, they really all seemed to agree on the basics needed in these subject areas and the need to really collaborate and create a framework on what an American child should know. http://www.corestandards.org/voices-of-support/?state=Michigan
From the corestandards.org webiste:
These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards:
Are aligned with college and work expectations;
Are clear, understandable and consistent;
Include rigorous content and application of knowledge through high-order skills;
Build upon strengths and lessons of current state standards;
Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
Are evidence-based.
When I looked at the New Jersey Department of Education website, under the standards for both language arts and math, the site stated, “available upon release of the common core standards.” So until they are released and ratified by each state, the standards from prior to 2009 are still in effect, or so it seems to be.
So again, what is curriculum? I could easily do a 20 page paper on the theories and philosophies on curriculum and its definition. Paul Lingenfelter, the president of the SHEEO in Colorado, stated that the “standards are not a substitute for a solid, broad, and balanced curriculum.” For ease, I will state it this way: The standards are the what needs to be taught, and the curriculum is how they will be taught. The individual schools and school districts can and will still be able to create their own curriculum to meet the standards. The decision on what texts to use or what what series to read will rely on the districts, and the teachers should still have some say on individualizing the curriculum for individual students to make sure they reach the lofty goals set forth in this upcoming document. It will be very important, if not crucial, for districts to align their curriculum to the standards because the federal government, while not a part of this initiative, will be awarding funding to schools that are aligning and making gains in their scores.
Does this affect us? On June 2, 2010, the Common Core Standards were launched, and will become adopted when the individual states adopt it. New Jersey is on board, or at least it was under Gov. Corzine. I would assume that Gov. Christie would be for this as well since it can help to have districts share resources and cut costs. But what about local independence? That again falls under the curriculum segment, not the standards segment.
Another positive of this, as stated by the Delaware State Secretary of Education, is that is will ease the transition of students from one district to another or one state to another as all schools will soon be aligned in teaching the same standards in each school nationwide. This will reduce disruptions and “catch-up” time. http://www.corestandards.org/voices-of-support/watch/8?
http://www.nga.org/portal/site/nga/menuitem.6c9a8a9ebc6ae07eee28aca9501010a0/?vgnextoid=263a584a61c91210VgnVCM1000005e00100aRCRD
http://www.corestandards.org/
http://www.nj.gov/education/news/2009/0601core.htm
Thursday, July 1, 2010
Goals 2000
Goals 2000: Educate America Act
Since President Lyndon B. Johnson’s landmark signing of the Elementary and Secondary Education Act (ESEA) of 1965, the federal government has attempted to take a more active role in State and local education efforts. By instituting national objectives and awarding grants, the federal government, under the presidencies and bipartisanships of the last three decades, promotes the desirous outcome of a highly skilled and knowledgeable workforce. The rapid acceleration of the information age places our once leading nation in a precarious position. The United States no longer has a monopoly on attracting the best and brightest of mathematicians, scientists, or innovators. Our nation competes with countries once consumed with lack of unity and resources, ie. China, Korea, and Japan. Therefore, what is the United States federal government to do?
In late 1989, President George H.W. Bush and the Nation’s Governors, including then-Governor Bill Clinton, met for a bipartisan summit on education in Charlottesville. At that time, the groundwork for Nation’s Education Goals, also known as America 2000, came into being. Building upon America 2000, a panel of advisors under President Bill Clinton met to address the purpose and objectives of a new initiative, Goals 2000. Interestingly, the appointments to the panel were political and not educational. I could discern no educators on the panel, only political appointments. The panel discovered that “the reforms from 1977 through 1992 have achieved some good results, but such reform efforts often have been limited to a few schools or to a single part of the education system.” On March 31, 1994, President Clinton signed the Goals 2000: Educate America Act. Goals 2000 addresses School Readiness; School Completion; Student Achievement and Citizenship; Teacher Education and Professional Development; Mathematics and Science; Adult Literacy and Lifelong Learning; Safe, Disciplined, and Alcohol- and Drug-Free Schools; and Parental Participation.
