The Worst Idea There Ever Was

158425155_jpg_CROP_rectangle3-largeBy Kristin

We're all trying to come to terms with the fact a young man shot his way through locked doors and used tiny bodies for target practice.  My mind goes so far, and then stops.

And I try, like any person, to think of possible ways to prevent this from happening.  I think of ways we can improve mental health care, ways we can entertain young people without letting them think killing is thrilling, and ways we can keep weapons whose only purpose is killing large numbers of human beings out of the hands of the untrained, the unfeeling, and the disconnected.  I try to think of ways to protect my own 6-year old first grader, whose body, when I look at it, doesn't seem to have enough real estate to sustain eleven bullets from an assault rifle.

But the solution proposed by the NRA, to put armed guards at schools, is the absolute worst solution I've heard of.

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Failing at Education Funding

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.

The Flagpole



Flag-at-half-staff-smallBy Tom White

There’s a family at our school from the Ukraine. Each
morning, the mom walks her five kids to our school, drops off the two oldest
children at the flagpole and then walks back home with the three youngest. But
before she leaves, she swings past my classroom to check on Alex. She looks
through the window, catches his eye, and smiles. Then she waves to me and
repeats the same procedure outside her other son’s room. She wants to make
sure they made it safely into their classrooms. Later, when school’s over, she
waits for her two oldest kids at the flagpole, and she smiles at me when she
sees Alex. And I smile back.

The Ukrainian mom does not sign permission slips for her
sons to go on field trips. She’s not comfortable with the idea of letting them
leave the school, so she usually keeps them home on those days.

Last week, while I was collecting permission slips for an
upcoming field trip, Alex asked to spend the day in his older brother’s
classroom so that he wouldn’t have to stay home. I spoke with the other teacher
to make the arrangements and we talked briefly about the family. We agreed that
the Ukrainian mom was “over-protective.”

That’s right. We derisively called this wonderful mom “over-protective.”

This one got to me more than the others. Maybe it was the
proximity to Christmas. Or maybe it was the age of the victims.

Or maybe this time we have to face the fact that we’re
entirely unable to protect our most innocent and our most vulnerable from our
most evil. And their weapons.

Like you, I’m supposed to go back to school tomorrow and
talk to my students. I’m supposed to make them feel safe. I’m sure I’ll think
of something. And we’ll get through the day, and then the week and then the
year.

But I’ll tell you this: I have no idea what to say to the
over-protective Ukrainian mom when I see her at the flagpole.

I’m not even sure I’ll be able to look her in the eye.

 

Should I sharpen up my Teaching Points?



by Maren Johnson
Sharp pencil

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.
 

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A Redundant, Illogical Waste of Money

Photo (3)By Tom White

The American Federation of Teachers (the other teachers’
union) recently came out with a
proposal
to have the National Board develop a pre-service evaluation for
teachers. They believe that by testing prospective teachers before they enter
the classroom, we can elevate the level of our nation’s teachers and thus
improve student learning. For obvious
reasons
, the National Board (and by proxy, Pearson, Inc.) would
be more than happy to develop – and sell – another pre-service evaluation. And
they would probably do a pretty good job of it. For their part, the AFT wants
this new test to “raise the bar,” giving induction into education the same
status and complexity as induction into law. I disagree.

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The Time to Do the Right Work

Ship in a bottleAs 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.

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The Right Work

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.

IMG_1558In 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?

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Rigorous Teachers

By Travis Wittwer

I typically do not post on other posts. However, a post from Education Week caught my attention and shares a great deal of what I hope for Washington when I think of its future as an education state. 

The AFT (American Federation of Teachers) has an ambitious plan and I can get behind much of it.

I found myself nodding my head to was the call for rigorous, and consistent standards in teacher training programs. It is good for students and Washington because everyone gets a stronger teacher. It is also good for the teaching profession because it raises the quality of teachers which will raise the respect the profession gets.

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Student Growth Ratings

ImagesChuck-norris-thumbs-upBy Kristin

Seattle has rolled out "Student Growth Ratings." Some teachers are devastated, some confused, and the vast majority are unaffected.  Next year all 4-8 reading / math teachers and all 9th grade algebra teachers will receive SGRs. These teachers are called, "Teachers of Tested Subjects."  Despite the HSPE being THE big test students need to pass before graduation, 10th grade LA/Math teachers are not considered "Teachers of Tested Subjects." Last week some teachers were told they had "low," "typical," or "high" student growth. Watch this overview video if you are curious.

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The NBCT Effect

125_NBCT_SEALBy Tom White

According to a recent
report
by the Strategic Data Project out of Harvard University, National
Board Certified Teachers make an enormous impact on their students. To wit: “On
average, NBCTs outperform other teachers with the same levels of experience by
0.07 standard deviations in elementary math.” While that might mean something
to you, I was not the “numbers guy” in my family. That would be my brother
Steve
. Fortunately, the Strategic Data Project saw me coming and offered
this translation: “These effects are roughly equivalent to two months of
additional math instruction.”

If that’s true – and I have no reason to doubt Harvard
University – that means that the State of Washington is getting an enormous
bargain. Let me try to explain:

First we have to accept elementary math data as a proxy for
general teaching effectiveness. We also have to assume that the data can be
generalized from Los Angeles, where the study was conducted, to Washington,
which is where I live. I see no reason why we can’t accept either premise. So
we can presume that NBCTs in Washington are having a positive effect equivalent
to two additional months of instruction. Two months of instruction is roughly
20 percent of the school year, which means that NBCTs are 20 percent more
effective than their non-NBCT colleagues.

The average teacher’s salary in Washington is about $50,000.
Let’s assume for now that compensation is provided as an exchange for the
effect teachers have on their students. If NBCTs have a twenty percent greater
effect on students than non-NBCTs, it stands to reason that NBCTs are worth twenty percent more. If I’m not
mistaken, twenty percent of $50,000 is $10,000. Therefore, in a perfect world,
NBCTs should be earning $10,000 more.

They aren’t. In Washington State, NBCTs receive an annual
stipend of $5,090. There are currently 6,173 NBCTs in our state. Paying them each
a bonus costs us a little over $31 million. Obviously, that’s not nothing, but apparently
it’s only half of what they’re worth. Washington State is getting more than its
money’s worth. Twice as much.

That’s what I call a bargain. And it’s something worth
remembering as the legislative season heats up and lawmakers are looking for
stuff to cut.