Author Archives: Mark Gardner

No Logos.

Posted by on
Current Affairs, Education, Education Policy, Social Issues

HaO6x8  By Mark

I'm presently working with my sophomores to examine news and web articles for the rhetorical triangle of ethos, pathos and logos. In doing so, they've become fantastic critical readers by asking these three questions: What is this article assuming about its audience? What questions is this article not answering? and What is being left unsaid?

That latter two questions came to mind when I was emailed a New York Times article detailing the potential closure of four "failing" schools in the NYC school system under Mayor Bloomberg. The gist was this: four schools had failed to meet growth expectations over the last few years, and therefore the future employment of teachers and administrators was in jeopardy and students were likely to soon be relocated.

The question that seemed to be unanswered to me: How exactly will closing schools solve the problem? 

Let's think about the logic of that…

Continue reading →

A New Carnival of Education

Posted by on
Uncategorized

MQG8bm  Stories from School has been featured on the most recent EduCarnival of Blogs hosted by our friend Clix at this site. What is EduCarnival? On the site, Clix explains: 

"EduCarnival v2 is continuing from the Carnival of Education: interesting and informative posts from around the EduSphere — and a few from the Larger 'Sphere.' Typically, articles [are] focused on K-12 public schooling, but private, homeschool, school/life, college or other related topics are welcome as well." 

There are a number of intriguing, inspiring, and informative posts shared on the EduCarnival…take a look!

Also, Stories from School has been listed as one of the top education policy blogs at the GuidetoOnlineSchools list of the best education blogs. Keith, the Project Manager writes that 

"the terrific commentary on the real world effects of education policy presented on your blog made it one of our favorites."

Thanks, readers, for coming back often and reading our thoughts and sharing yours as well here at Stories from School.

The Thanks Educators Get

Posted by on
Uncategorized

IMGP3034aa43x  By Mark

I'm sitting here waiting for the turkey to reach 165F so I can load it into the car and rush it across town to the three-dozen waiting family members at our multi-bird feast this evening.

In these few moments, as hokey and cliche as it may seem, it is worth taking a few moments to reflect on what I appreciate about this business I'm in.

First, I am thankful to live in a state where with each new policy decision, teachers' voices are louder and more respected by policymakers. This is due completely to the diligent efforts of the teacher-leaders at CSTP (The nonprofit Center for Strengthening the Teaching Profession, sponsor of this site) and Washington's OSPI (Office of the Superintendent of Public Instruction) who proactively seek ways for teacher voices to be heard at the decision-making table–with CSTP being the force which helps remind OSPI of the need for teacher voices.

Second and even more important, I am thankful for those fellow teachers who have made their voices heard at those policy tables and in front of the legislature. 

Last, I am thankful for the thanks I get as an educator. Just last week, as the culmination of a tough unit on poetry with my Sophomores, students memorized and recited poems aloud as part of my poetry curriculum, with the assessment being the non-verbal channels of communication–tone of voice, power of expression, and stage presence. I sat in awe as sixty fifteen- and sixteen-year olds tackled voices from Keats to Komunyakaa and Sexton to Sanchez. They worked so hard, and they truly embodied the words in a way which gave me chills and proved to me that they really got it. I am thankful that I am in a job that can warm my heart and give me chills.

Enjoy the season, SFS readers, and thanks for checking in now and again.

My Case for Homogenous Groupings in High School

Posted by on
Assessment, Education, Education Policy, Life in the Classroom, Literacy, Social Issues

TBg4YM By Mark

I look with envy at my peers in the math department.

Sure, I know they have the same issues I have as an English teacher: kids who don't turn work in; hours of planning, prep, and grading to do; a state standardized test looming over our heads.

But, there's one thing they have that I really want.

You probably won't find many Algebra II students who cannot do basic work with monomials and reverse order of operations. In Geometry, the kids are all likely equally confounded at first by the mysteries of Pythagorus. In Algebra I, more often than not I think the kids at least have basic number sense.