The premise of Goals 2000 is “[t]o improve learning and teaching by providing a national framework for education reforms; to promote research, consensus building, and systemic changes needed to ensure equitable educational opportunity and high levels of educational achievement for all students; to provide framework for reauthorization of all Federal education programs; to promote the development and adoption of a voluntary national system of skill standards and certifications; and for other purposes.” It is evident the federal government has a purposeful outcome, to develop a highly skilled and internationally competitive workforce. However, it lacks the detailed minutiae necessary for consideration to implement a long-range plan. Interestingly enough, Goals 2000 spends more space outlining the application and utilization of Midnight Basketball League Training and Partnership than it does addressing how the nation will increase the high school graduation rate to at least 90%.
Adding to my frustration over the vague terminology of Goals 2000 is the use of the word voluntary. The Federal government states that the national system of skills standards and certifications is voluntary, yet on occasion throughout the objectives appear the definitive verb tense of will—“75% of dropouts will successfully complete a high school degree or its equivalent…every school will ensure all students learn to use their minds well…every adult will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship…every school will be free of drugs, violence, and the unauthorized presence of firearms and alcohol.” Whoa. I understand the authorized presence of firearms, ie. police officers. However, when was alcohol ever an authorized presence on school grounds? I fear the Goals 2000: Educate America Act, although conceived with the best intentions, falls short of its expectations. It is short sighted, only six years given to its desired outcomes, and vaguely worded.
NATIONAL GOAL
AND PURPOSE OBJECTIVES
SCHOOL READINESS--
By the year 2000, all children in America will start school ready to learn.
all children will have access to high-quality and developmentally appropriate preschool programs that help prepare children for school; every parent in the United States will be a child's first teacher and devote time each day to helping such parent's preschool child learn, and parents will have access to the training and support parents need; and children will receive the nutrition, physical activity experiences, and health care needed to arrive at school with healthy minds and bodies, and to maintain the mental alertness necessary to be prepared to learn, and the number of low-birth weight babies will be significantly reduced through enhanced prenatal health systems.
SCHOOL COMPLETION--
By the year 2000, the high school graduation rate will increase to at least 90 percent.
the Nation must dramatically reduce its school dropout rate, and 75 percent of the students who do drop out will successfully complete a high school degree or its equivalent; and the gap in high school graduation rates between American students from minority backgrounds and their non-minority counterparts will be eliminated.
STUDENT ACHIEVEMENT AND CITIZENSHIP--
By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation's modern economy.
the academic performance of all students at the elementary and secondary level will increase significantly in every quartile, and the distribution of minority students in each quartile will more closely reflect the student population as a whole; the percentage of all students who demonstrate the ability to reason, solve problems, apply knowledge, and write and communicate effectively will increase substantially; all students will be involved in activities that promote and demonstrate good citizenship, good health, community service, and personal responsibility; all students will have access to physical education and health education to ensure they are healthy and fit; the percentage of all students who are competent in more than one language will substantially increase; and all students will be knowledgeable about the diverse cultural heritage of this Nation and about the world community.
TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT--
By the year 2000, the Nation's teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century.
all teachers will have access to pre-service teacher education and continuing professional development activities that will provide such teachers with the knowledge and skills needed to teach to an increasingly diverse student population with a variety of educational, social, and health needs; all teachers will have continuing opportunities to acquire additional knowledge and skills needed to teach challenging subject matter and to use emerging new methods, forms of assessment, and technologies; States and school districts will create integrated strategies to attract, recruit, prepare, retrain, and support the continued professional development of teachers, administrators, and other educators, so that there is a highly talented work force of professional educators to teach challenging subject matter; and partnerships will be established, whenever possible, among local educational agencies, institutions of higher education, parents, and local labor, business, and professional associations to provide and support programs for the professional development of educators.
