|Party Hats by Infidelic CC-BY-NC-SA|
31 December 2005
30 December 2005
And where will all these teachers come from? They're already been recruited from all over the world. Matthew MacIver, chief executive for the Greater Counci of Scotland, was quoted as saying "We are very pleased indeed. We have worked very hard to process these applications from other parts of the world and I am sure that they will add to the quality of teaching in Scotland. We have a good education system, we have a good reputation, a high standard of teaching in schools and the McCrone agreement has helped as well. We are also an attractive country for teachers because they recognise that we place great importance in education."
According to http://www.teachinginscotland.com/, starting salary is around $33,500 and goes up to $53,350 based on years of experience. If I were a newbie teacher, this might be a very intriguing proposition. Couple a substantially larger starting salary with getting it tax-free (from US taxes) and a few years in Scotland might be a good way to get started in this nutty career.
29 December 2005
That being said, there is much to do before I see my students in the new calendar year. I have done very little work for school in the last two weeks. I need to reverse that trend in the next day or so. Sigh.
I plan my class a month at a time, handing the kids a calendar at the beginning of the month. This gives us a basic roadmap. We do get away from it for a day here or there. During the first few days back next week, I have two touchy meetings, one all day one to plan, three grade 5 classes to work with, and two schools which have requested a presentation at their staff meetings. This is in addition to prepping and teaching my class and other miscellaneous teacher requests for help. Oh, and I start my first class toward my EdD on Tuesday. If this sounds like I'm fussing---I'm not. I like all of the things that are coming up. But if I don't get my head wrapped around it now, it's going to hit me like a ton of bricks when we return to work on the 3rd.
I have managed to finish up my "to do" list of things at home. It has been good to focus on personal needs for a few days and replenish my stores of energy. I'll need it, because it's still a long way to summer vacation.
28 December 2005
|Riding the Yo-Yo by wrenoud CC-BY-NC|
Yep, it's that time of the week. Put on your party hat and head over to see the fine education carnival that the Wonks have put together this week. School may be out for "Winter Break" across the country, but that doesn't mean all of our thoughts have become dancing sugerplums. Seek and learn.
27 December 2005
LiveScience has a couple of articles about recent work in cognitive science as it applies to memory. One of the keys is the ability to predict whether or not new information will be needed later---along with a judgement of how well the material has been learned. Prediction as a skill is something that is being taught heavily at the elementary level. But most of this work is centered around fictional text---predicting what will happen in a story or what a character is feeling. In science, we ask students to make predictions about what they will see in a demonstration or experiment. But we rarely ask students to make predictions about what information will be important in the future. I'm not sure that this can be done with younger kids. Small frontal lobes limit mental projections in time. With high school kids, we usually tell them why information is important and/or how it can be used. What would happen if we instead asked them to tell us?
The other LiveScience article I was reading was about "false memories." These are surprisingly easy to create. I did this with my AP kids recently. I read them a list of ~15 terms all relating to sleep: slumber, nap, dream, etc. Then we chatted for a 10 - 20 seconds to let the list pass from their immediate memory. I next asked them to raise their hands if they heard me say the word "nap" when I read the list. Hands went up. What about "cow"? No hands. And "sleep"? Nearly every hand went up. But I never said the word "sleep," only a lot of things in that general category. The article describes research similar to this demonstration, except with images.
Helping students to manipulate their own memories will likely not have a large impact on those who have an innate ability to monitor their own learning. It seems, however, that this could be quite a powerful classroom tool for struggling learners.
26 December 2005
For myself, I gave the gift of unwanting. I paid off all my debts and spent part of Christmas Day going through my closet and cupboards to pare down: clothes, books, and sundries. This past year, I have worked to unburden myself of people who are interested in feeding on the misery of others. It seems like doing these things is a constant effort, but worth it.
There is still another week until work cranks up again. I hope to continue to gift myself with some time to be lazy, to indulge in a few good books, and to visit more with friends and family. There is much to look forward to in 2006.