Or, perhaps it is better put this way…

In that Algebra I class, there's probably not a kid sitting there running advanced differential equations through his head while everyone else solves for x. If that kid were spotted, you better believe that his teacher would bump him up to somewhere that he could be both more challenged and better served.

But in an English 9 class, just because their birthdays fell within a given year, a kid who can immediately spot the nuances in Scout's narration in To Kill a Mockingbird and by the end articulate how the novel is a coming-of-age tale about the collapse of childhood illusions is sitting next to a kid who still thinks Scout is a boy and Atticus is African-American.

Continue reading →

Testing “Out”

Posted by on
Assessment, Education, Education Policy, Life in the Classroom

Test By Mark

In the last two weeks, a few things have me thinking about the age old debate over how schools "grade" students. First, in Nevada, there was this discussion about the merits of allowing students in public high schools take exams to earn state-required graduation credit (as opposed to putting in the seat time). 

Second, there were the 28 letters I sent home to students' parents this past Monday updating them that their students were earning a D or F in my English class.

When I look at those 28 letters, there are really only probably seven kids getting the low grades who I think genuinely have not yet exhibited the minimum language arts expectations which I have at this point in the semester and thus "deserve" the F. The other 21? Missing assignments. I'd bet dollars to donuts that those 21 would pass an on-demand-test of minimum language arts skills and content, and I have few concerns about next spring's state tests for those kids, even though they are presently earning Ds and Fs in my class. They've been able to show me that they have the skills through classroom work and other assessments, some of them far exceeding the standards from the very first assessment–yet their grade is an F.

I know that this discussion is almost as old as the model of education present in most public schools today, but how do you as a teacher reconcile the necessity of "grades" and the reality that grades do not necessarily reflect actual skill in a content area? 

Are these kids earning failing grades due to a lack of content knowledge and skill or due to a lack of ability to submit complete work on time...which incidentally is not one of my content area standards? Is the idea of a mastery test (in lieu of seat time) really out of line? We put so much stock in those one-time snapshot tests to assess school and teacher effectiveness, so why not a one-time snapshot test for a kid who has the skills but doesn't want to spend 90 hours this semester in a class which will penalize him for poor organization, not a lack of skill?

What happened to Study Hall?

Posted by on
Education, Life in the Classroom

20091003-old-books By Mark

He's a middle-of-the-bell-curve kind of kid, affable and hard working, but his strongest efforts tend to net him Cs at the very best. 

He's not into sports, and is always telling me about his truck that he's working on at home. He's got a good mind for literature (my content area) and when he really puts effort into it is a better-than-average writer. 

But, he's not the most organized. The only thing keeping him from a higher grade in his English class is that he's missing a few assignments here and there, bombed a few vocabulary quizzes for lack of studying, and didn't take well to the recent unit on poetry.

And he's probably not going to graduate from high school on time. He's a few credits short already, as a junior. He knows his problem: he can do the work, but when he leaves school, it just doesn't get done. Chores on his family's small farm and tinkering under the hood of his or any number of other local vehicles…the joys that make his face glow when he talks about them…take up all his precious homework time when he should be doing his geometry or poetry or history homework.

We've already had some lively discussion here about the importance of vocational ed and trade skills in our public schools, so that's not my angle here. This young man could conceivably graduate from high school with the required math, science, English and history. He's not averse to the requirements for PE and art and CTE. He's capable, and there are ways to make up those credits. In our building, in addition to all the named requirements, a student must also take a total of 6.0 credits of general electives in order to graduate.  Many use these for foreign language, higher level math and science, extra arts and music, or other specialized courses that interest them. We do have two periods of woodshop and vehicle design, but that's about all we can fund and house.

With all due respect with my colleagues in arts, CTE and upper division maths and sciences, what this young man needs isn't more of those in his schedule.  

He needs study hall.