MATHEMATICS AND SCIENCE--
By the year 2000, United States students will be first in the world in mathematics and science achievement.
mathematics and science education, including the metric system of measurement, will be strengthened throughout the system, especially in the early grades; the number of teachers with a substantive background in mathematics and science, including the metric system of measurement, will increase by 50 percent; and the number of United States undergraduate and graduate students, especially women and minorities, who complete degrees in mathematics, science, and engineering will increase significantly.
ADULT LITERACY AND LIFELONG LEARNING--
By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.
every major American business will be involved in strengthening the connection between education and work; all workers will have the opportunity to acquire the knowledge and skills, from basic to highly technical, needed to adapt to emerging new technologies, work methods, and markets through public and private educational, vocational, technical, workplace, or other programs; the number of quality programs, including those at libraries, that are designed to serve more effectively the needs of the growing number of part-time and midcareer students will increase substantially; the proportion of the qualified students, especially minorities, who enter college, who complete at least two years, and who complete their degree programs will increase substantially; the proportion of college graduates who demonstrate an advanced ability to think critically, communicate effectively, and solve problems will increase substantially; and schools, in implementing comprehensive parent involvement programs, will offer more adult literacy, parent training and life-long learning opportunities to improve the ties between home and school, and enhance parents' work and home lives.
SAFE, DISCIPLINED, AND ALCOHOL- AND DRUG-FREE SCHOOLS--
By the year 2000, every school in the United States will be free of drugs, violence, and the unauthorized presence of firearms and alcohol and will offer a disciplined environment conducive to learning
every school will implement a firm and fair policy on use, possession, and distribution of drugs and alcohol; parents, businesses, governmental and community organizations will work together to ensure the rights of students to study in a safe and secure environment that is free of drugs and crime, and that schools provide a healthy environment and are a safe haven for all children; every local educational agency will develop and implement a policy to ensure that all schools are free of violence and the unauthorized presence of weapons;
every local educational agency will develop a sequential, comprehensive kindergarten through twelfth grade drug and alcohol prevention education program; drug and alcohol curriculum should be taught as an integral part of sequential, comprehensive health education; community-based teams should be organized to provide students and teachers with needed support; and every school should work to eliminate sexual harassment.
PARENTAL PARTICIPATION--
By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.
every State will develop policies to assist local schools and local educational agencies to establish programs for increasing partnerships that respond to the varying needs of parents and the home, including parents of children who are disadvantaged or bilingual, or parents of children with disabilities; every school will actively engage parents and families in a partnership which supports the academic work of children at home and shared educational decision making at school; and parents and families will help to ensure that schools are adequately supported and will hold schools and teachers to high standards of accountability.
Resources:
http://www2.ed.gov/G2K/index.html
http://www2.ed.gov/legislation/GOALS2000/TheAct/sec102.html
http://www.nd.edu/~rbarger/www7/goals200.html
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw0goals.htm
http://www.ncte.org/positions/statements/opptolearnstandards
Since President Lyndon B. Johnson’s landmark signing of the Elementary and Secondary Education Act (ESEA) of 1965, the federal government has attempted to take a more active role in State and local education efforts. By instituting national objectives and awarding grants, the federal government, under the presidencies and bipartisanships of the last three decades, promotes the desirous outcome of a highly skilled and knowledgeable workforce. The rapid acceleration of the information age places our once leading nation in a precarious position. The United States no longer has a monopoly on attracting the best and brightest of mathematicians, scientists, or innovators. Our nation competes with countries once consumed with lack of unity and resources, ie. China, Korea, and Japan. Therefore, what is the United States federal government to do?
In late 1989, President George H.W. Bush and the Nation’s Governors, including then-Governor Bill Clinton, met for a bipartisan summit on education in Charlottesville. At that time, the groundwork for Nation’s Education Goals, also known as America 2000, came into being. Building upon America 2000, a panel of advisors under President Bill Clinton met to address the purpose and objectives of a new initiative, Goals 2000. Interestingly, the appointments to the panel were political and not educational. I could discern no educators on the panel, only political appointments. The panel discovered that “the reforms from 1977 through 1992 have achieved some good results, but such reform efforts often have been limited to a few schools or to a single part of the education system.” On March 31, 1994, President Clinton signed the Goals 2000: Educate America Act. Goals 2000 addresses School Readiness; School Completion; Student Achievement and Citizenship; Teacher Education and Professional Development; Mathematics and Science; Adult Literacy and Lifelong Learning; Safe, Disciplined, and Alcohol- and Drug-Free Schools; and Parental Participation.