24 December 2005
Right now, the SD/KC game is on. My adad got me interested in football at a young age. Living in west Texas only served to solidify that interest. In high school, my adad and I would make our NFL picks each week---wagering a quarter on any matches where we differed. One Christmas, we attended a SD/KC game with my grandfather. Adad's family lives in the KC area. The three of us had a great time at the game. I don't remember the outcome. My memories of the event are mostly about the crowd's enthusiasm (and range of expletives) and just the gestalt of being there. Everytime I see this same matchup, I can't help but think of adad and his father---who are both long gone from this world.
I may make (another) batch of cookies later. There is a wonderful recipe for chocolate sandwich cookies with peppermint buttercream in this month's issue of Bon Appetit. These have to be about the best Christmas cookies ever. I've made two batches and given nearly all of them away. Perhaps I'll be a bit more selfish if I make another. :)
22 December 2005
There are some advantages to being inside the school building, but not many. Out in the portable, you're mistress (or master) of your own destiny. You control the climate. You can turn off the speaker if you don't want to be bothered with announcements. All that hallway noise and other distractions from outside your classroom? Not a problem.
Modular classrooms are not supposed to be permanent solutions, although that is usually what happens. The one I taught in is nearly 25 years old. Since it was not designed to be a permanent structure, there are issues with the stability of the floor and a rather frightening collection of mold growing in the walls. But if you're a quick growing school or district, you don't have a lot of choice in terms of using portable classrooms. Permanent structures require lots of capital. Trailers are ~$100,000 each. (I wrote about funding problems for school buildings a few months ago.)
I don't know about laws in every state, but in Washington, when a new school building is proposed, it has to be built around current enrollment---not future projections. It can be a few years in between the start of such a project and the first day of school there. What you end up with (as in a case in our district) is a brand new building...and 10 portables sitting outside because the school isn't large enough.
The Boston Globe published an article this week on these "Educational Building Blocks." (id: firstname.lastname@example.org; password: bugmenot) Apart from the teachers who actually use these spaces, those quoted in the article are unhappy with having to use modular classrooms for more than a few years. None of the naysayers seem to have a (financial) plan for getting rid of them.
Some schools do what they can in order to help these mobile structures blend in with the rest of the campus. Others, like one elementary in my district, embrace the "trailer" aspect and put plastic flamingos and other ephemera outside. Whatever the attitude, these temporary structures aren't going away from your area school anytime soon.
21 December 2005
20 December 2005
Are the results of a recent government survey of teens about drug use any surprise? Rates of smoking (both tobacco and marijuana) are down. The use of inhalants and steroids has decreased. But Oxycontin and its kin? They're on the rise.
I have no doubt that many teens across the U.S. are raiding family medicine chests to find prescription painkillers. I have plenty of Percocet leftover from my post-surgery days last year. How many? I don't know. If one or two went missing, I wouldn't be any the wiser. My guess is that a lot of parents out there could be in the same boat.
I have to wonder about how prescriptions for painkillers are determined. "Pain" is such a relative thing. If a doctor is reasonably convinced that a patient is suffering (or will be following a surgery), then why wouldn't s/he do something to ease the pain? How do you know what "enough" painkiller looks like? Do doctors tend to overprescribe a few pills each time...just in case? And you can't return the leftovers...and flushing them isn't desirable. Perhaps we need more alternatives to leaving them in the medicine cabinet.
But hey, maybe you don't really need a prescription. All you need is a credit card. While most teens lack this sort of access, it still doesn't preclude them from googling for "no prescription oxycontin" and obtaining what they (or friends) want.
Beyond all this, alcohol is still the primary drug of choice for teens. This is not news. What I find interesting, though, is that teens are turning more and more to depressants. Is today's digital world so overstimulating that the only way to tune out is to tune in to something that numbs the neurons?
19 December 2005
- Most college seniors do not think that they have made substantial progress in improving their competence in writing or quantitative methods, and some assessments have found that many students actually regress.
