Category Archives: Education

The New 3 R’s

Posted by hilary@hydrogeninteractive.com on April 5, 2013
Education, Life in the Classroom

Stories from School would like to welcome Brian Sites as a guest-contributor to our blog. Brian Sites is an alternative educator and National Board Certified teacher, who has earned recognition at the state and national level for his work helping students achieve their full potential at River's Edge High School in Richland, WA.

This post is an excerpt of his self-publisehd book "Who's Teaching Who? Stories of hope and lessons learned from my first 10 years of teaching" available in pdf format, and free of charge at: https://www.smashwords.com/books/view/284848

***************************************************************************************************************************

The New 3 Rs: Relationships
+ Resiliency=
Results

The original 3 R’s (Rigor, Relevance, Relationships) always made sense
to me, but I felt as though it missed the mark. To me, I saw an underlying
assumption that teachers did not offer enough rigor to their students, and that
teachers were clueless about how to teach in ways that make content relevant to
the lives of their students. As for relationships…being the third “R” somehow
seemed to diminish its importance, as if by somehow doing the other two very
well, the Relationships will come naturally.

To me, this is entirely backwards! I see Relationships as the cornerstone of good teaching. Building
students’ resiliency is what teachers are supposed to do, but why is it never
discussed? My experience tells me that because it is not easily quantifiable,
and it is not related to specific content areas, resiliency has been banished
from our pedagogical vocabulary.

Continue reading →

Failing at Education Funding

Posted by Mark Gardner on December 21, 2012
Current Affairs, Education, Education Policy, Social Issues

The McCleary ruling, which established that the Washington legislature was not adequately funding public education, is popping up in the news again. When the ruling was first issued at the Washington State Supreme Court ordered the legislature to remedy the ed funding debacle, I worried that it was just lip service with no teeth.

Recent news makes me optimistic that people are paying attention, though my worries still persist. The 2018 deadline is now a year closer than it was when first established, and it is hard to really point at "progress." The court has now said that it wants "yearly reports that 'demonstrate steady progress.'" (Sound familiar?) See the latter part of this article for a "clarification" about what this expectation from the courts might mean, and here's the link to the actual Supreme Court Order dated 20 December 2012. I particularly like this paragraph from page three of the court order:

In education, student progress is measured by yearly benchmarks according to essential academic goals and requirements. The State should expect no less of itself than of its students. Requiring the legislature to meet periodic benchmarks does not interfere with its prerogative to enact the reforms it believes best serve Washington's education system. To the contrary, legislative benchmarks help guide judicial review. We cannot wait until "graduation" in 2018 to determine if the State has met minimum constitutional standards.

I've learned to not read the comments under any online news report about teachers, education or policy–there's no dialogue there, and too often the perpetuation of incorrect information. I used to whack-a-mole the trolls, but it was futile. Perhaps StoriesfromSchool can be a place for reasoned and thoughtful discourse about this issue.

Should I sharpen up my Teaching Points?

Posted by Maren Johnson on December 13, 2012
Education, Life in the Classroom, Science

by Maren Johnson

In my district, we adopted a new framework for teacher
evaluation, UW CEL, and I learned a new phrase: Teaching point. What's that,
you ask? Learning target, learning goal,
performance expectation, lesson objective, power standard: while they each have
an important nuance of meaning, they all refer to what students should
understand or be able to do by the end of a certain period of time.

Posting those learning targets every day so they are visible
to all? Yeah, I've never done that, for
a variety of reasons. However, I have
repeatedly heard that all three frameworks in our state are based on research, and
hey, I want my students to learn, so when I read in our district’s framework
rubric about daily posting as one possible way of communicating learning targets,
I figured–I'm game, I'll give it a try—and I have been posting these in class
for the last two weeks.

I shared what I was doing with a fellow teacher—and we had a
very animated discussion (raised voices in the copy room!) about the pros and
cons of posting learning targets and how this might or might not fit into
teacher evaluation. I will say I put
some thought into how and when during my lessons I was going to post these targets
and discuss them with the students. I knew that for many lessons, about the
last thing that would be helpful would be to have a posted learning target at
the beginning of a lesson.

Continue reading →

The Time to Do the Right Work

Posted by Mark Gardner on December 9, 2012
Assessment, Current Affairs, Education, Education Policy, Life in the Classroom, National Board Certification, Professional Development, Teacher Leadership

As a writing teacher, one of my greatest struggles involves getting kids to understand the writing process. Writing can be frustrating, arduous work. Understandably, then, when a kid puts the last period on the last sentence in the last paragraph, the impulse then is to put down the pen or click "print" and pass that piece on to the teacher.