The premise of Goals 2000 is “[t]o improve learning and teaching by providing a national framework for education reforms; to promote research, consensus building, and systemic changes needed to ensure equitable educational opportunity and high levels of educational achievement for all students; to provide framework for reauthorization of all Federal education programs; to promote the development and adoption of a voluntary national system of skill standards and certifications; and for other purposes.” It is evident the federal government has a purposeful outcome, to develop a highly skilled and internationally competitive workforce. However, it lacks the detailed minutiae necessary for consideration to implement a long-range plan. Interestingly enough, Goals 2000 spends more space outlining the application and utilization of Midnight Basketball League Training and Partnership than it does addressing how the nation will increase the high school graduation rate to at least 90%.
Adding to my frustration over the vague terminology of Goals 2000 is the use of the word voluntary. The Federal government states that the national system of skills standards and certifications is voluntary, yet on occasion throughout the objectives appear the definitive verb tense of will—“75% of dropouts will successfully complete a high school degree or its equivalent…every school will ensure all students learn to use their minds well…every adult will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship…every school will be free of drugs, violence, and the unauthorized presence of firearms and alcohol.” Whoa. I understand the authorized presence of firearms, ie. police officers. However, when was alcohol ever an authorized presence on school grounds? I fear the Goals 2000: Educate America Act, although conceived with the best intentions, falls short of its expectations. It is short sighted, only six years given to its desired outcomes, and vaguely worded.
NATIONAL GOAL
AND PURPOSE OBJECTIVES
SCHOOL READINESS--
By the year 2000, all children in America will start school ready to learn.
all children will have access to high-quality and developmentally appropriate preschool programs that help prepare children for school; every parent in the United States will be a child's first teacher and devote time each day to helping such parent's preschool child learn, and parents will have access to the training and support parents need; and children will receive the nutrition, physical activity experiences, and health care needed to arrive at school with healthy minds and bodies, and to maintain the mental alertness necessary to be prepared to learn, and the number of low-birth weight babies will be significantly reduced through enhanced prenatal health systems.
SCHOOL COMPLETION--
By the year 2000, the high school graduation rate will increase to at least 90 percent.
the Nation must dramatically reduce its school dropout rate, and 75 percent of the students who do drop out will successfully complete a high school degree or its equivalent; and the gap in high school graduation rates between American students from minority backgrounds and their non-minority counterparts will be eliminated.
STUDENT ACHIEVEMENT AND CITIZENSHIP--
By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation's modern economy.
the academic performance of all students at the elementary and secondary level will increase significantly in every quartile, and the distribution of minority students in each quartile will more closely reflect the student population as a whole; the percentage of all students who demonstrate the ability to reason, solve problems, apply knowledge, and write and communicate effectively will increase substantially; all students will be involved in activities that promote and demonstrate good citizenship, good health, community service, and personal responsibility; all students will have access to physical education and health education to ensure they are healthy and fit; the percentage of all students who are competent in more than one language will substantially increase; and all students will be knowledgeable about the diverse cultural heritage of this Nation and about the world community.
TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT--
By the year 2000, the Nation's teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century.
all teachers will have access to pre-service teacher education and continuing professional development activities that will provide such teachers with the knowledge and skills needed to teach to an increasingly diverse student population with a variety of educational, social, and health needs; all teachers will have continuing opportunities to acquire additional knowledge and skills needed to teach challenging subject matter and to use emerging new methods, forms of assessment, and technologies; States and school districts will create integrated strategies to attract, recruit, prepare, retrain, and support the continued professional development of teachers, administrators, and other educators, so that there is a highly talented work force of professional educators to teach challenging subject matter; and partnerships will be established, whenever possible, among local educational agencies, institutions of higher education, parents, and local labor, business, and professional associations to provide and support programs for the professional development of educators.