- Students who start college with average critical thinking skills only tend to progress over the next four years from the 50th percentile of their class to approximately the 69th percentile. Most undergraduates leave college still inclined to approach unstructured ''real life" problems with a form of primitive relativism, believing that there are no firm grounds for preferring one conclusion over another.
- Further studies indicate that problem-based discussion, group study, and other forms of active learning produce greater gains in critical thinking than lectures, yet the lecture format is still the standard in most college classes, especially in large universities. Other research has documented the widespread use of other practices that impede effective learning, such as the lack of prompt and adequate feedback on student work, the prevalence of tests that call for memory rather than critical thinking, and the reliance on teaching methods that allow students to do well in science courses by banking on memory rather than truly understanding the basic underlying concepts.
People pay a lot of money in order to get a degree. Wouldn't we think that there would be more for the money besides a piece of paper? Why isn't there?
Some of the answer may be related to the lack of teacher prep PhD candidates receive. They do get a lot of experience with conducting research, but little in pedagogy. Perhaps faculty is resistant to letting in "best practices" through the college doors. There would have to be a great deal of time devoted to restructuring classes away from 3 hours of lecture per week.
But what of the future? What if we (America) start to actually graduate a hefty percentage of students who can read critically, think mathematically, write fluently, and reason scientifically...yet a greater share of the global economy doesn't come our way because college doesn't further those skills? Will the public put more pressure on colleges and universities to produce a different sort of graduate? Will students and parents demand more for their money?
Maybe it isn't just us---the public school system---that is failing to turn out citizens ready to compete in today's world.
18 December 2005
It looks like Merck put a lot of money into this project. Teachers who wished to participate were given extensive training over three summers (one summer for life science, one for physical, one for earth/space) and then support during the school years to plan and implement the following:
- Inquiry-centered sequential science curriculum units that have gone through a research and review process.
- Professional development programs to prepare teachers to guide students in inquiry-centered science.
- Cost-effective support systems for supplying science materials and apparatus to classrooms.
- Assessment methods that are consistent with the goals of an inquiry-centered K-8 science program.
- Strategies for building administrative and community support.
My colleague brought back all sorts of glossy brochures and some questions about whether or not there were some elements here that we might like to think about for our own district science planning. There are some exciting things to think about...except that there is hardly any student data to go along with the Merck project. Lots of time and money was put into MISE, but did it make any sort of impact on student learning?
It did for students in grade 5---but not in grade 7. Merck attributes this to the lack of alignment between the assessment measures (SAT 9 and NJ state science tests) and the curriculum goals. This was due in part to the fact that the program was started before there the standards movement took hold. But I still have to wonder why they would undertake this whole project without some sort of measurement in mind. They did keep some data on teachers...just not on student learning.
Whatever we envision for the future of science education in our district, I can't imagine that we would make these plans without a goal of affecting what happens in the classroom...and using student learning as the primary gauge of our efforts.
17 December 2005
I later realized the full impact of agreeing not to do Bubbleology with other grades. It means that I need at least four different lesson plans (one for each grade, 3 - 6). Ideally, I'd like to have two different lessons for all of these grade levels. Each one needs to be inquiry-based and attention grabbing. They all need to be able to be done in less than one hour, although it would be good to have them "expandable" to include some student writing and/or vocabulary work. For future reference by teachers, the lessons should be able to be used at any point during the school year. That means that the Grade 3 lesson can't include much in the way of measurement---because that skill isn't taught until third grade is underway. It would be nice if the lessons related in some way to one of the science kits the teachers would be using during the year. It's important that all of the lessons be "teacher friendly" in terms of time management, materials, and implementation.