As adults, we know that the last period is not the finish line, and that often the toughest work begins when the writing is "finished." The act of meaningful revision–the analysis of effectiveness, the cutting and splicing of sentences, the refining of vivid vocabulary–that formidable work often makes the first stages of writing seem simple. We know, though, that the difference between mediocre and exceptional comes with the time invested in revising, polishing, and refining. It is hard work. It is the right work to do, and it takes time. If that work is skimped upon or shirked, the end product will not have achieved its full potential.

When I had the opportunity to present to the Gates Foundation last week, the other presenters and I never met ahead of time to coordinate our message–yet the same point resonated loud and clear: the new evaluation system is the right work to do to improve teaching, schools, and student learning.

And the corollary to that point: doing this work will take time.

Continue reading →

The Right Work

Posted by Mark Gardner on December 8, 2012
Assessment, Current Affairs, Education, Education Policy, Life in the Classroom, National Board Certification, Professional Development, Teacher Leadership

As some of you might have seen on Facebook, this past Thursday, December 6th, I had the privilege and opportunity to offer a short presentation and serve on a discussion panel for the Bill and Melinda Gates Foundation Education Pathways meeting.

In the audience were names attached to some of most important and influential groups in public education in the state of Washington–and beyond, since also present were Ron Thorpe, President and CEO of the National Board for Professional Teaching Standards, and Washington's own Andy Coons, who serves as the Chief Operating Officer of NBTPS. Walking into a room with leadership from OSPI, the Gates Foundation, the Association of Washington School Principals, CSTP, and numerous other organizations, I was quick to feel intimidated. After all, my main thought during my drive to Seattle was about whether my ninth graders were behaving for the sub–nothing quite so heady as the future of statewide policy.

My comfort zone is much more intimate with much clearer roles: When I walk into my own classroom, I am the expert, I am the authority. It's not that I wield power like a tyrant over my domain, but to those fourteen- and fifteen-year olds, I am the voice they are to listen to, heed, seek for advice, and learn from. I am the teacher: what I have to say matters.

In my eleven years of teaching, as I've ventured little by little into the world of education policy, there are many times when I find myself in a room filled with nicely pressed suits (and me wearing my one pair of decent slacks) feeling just the opposite way as I do in front of my classroom. I think to myself: I am just a teacher. Will what I say matter?

Continue reading →

Hey, Ms. Johnson, Do you need a letter too?

Posted by Maren Johnson on October 30, 2012
Education, Education Policy

By Maren Johnson

When I miss school for a professional reason, I like to briefly explain to my students why I will be gone—I want my students to know I do not take being absent from their class lightly. Before attending a recent training on our new teacher evaluation system, I told my chemistry students a bit about what I was going to be doing. I even showed them our colorful UW CEL instructional framework “Smart Card”—hey, it’s a little like the Periodic Table of Teaching!

Just before this, one of my senior students had asked me for a letter of recommendation. I have had this student in class for several years and would be happy to write one. Before I was going to be absent, I explained to the class the new teacher evaluation system as involving observations as well as teachers gathering and submitting evidence. Clearly, the student who had just asked me for a letter of recommendation was listening. He leaned back, raised his hand, and said with a big grin, “Ms. Johnson, do you need a recommendation letter for your evaluation too? Let’s talk about this—maybe we can work something out!”

Continue reading →

The Mindsets

Posted by Mark Gardner on October 20, 2012
Assessment, Books, Current Affairs, Education, Education Policy, Life in the Classroom, Professional Development, Teacher Leadership

When I was an undergraduate, I loved having the opportunity to choose whichever courses interested me. Outside of my major, I took everything from calculus to photography to sociology. I also took advantage of another benefit offered: the option to take courses "pass/fail." I engaged this option whenever there was the chance that I would earn less than an "A."

At the time, I justified it from a financial standpoint. I had tuition and housing scholarships which required a certain GPA: a "C" would harm my GPA, but a "P" had no effect on it and I'd still earn the credit. However, in hindsight, I see that this behavior was a sign of something I'm only now starting to understand: my transcript was my identity.

Recently at an after-school meeting, one of our building associate principals shared an article summarizing the work done by Carol Dweck of the Stanford University School of Psychology. The gist: while it is not absolute, there are generally two "mindsets" into which people can be classified–the "fixed" mindset and the "growth" mindset.