MATHEMATICS AND SCIENCE--
By the year 2000, United States students will be first in the world in mathematics and science achievement.
mathematics and science education, including the metric system of measurement, will be strengthened throughout the system, especially in the early grades; the number of teachers with a substantive background in mathematics and science, including the metric system of measurement, will increase by 50 percent; and the number of United States undergraduate and graduate students, especially women and minorities, who complete degrees in mathematics, science, and engineering will increase significantly.
ADULT LITERACY AND LIFELONG LEARNING--
By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.
every major American business will be involved in strengthening the connection between education and work; all workers will have the opportunity to acquire the knowledge and skills, from basic to highly technical, needed to adapt to emerging new technologies, work methods, and markets through public and private educational, vocational, technical, workplace, or other programs; the number of quality programs, including those at libraries, that are designed to serve more effectively the needs of the growing number of part-time and midcareer students will increase substantially; the proportion of the qualified students, especially minorities, who enter college, who complete at least two years, and who complete their degree programs will increase substantially; the proportion of college graduates who demonstrate an advanced ability to think critically, communicate effectively, and solve problems will increase substantially; and schools, in implementing comprehensive parent involvement programs, will offer more adult literacy, parent training and life-long learning opportunities to improve the ties between home and school, and enhance parents' work and home lives.
SAFE, DISCIPLINED, AND ALCOHOL- AND DRUG-FREE SCHOOLS--
By the year 2000, every school in the United States will be free of drugs, violence, and the unauthorized presence of firearms and alcohol and will offer a disciplined environment conducive to learning
every school will implement a firm and fair policy on use, possession, and distribution of drugs and alcohol; parents, businesses, governmental and community organizations will work together to ensure the rights of students to study in a safe and secure environment that is free of drugs and crime, and that schools provide a healthy environment and are a safe haven for all children; every local educational agency will develop and implement a policy to ensure that all schools are free of violence and the unauthorized presence of weapons;
every local educational agency will develop a sequential, comprehensive kindergarten through twelfth grade drug and alcohol prevention education program; drug and alcohol curriculum should be taught as an integral part of sequential, comprehensive health education; community-based teams should be organized to provide students and teachers with needed support; and every school should work to eliminate sexual harassment.
PARENTAL PARTICIPATION--
By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.
every State will develop policies to assist local schools and local educational agencies to establish programs for increasing partnerships that respond to the varying needs of parents and the home, including parents of children who are disadvantaged or bilingual, or parents of children with disabilities; every school will actively engage parents and families in a partnership which supports the academic work of children at home and shared educational decision making at school; and parents and families will help to ensure that schools are adequately supported and will hold schools and teachers to high standards of accountability.
Resources:
http://www2.ed.gov/G2K/index.html
http://www2.ed.gov/legislation/GOALS2000/TheAct/sec102.html
http://www.nd.edu/~rbarger/www7/goals200.html
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw0goals.htm
http://www.ncte.org/positions/statements/opptolearnstandards
If the Phillies played by the contracts and rules of education:
There would be no summer games, because 100 years ago it would have been more advantageous for players to work on farms instead.
Players would be compensated for extra innings, due to working beyond their contracted time.
Jamie Moyer would be paid $19M/yr. for being at the top of the pay scale; Ryan Howard would have to wait 17 years to receive this amount.
Jimmie Rollins would have a 504 plan, allowing him to play with a pulled hamstring muscle.
All but 3 Phillies would have tenure, making them untradeable for as long as they wish to play.
On April 19, 2011 team budgets would be voted on by all fans.
Roy Halladay would be on the 13th step of his salary scale…as a Toronto Blue Jay. He could join the Phillies as a non-tenured, $400,000 first year player, with the understanding that he would be one of the first to be RIF-ed if fans voted down the team budget.
Avg., ERA, W-L records, RBIs, etc. would be meaningless statistics since all players are considered equal.