This, my friends, is what I call "challenging." Can I find four (and hopefully eight) experiments that match all of these criteria? I'm a little uncertain that I will be able to do this; but, I brought home lots of resources to look at during the next two weeks and I'll keep picking away at it. This should keep me occupied in between naps and cookies. :)
16 December 2005
For the last two years, I have worn a red dress and Santa hat to work. Each time, I've stopped by Safeway on my way to school---and on both occasions it has been the only time complete strangers stop and want to talk with me. They seem to like "Mrs. Claus" and have things to say to her. At school, I handed out some goodies to my kids. I put together treats that have a small (1 x 2) post-it note pad with a Hershey's miniature taped on top with a pencil taped on that. I wrap the whole thing in some curling ribbon and the effect is really pretty cute. My kids did a lab with some rabbit muscle today. Perhaps not very "holiday inspired," but they enjoyed it and it gave them at least one class period without watching a movie or other nonsense. At Curriculum, I wrapped up (!) a few details, enjoyed an office luncheon, and scooted out an hour early.
It is wonderful to be out on Break, but it is a long time until Christmas. I'm the type who'd prefer to get out much closer to Christmas and go back later in January. But hey, no one's died and made me queen yet. If there's ever a "Science Goddess School District," then the school calendar will have a whole different look.
Best wishes to all of you who are also starting your holiday season.
15 December 2005
So far, five of these elementaries have invited me to work with their staff. It doesn't sound like lot, but it's still five more than last year. I made a presentation of the second one today. Teachers seem welcoming---even relieved---to have some simple ideas that can make a difference in their classrooms.
I sometimes feel overwhelmed with the "Curriculum Specialist" part of my job. The classroom has its own issues, but at least it's a small world that you are familiar with. How on earth do I support several hundred classrooms?
One school at a time, I guess.
14 December 2005
Using some tools I found on our state education website and something that our district math god developed, I created a "deep alignment" tool. The alignment was specific to student tasks (worksheets, end of chapter questions, labs, activities, etc.). The "deep" part refers to...
- Content--What knowledge, skills, processes, or concepts does the task address?
- Context---How is this information presented, practiced, and then tied to other skills/learning?
- Cognitive Demand---Does the task require ask students to demonstrate the same level of thinking as required by the standard?
The grade level groups of teachers picked two of their GLEs and then set out with the three curricula they'd selected for further review to do some deep alignment. The outcome was quite magical. It made it painfully obvious just which materials would support students to meet the standards. The conversations that teachers had were really interesting for me. And several of them actually thanked me for using this approach to things today and mentioned how meaningful it had been.
That's the good news. We have some wonderful materials to pilot later this winter and we feel confident about the quality of the curricula.
The bad news is that we will be seriously over budget if we get these. The student books alone will be $30,000 more than we have been allotted...never mind the support materials for teachers. And this doesn't take into account the needs for grade 6. Teachers were a bit depressed to discover this at the end of our day today, but we'll just see what happens.
For now, I'm just going to be happy that the work was productive and meaningful and that we're on track for making an enormous impact on what happens in science classrooms. I'll worry about getting the extra $100,000 tomorrow.
13 December 2005
- No known species of reindeer can fly, BUT there are 300,000 species of living organisms yet to be classified. And while most of these are insects and germs, this does not completely rule out flying reindeer which only Santa has ever seen.
- There are 2 billion children (persons under 18) in the world. But since Santa doesn’t (appear to) handle the Muslim, Hindu, Jewish, and Buddhist children, that reduces the workload to 15% of the total: 378 million. At an average census rate of 3.5 children per household, that’s 91.8 million homes. One presumes that there is at least one good child in each.
- Santa has 31 hours of Christmas to work with, thanks to the different time zones and the rotation of the earth, assuming that he travels east to west (which seems logical). This works out to 822.6 visits per second. This is to say that for each Christian household with good children, Santa has 1/1000th of a second to park (on the roof, of course), hop out of the sleigh, jump down the chimney, fill the stockings, distribute the remaining presents under the tree, eat whatever snacks have been left, get back up the chimney, get back into the sleigh, and move on to the next house. Assuming that each of these 91.8 million stops are evenly distributed around the earth, we are now talking about 0.78 miles per household: a total trip of 75.5. million miles, not counting stops to do what most of us must do at least once every 31 hours, plus feeding, etc. This means that Santa’s sleigh is moving at 650 miles per second, or 3000 times the speed of sound. For purposes of comparison, the fastest man-made vehicle on earth (the Ulysses space probe) moves at a poky 27.4 miles per second. Conversely, a conventional reindeer can run, tops, 15 miles per hour.