Continue reading →

What makes schools work

Posted by on
Assessment, Education, Education Policy, Life in the Classroom, Professional Development, Social Issues, Teacher Leadership

Gear mechanism on antique steam powered grain combine, Woodburn, Oregon, photo by Mark By Mark

It's a question I and my teammates get often: "Why don't they do this for all freshmen?"

About seven years ago, some administrators with a clear vision saw a need in our building: far too many tenth graders weren't actually tenth graders. By credits, they were still ninth graders.  Far too many kids were not on track for on-time graduation…or even graduation at all. These administrators had an idea of what they thought would help solve this problem. So, they attended conferences and did some initial research.

Then, those administrators with a clear vision did something that I fear is unfortunately rare, but has made all the difference. 

They identified the problem.

And then they trusted teachers to figure out how to best solve it.

Continue reading →

Governor Gregoire Honored by NBPTS

Posted by on
Current Affairs, Education, National Board Certification

Sw_RainierAboveTrees_sa03188 News tidbit: Washington's Governor Christine Gregoire has been recognized by the National Board for Professional Teaching Standards with a leadership award for her support of educators and NBPTS certification in the state of Washington.  Read here for more details.

Considering the tremendous growth in numbers of NBCTs in Washington, as well as the increased support for NB Certification from OSPI, WEA and CSTP, this recognition of Governor Gregoire ought to also be seen as a recognition of the efforts of many teachers, administrators, and policy makers in cultivating teacher-leadership and even more effective instruction in the state of Washington.

Speaking of policy leaders, make sure to check back later this week to see our guest bloggers, Senator Rosemary McAuliffe (1st District) and Senator Eric Oemig (45th district) Chair and Vice Chair respectively of the Early Learning and K-12 Committee.

Getting it Wrong is Okay

Posted by on
Uncategorized

Wrongway By Mark

Scientific American recently posted an article with mild criticism of education's current focus on prizing right answers over thinking and learning processes.

While we educators know that repetition and practice is one path to learning, this article is a good reminder of something else we ought to be intentionally fostering in our students: thinking.

Learning from "failure" is important, as is learning from wrong answers. This may seem like a silly question, but its an important one in our present climate where snapshot high stakes tests and summative data form critical assessments of both student and teacher success: What do you do as an educator or parent to take advantage of "wrong answers" in order to help children learn to think?

Mark Gardner

Posted by on
Uncategorized

Msh One of the decisions which has made me the educator I am today is my decision to always put my kids first. By my kids I mean MY kids: the three boys who call me Dad. I am finding that a balance between parenthood and teacherdom has made me more effective in both realms; when the two are out of balance, they both suffer. And of course, the two seem to overlap in many ways. I chose teaching not only because of my love of learning and the desire to help young people learn, but also because teaching as a profession offers me the kind of schedule that enables me to be invovled in my own kids’ lives.

Though I don’t believe I should be obligated to sacrifice my life and my family for my job, I do work hard to devote my entire professional life to impacting student learning whether in my own classroom or in the classrooms of my peers. In 2014-15, I’ll be in my third year in a hybrid role teaching high school English half time and working half time as a TOSA to facilitate professional development experiences for teachers around content literacy and effective practice, as well as to support new teacher induction. I teach in a suburbanish-rural community high school, and am very lucky to be in a community which consistently supports its schools. 

I was born, raised, and public-school educated in Oregon. I grew up in a tiny farm town situated in the blank part of the map of Oregon (out in the everbrown), then managed to be one of only a handful in my graduating class to go on to college. After an undergrad degree from Oregon State and an MAT from Willamette, I started teaching secondary English in 2002-03. I earned my National Board Certification in Adolescent-Young Adult English Langauge Arts in 2006. 

I am open minded and, though opinionated, I know I have a lot to learn. I am always willing to consider (and adopt) new perspectives as I learn more–and I do not consider the willingness to change one’s position on a matter in light of new information to be a sign of weakness. If I can teach that to my kids, and MY kids as well, I think I just might have done something right.

 

Blog Posts by Mark >> Contact Mark by Email >>