Manager Charlie Manuel would earn about 1/3 more than the highest paid player…roughly $25M/yr.
By 2014, 100% of the Phillies would be proficient at teamwork and sportsmanship.
Players showing unsportsmanlike conduct for 2 consecutive years would be eligible to become players of another team, since it is the fault of the Phillies coaches that they behave as such.
Players would be entitled to sit out two innings per game to prep for upcoming innings.
Impoverished fans would be eligible for free or reduced price beer and pretzels.
Wearing a uniform would be optional.
Before each game, players would be assigned bus duty or Ashburn Alley monitoring.
Pitchers with losing records could only receive additional coaching from the staffs of winning teams.
Fans in the Philadelphia region could not attend games at Pittsburgh’s PNC Park.
Players would be compensated for extra innings, due to working beyond their contracted time.
Jamie Moyer would be paid $19M/yr. for being at the top of the pay scale; Ryan Howard would have to wait 17 years to receive this amount.
Jimmie Rollins would have a 504 plan, allowing him to play with a pulled hamstring muscle.
All but 3 Phillies would have tenure, making them untradeable for as long as they wish to play.
On April 19, 2011 team budgets would be voted on by all fans.
Roy Halladay would be on the 13th step of his salary scale…as a Toronto Blue Jay. He could join the Phillies as a non-tenured, $400,000 first year player, with the understanding that he would be one of the first to be RIF-ed if fans voted down the team budget.
Avg., ERA, W-L records, RBIs, etc. would be meaningless statistics since all players are considered equal.
Manager Charlie Manuel would earn about 1/3 more than the highest paid player…roughly $25M/yr.
By 2014, 100% of the Phillies would be proficient at teamwork and sportsmanship.
Players showing unsportsmanlike conduct for 2 consecutive years would be eligible to become players of another team, since it is the fault of the Phillies coaches that they behave as such.
Players would be entitled to sit out two innings per game to prep for upcoming innings.
Impoverished fans would be eligible for free or reduced price beer and pretzels.
Wearing a uniform would be optional.
Before each game, players would be assigned bus duty or Ashburn Alley monitoring.
Pitchers with losing records could only receive additional coaching from the staffs of winning teams.
Fans in the Philadelphia region could not attend games at Pittsburgh’s PNC Park.
Doug Winkelstein
McREL’s 21 Responsibilities for School Leaders
In education, we are always hearing about the responsibilities of three main groups; the parents, the teachers, and of course, the students. Yes, these three groups of stakeholders are extremely important to the success of the educational system, the school, and of course, the students’ ability to learn. However, there is a forth group that is equally as important, and that is the school leaders. In the past, a school leader was seen as “the boss”, the one on top who makes the decisions, and people follow them. A reasonable person would most likely assume that the way in which a leader takes on this role has a lot to do with the success rate of the students and school as a whole. However, up until recently, there was little scientific evidence to show exactly what a school leader should do in order to be successful. School leaders were not held accountable to running the school in a certain way. In other words, there were no major responsibilities placed on school leaders in terms of leadership models. As long as they ‘got the job’ done, it was seen as okay.
This line of thinking is starting to change. Thanks to a report released in 2003 known as McREL’s 21 Leadership Responsibilities, educators now understand that there are certain behaviors that one MUST take in order to be successful. When Tim Waters, Robert Marzano, and Brian McNully conducted their research, they were able to back up their findings with data that showed a correlation between success of a school building and following the 21 behaviors. Although I will not go through each one, all 21 can be found by following the link on the bottom of this blog, there are several that I would like to touch upon.
Intellectual Stimulation: This factor states that the principal should give time for the staff to be up to date on current theories and practices. Professional development should come into play here. Teachers and administrators should be given the time to research, debate, and discuss current research and practices. Not all teachers have the luxury of attending higher education. Giving them time to do this in school would be highly beneficial to their teaching skills.
Change Agent: This factor can be touchy. Yes, I agree that an administrator must be a change agent, and not be afraid of change or upsetting some people in the process. However, I believe this factor should have a SLOW DOWN warning attached to it. School leaders who try to create change too quickly, before understanding the culture of a school, may not be able to make that positive difference that they were hoping for.