- The payload on the sleigh add another interesting element. Assuming that each child gets nothing more than a medium-sized Lego set (2 pounds), the sleigh is carrying 321,300 tons, not counting Santa...who is invariably described as overweight. On land, conventional reindeer can pull no more than 300 pounds. Even granting that "flying reindeer" (see point #1) can pull ten times the normal amount, Santa cannot do the job with eight, or even nine. He needs 214,200 reindeer. This increases the payload---not even counting the weight of the sleigh---to 353,430 tons. Again, for comparison, this is four times the weight of the Queen Elizabeth.
- 353,000 tons traveling at 650 miles per second creates enormous air resistance. This will heat up the reindeer in the same fashion as spacecraft re-entering the earth’s atmosphere. The lead pair of reindeer will absorb 14.3 quintillion joules of energy. Per second. Each. In short, they will burst into flame almost instantaneously---exposing the reindeer behind them---creating deafening sonic booms in their wake. The entire reindeer team will be vaporized within .00426 seconds. Santa, meanwhile, will be subjected to centrifugal forces 17,500 times greater than gravity. A 250-pound Santa (which seems ludicrously slim) would be pinned to the back of his sleigh by 4,315,015 pounds of force.
In conclusion, if Santa did deliver presents on Christmas Eve, he’s dead now. Merry Christmas, all!
12 December 2005
Today, I was all out of bubblegum and it felt pretty good.
I am (finally) on top of my grading and planning for my class. Wednesday's upcoming meeting that I couldn't get planned out? It's all done, including the copying. Christmas cards? In the mail. Cookies? Baked, iced, and ready for the exchange tomorrow. Shopping? Nearly done...just a couple more stops to make tomorrow.
I might actually leave work on Friday with no work in tow for the holiday. How rad is that?
My kids asked me today if they were going to have homework over the break. I told them that they wouldn't---that it was a holiday. I want them to rest up so that I work their little fannies off between January and The Exam in May. After all, why should I be the only one without bubblegum?
11 December 2005
When I arrived at school, one of our assistant admins stopped me in the parking lot. Did I know that yesterday the vo-tech director for the district had floated a proposal to all of the secondary admins about moving Principles of Technology to grade nine? Perhaps this doesn't sound like a big thing, but after all of the work we did as a district last spring on our scope and sequence, this is not a welcome suggestion. The vo-tech guy wants this class offered as an alternative to the ninth grade science course we currently want to require. (It is offered at the high schools as an elective science option.) Why? My guess is that it's an attempt to do something about declining enrollment in those courses. More and more classes are becoming required, meaning there is less space for electives of any kinds. Also, one of the teachers of the class isn't very popular and so kids don't sign up for the class.
I make it in the building, pick up my mail, and as I start down the hall, our vo-tech teacher stops me to talk about the Principles of Tech issue. He doesn't want to teach at the junior high. What about all the equipment that would be needed for those classes at other schools? I told him that I'd keep him in the loop as things unfolded and continued to my room.
I had been away from my class Monday and Tuesday. There were no sub notes from Monday. The mystery was solved when my kids came in and told me that the sub made bookmarks with them all period long. She apparently didn't look in my mailbox for the plans---nor did she ask anyone in the department or main office for guidance. I've complained about subs here before. This is just another stellar example.
Then I went to the meeting. 'Nuff said on that. In the meantime, I was trying to track down an order gone bad with a science supply company. A principal at one of the elementaries asked if I could come out and present to her staff tomorrow (Thursday). And the Boss Lady and I needed to catch up on the course description nonsense, the vo-tech issue (which was news to her) and deal with our rogue junior high. You see, this particular school doesn't think it needs to follow the crowd in terms of course offerings. So, even though we've got a scope and sequence...and even though the admins of these schools want parity of offerings...this one keeps straying. Oh, and a group of teachers wants a meeting via e-mail but they don't actually want to take the time to write the e-mail. And one of the teachers who committed to being on the materials' adoption committee has decided that he can't miss his class for two more days this year.