A person whose disposition is in the "growth" mindset will relish challenge, recover from failure having learned and applied critical lessons, and "end up" in a different and usually better place from where they "start out."

In college, I was clearly of the "fixed" mindset.

Continue reading →

The Job

Posted by Mark Gardner on October 9, 2012
Current Affairs, Education, Life in the Classroom, Professional Development

I was sitting in a conference in another state last week when the conversation got heated.

We had just listened to a very well executed presentation about how to improve assessments so that they minimize the "chance for student error other than not knowing." We'd heard about PLCs and how to make them work. We'd heard about the power of shared assessment rubrics and the value of examining student work. We'd all drunk the kool-aid and sat smiling, basking in the glow of new learning with all its potential for impacting student growth.

Then reality began to crash in. My colleagues from another district (in that other state) began to recognize the vast gulf–the chasm–between the promise of this ideal about which they'd learned and grown excited, and the real resource and personnel limitations they knew they'd face upon arrival back home.

How are we supposed to do this? They pleaded. We're already so busy doing everything else we have to and we don't even have time to do all that–and now there's more?

The answer was obvious:

Continue reading →

Teacher Fever

Posted by Janette MacKay on October 3, 2012
Assessment, Education, Elementary, Professional Development, Social Issues

I woke up in the middle of the night, and knew something was
wrong. I was cold, hot, shaking, queasy, everything ached. I stumbled into the
bathroom to find a thermometer and wait…

wait…

yup. A fever. Now it’s definitive. I’m sick.

Like somehow I didn’t know that until after the little
number popped up on the thermometer.

Well, it’s probably just a little virus, or something I ate.
Uncomfortable, unpleasant, but not serious I consoled myself as I curled up on
the floor by the toilet where I would be spending the next few hours.

A temperature tells us our immune system is working. It’s
fighting off the weakness in the body and in a day or two, we will be well
again. Most fevers don’t send us running off to the doctor. Unless they persist…

A fever tells us something is wrong. But by itself, it
doesn’t tell us what is wrong or how serious it might be. It takes a while to
figure out if you need to call in sick, or check into the hospital. Just get some rest, or run expensive tests
using big humming medical equipment. These are the thoughts running through my
head at 2am on the floor of the bathroom.

What does any of this have to do with teaching? Well, since
I’m home sick today, I’m sitting here looking at my school’s MSP scores from
this past year. We, like many schools, seem to have a bit of a fever. Our
scores aren’t where we’d like them to be. They certainly aren’t terrible, but they’ve
declined two years in a row. I guess you would call that a fever in
reverse. Anyway, it appears that we’re a
bit under the weather. However, the numbers that I’m looking at don’t tell the
whole story. It’s a small school. A few kids having a bad day are enough to
change our scores from one year to the next. Listen to the staff conversations about
this, and we all have an idea what caused the trouble. But what we don’t have
is expensive medical equipment that can give us a definitive diagnosis. All we
have is the number on the thermometer.

Do we need more professional development to help improve our
instruction?

Or new curriculum?

Or a new intervention program?

Or new technology?

Or stronger anti-poverty initiatives?

Or maybe a better thermometer?

Maybe the one we have is broken.

After all, in the past few years we’ve changed our test from
the WASL to the MSP, and then changed the administration of that test from
paper and pencil to computer based. It’s hard to compare year to year using an
inconsistent tool. Looking at National Assessment (NAEP)
scores from the past ten years, our 4^th grade state scores have
remained relatively unchanged. It
doesn’t seem to matter what we do: which curriculum we adopt, which diagnostic
test we administer, which RtI model we embrace. The scores have not wavered in
the past decade.

According to the Flynn
Effect, we are getting more intelligent over time. If that’s true, then
seriously, why aren’t our test scores rising?

I’m not saying we can’t or shouldn’t do anything to try and
raise student achievement. On the contrary, I think we need to do even more…way
more…to figure out how to level the playing field, provide meaningful,
appropriate instruction, and assess it in ways that aren’t skewed by politics.
If after a decade this fever has persisted, it seems like it’s time to do more
than just keep taking our temperature over and over.

Stories From School

Practice Meets Policy

Category Archives: Education

The New 3 R’s

Should I sharpen up my Teaching Points?

The Time to Do the Right Work

The Right Work

Hey, Ms. Johnson, Do you need a letter too?

The Mindsets

The Job