Monitor and Evaluate: This factor states that a principal must “monitor the effectiveness of school practices and their impact on student learning.” This is true, however teachers must be helped to understand that evaluations are not about ‘catching’ them doing something wrong. They are positive experiences created to help improve student achievement.
Flexibility: This factor is important now more than even in our current political climate. Leaders must be flexible with their staff, students, and community members. They must see what is right for their school at any given time, in any circumstance.
Some other important factors would be making sure that teachers have input, affirming and rewarding staff, understanding one’s role in discipline, focusing on goals and a vision, being involved in the curriculum, reaching out to all stakeholders, building relationships, finding resources, understand your school, and visibility. The great thing about these responsibilities is that they are common sense. However, they are extremely important to the success of a school. If principals do NOT act on these behaviors, there school will not be successful, and students will not be given the education that they rightfully deserve.
Sources:
http://www.aea11.k12.ia.us/ldr/summarybl.pdf
http://www.aea11.k12.ia.us/ldr/responsibility.html
McREL’s 21 Responsibilities for School Leaders
In education, we are always hearing about the responsibilities of three main groups; the parents, the teachers, and of course, the students. Yes, these three groups of stakeholders are extremely important to the success of the educational system, the school, and of course, the students’ ability to learn. However, there is a forth group that is equally as important, and that is the school leaders. In the past, a school leader was seen as “the boss”, the one on top who makes the decisions, and people follow them. A reasonable person would most likely assume that the way in which a leader takes on this role has a lot to do with the success rate of the students and school as a whole. However, up until recently, there was little scientific evidence to show exactly what a school leader should do in order to be successful. School leaders were not held accountable to running the school in a certain way. In other words, there were no major responsibilities placed on school leaders in terms of leadership models. As long as they ‘got the job’ done, it was seen as okay.
This line of thinking is starting to change. Thanks to a report released in 2003 known as McREL’s 21 Leadership Responsibilities, educators now understand that there are certain behaviors that one MUST take in order to be successful. When Tim Waters, Robert Marzano, and Brian McNully conducted their research, they were able to back up their findings with data that showed a correlation between success of a school building and following the 21 behaviors. Although I will not go through each one, all 21 can be found by following the link on the bottom of this blog, there are several that I would like to touch upon.
Intellectual Stimulation: This factor states that the principal should give time for the staff to be up to date on current theories and practices. Professional development should come into play here. Teachers and administrators should be given the time to research, debate, and discuss current research and practices. Not all teachers have the luxury of attending higher education. Giving them time to do this in school would be highly beneficial to their teaching skills.
Change Agent: This factor can be touchy. Yes, I agree that an administrator must be a change agent, and not be afraid of change or upsetting some people in the process. However, I believe this factor should have a SLOW DOWN warning attached to it. School leaders who try to create change too quickly, before understanding the culture of a school, may not be able to make that positive difference that they were hoping for.
Monitor and Evaluate: This factor states that a principal must “monitor the effectiveness of school practices and their impact on student learning.” This is true, however teachers must be helped to understand that evaluations are not about ‘catching’ them doing something wrong. They are positive experiences created to help improve student achievement.
Flexibility: This factor is important now more than even in our current political climate. Leaders must be flexible with their staff, students, and community members. They must see what is right for their school at any given time, in any circumstance.
Some other important factors would be making sure that teachers have input, affirming and rewarding staff, understanding one’s role in discipline, focusing on goals and a vision, being involved in the curriculum, reaching out to all stakeholders, building relationships, finding resources, understand your school, and visibility. The great thing about these responsibilities is that they are common sense. However, they are extremely important to the success of a school. If principals do NOT act on these behaviors, there school will not be successful, and students will not be given the education that they rightfully deserve.
Sources:
http://www.aea11.k12.ia.us/ldr/summarybl.pdf
http://www.aea11.k12.ia.us/ldr/responsibility.html
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