Was that all for the day? I think so. I kept thinking that I really should have just stayed in bed because there was just one mess after another in the offing.
I think I've more or less recovered. I did do the presentation on Thursday. I hate to turn down any invitation at this point. It went very well and teachers were excited. A plan is in place to address the vo-tech issue. And I found a replacement for the spot on the adoption committee. I turned in the course descriptions, even though one teacher will be unhappy. I still have to think more about Wednesday's meeting and also the "e-mail meeting" that hasn't happened (due to the failure of the two teachers who suggested the format). But there are other battles I need to wage this week, so this other "stuff" will just have to wait its turn for later.
10 December 2005
Thank you to the Functional Ambivalent, a favourite read and the first kind soul out there to send readers my way. Much appreciation follows to those of you who are the regs here. To see you on my counters many times a week does my heart good.
Twelve years ago, my principal said "So what?" about the internet. It was a valid question for the time. Why would anyone want to post information or look for it on a computer? Now I hear administrators ask, "So what?" about blogging.
There isn't a one-size-fits-all answer to this question. For me, it's about having a place to personally reflect on my professional life...to look at different impacts on my job...and hopefully have a little conversation about it in the comments. I like that this is something I (and others) can do at my/their convenience. We don't have to schedule a meeting to talk about issues. We can take our time and have lots of different perspectives join the discussion. I appreciate the community in what can be a very lonely career.
Here's to Year Two!
09 December 2005
This is a snapshot from my day. I returned to an area elementary school to work with 5th graders on their inquiry skills.
The teacher would like very much for her kids to be more successful with planning and conducting scientific investigations...which is where I come in. I don't know much about teaching 5th grade, but I'm really okay with the science stuff.
I told the kids that I had a terrible problem. Someone had given me a recipe for making bubble solution so that I could make some for my nieces and nephews for Christmas---but all I had were the ingredients. Could they help me out and do some testing?
Needless to say, I had some very enthusiastic help. Their teacher and I led them through the design process and then took them to the school cafeteria for the testing. Science can be noisy (even if it's a good kind of buzz) and there is no wall between this teacher's classroom and the next room. I had also promised the cafeteria workers that their tables would be really clean when we were done.
Students had three soap solutions to test. There were to blow three bubbles with each solution. When each bubble popped, they used a meter stick to measure the soap ring that marked the diameter of the bubble.
Eventually, we got their straws away from them and headed back to the classroom to take a look at their results. Kids were very excited about the size of the bubbles they were able to create and anxious to share their information.
This really worked as a great introduction to the scientific process. But more importantly, the teacher started to see all the different places she could infuse this sort of thinking. What if they were playing four-square on the playground---and she had them predict what would happen if everybody could only stand on one leg? She had quite the spark of several ideas. Current and future students will really benefit from the expertise she's developing.
I'm going back to work with her class at the end of January. I need another attention-grabber. Oobleck, anyone?
08 December 2005
And when I arrived on Tuesday morning, the entire thing had been hijacked.
The teachers were the biology crew from my school. This was not the first meeting this year and there have been a few growing pains in the meantime. It's not simple to automatically move to a standards-based curriculum, but at least we'd had a start.
My department chair had been asked to be there by the other teachers. I had some reservations about this as I know that our priorities are different. He wants teachers to be happy. This is not a bad goal---I like it. But I also want students to learn what they need to, not just teachers teach what they want to. So, he had the teachers for ~90 minutes before I got there after my class.
So much good work was undone. Now they were back to planning out of the textbook, going chapter by chapter. What do we want to teach here? I tried to get things back on track, but the five of them were unwilling to budge. Why should they? They had what they wanted: permission to just keep doing what they'd always been doing.
Another colleague arrived a little over an hour later. He is of a similar mind to me in terms of what our jobs are as teachers. He, too, tried to get the group out of the textbook and back to the standards. But it was no good.
The day was a complete waste: of sub time and my time. Not a single thing happened that will make an impact on what happens in the classroom.
I'm not sure what the future will hold for this group. I can't supply them with subs anymore if this is the direction they want to take. And I certainly want nothing to do with another meeting with the department chair present. I know that the teachers want more time to "plan," but until they're ready to focus on instruction and kids, there's no point in me being there.
The really depressing thing is that this was one group that was at least open to looking at the curriculum from a kid's perspective---but they've given up because it's more comfy to do what they want. There are six other secondary science staffs that I will have to "move" to standards-based...hopefully with better results.
06 December 2005
"Why so glum, Tim?" asked Ms. Cornelius.
"Didn’t you hear? The supe is once again reorganizing the departments and staff at central office. As if that’s really going to have an impact on what happens in my classroom."
Janet said, "I feel your pain. The district keeps making changes to the grading system. Now we’re all confused."
"Yeah, well, try dealing with interruptions. I recently had a military recruiter in my classroom asking for information on one of my students," Ms. Cornelius replied. "It seems as if I am asking more questions about this sort of thing than most people."
"It’s the same old story," the Education Wonks observed, "more expectations and not more pay to meet them."
Jerry Moore leaned over the chair. "Don’t be so sure, Wonks. Have you seen what the NEA isn’t telling you about teacher pay?"
"I saw that," said Ms. Cornelius. "But maybe we should also consider what is happening to the salaries of administrators. They seem to be moving in a more positive direction."
"Speaking of money issues and schools, I don’t think that California is looking at the full picture regarding public funding for pre-school," Neal said.
"Money is always such an issue where public schools are concerned. Maybe you should consider what’s happening with a facilities’ project in our nation’s capitol."
The Wonks indicated that they hadn’t heard about these money issues. They were more worried about something else. "Did you hear about recent issues related to student blogging? What are the physical boundaries regarding a student’s Right to Free Speech? I think they include the home, but others of you may disagree with us."
Adam decided to comment. "But technology is such a valuable tool for the classroom. I really think that Wikis will be the wave of the future."
"Sometimes, though," Ed said, "We have to be careful of copyright issues when we use technology.
"True, Adam," said Josh. "I still have some of the same concerns as the Wonks. I was just talking about what happened in New Jersey when a student used her blog to imply that another student was gay."
"Speaking of gay students," said Darren, "did you know that a lesbian student in California is suing her school because the school disclosed to the student’s mother that she was gay?"
"Would you guys lighten up?!" Mamacita asked. Our jobs are serious, but that doesn’t mean that we have to take things that way. There are lots of different ways to look at things. Why not stop by my room after the meeting and have a look at all the euphemisms I’ve found for describing student behavior?"
Josh looked like he could use a laugh. "I’ll be right over."
Batya happened to overhear Mamacita’s addition to the conversation. "Language can be tricky. Sometimes euphemisms don’t translate well. I’ll send you the information I’ve collected on teaching English to Hebrew speaking students."
Badaunt nodded in agreement. "I’m trying to teach English to Japanese speaking students. If I don’t make sure we have some fun, I can’t get anywhere with them. Stop in and shout ‘Diarrhea!’ someday and see what happens."
"What about teaching reading to English speaking students?" asked Jarndyce. "Seems like many schools are ignoring good program advice in this area."
"Sometimes I wonder why we educate our children at all—what the motives are for why people choose to use public education or homeschool their children," said Goldie. "I read one of Kim’s posts."
Kim asked her, "Did you see my recent one on the socialization of children?"
"I agree that there can be some good reasons for parents to homeschool their children," added Henry. "Especially since teachers seem to have so little power in enforcing the rules."
"Parents and schools seem to more at odds these days," said Scott. "I’m wondering how we get past playing the ‘blame game’ so much."
"Schooling in America really has changed over the years," said Patricia. "This week, I’ve been thinking about the period between 1920 and 1954. I call it ‘Adjustment.’"
Mr. Lawrence added, "That’s not the only kind of ‘adjustment’ out there. In my local district, teachers aren’t adjusting so well to the idea of students from New York."
"I wonder," said The Science Goddess, "if this is part of why teacher retention is such a problem. There’s a recent study out about the factors influencing why teachers enter and stay in this profession."
Carol arrived for the meeting and caught the end of the conversation. "I'm wondering how all of these studies and government interventions are going to help kids like Ryan. I don't think they'll make a difference to him."
"Maybe we could all benefit from better data," said Matt. "And ways to manage it."
Mamacita sighed. "Come on, people, get happy. It’s the end of the semester! And time to enjoy some of the final moments that it brings."
Next week's Carnival will ably hosted by the Education Wonks. The deadline for entries is 9 p.m. PT, Tuesday, December 13. E-mail the wonks: owlshome[at]earthlink[dot]net. Thanks to all of you who promote and support the Carnival. This carnival is also registered at The Truth Laid Bear. Best wishes this holiday season to everyone!
- E-mail your information to the_science_goddess[at]yahoo[dot]com
- Please send along the title of your blog and the permalink for the post
Blogger willing, the Carnival will be up for your edutainment by early Wednesday morning!
05 December 2005
Here is what is disturbing:
- 93 percent of public school students in Grades 5 through 8 learn physical science from teachers who do not have a college major or certification in the subject (based on data from the year 2000).
- Most K through 6 classrooms have science education for about 16 minutes a day.
Sadly enough, I'd be thrilled if elementary kids in my district were assured of 16 minutes of science everyday. I realize that's not aiming very high. But, jeez, we need to start somewhere.
02 December 2005
"Sure," I said, "But there's no dog and pony show today."
My friend scurried away to get her group. In the meantime, one of my kids asked me, "Did you just call us 'dogs'?"
Poor things. I had to explain that I was the "dog and pony show."
With our regular shortened period yesterday, and snow shortened period today, I have been force-feeding information to them. It reminds me of that Saturday Night Live skit where the people are at the "all you can eat" buffet. One guy tries to leave and the waiter explains that "It's not all you want to eat. It's all you can eat." In the background, waiters are shoving food in customers' faces. Well, the last few days in my class have been similar to that.
I will be out of the building on Monday and Tuesday, leaving them plenty of time for reflection and application...and then we'll get back in sync on Wednesday. I hope. I gotta get my dogs and ponies back in the ring with me again.
- Title of Your Post
- Name of Your Blog
Entries are due by Tuesday, December 6, 2005 at 6 p.m. (Pacific Time).
- What are the characteristics of those who enter teaching? (white women who aren't the smartest ones out there)
- How do those individuals who remain in teaching compare to those who leave? (they aren't pregnant/have small children)
- What are the characteristics of schools and districts most likely to be successful in recruiting and retaining teachers? (large, white, middle class to affluent)
- What impact do working conditions have on their ability to recruit and retain teachers? (not much evidence here)
- What impact does compensation have on the recruitment and retention teachers? (a key role, but is influenced by other factors such as working conditions)
- What impact do various strategies related to teacher preparation have on teacher recruitment and retention? (limited evidence that alternative routes to a certificate can be just as good as traditional programs)
- What impact do induction and mentoring have on teacher retention? (little evidence here, too, that it makes a difference)
- What is the efficacy of particular recruitment strategies and policies in bringing new teachers to the profession, including specifically targeted populations? (no information available)
If you have some time, I recommend a look at the whole report (twelve pages). Secondary questions, policy implications, and other information are contained with the paper. These are all good questions. Too bad there aren't more answers.
01 December 2005
While coming home, I watched as a small car came down a hill, lost control, and slid several feet down an embankment into the trees. The driver was all right, just frightened. I was the only witness who had a cell phone. The driver needed help with phone calls because he spoke very little English. But we managed to get things set up for him. A policeman who happened to be driving by stopped for a moment, but was already on his way to another call. A nurse who was driving by also stopped. There are lots of good samaritans out there.
I'm not a fan of "snow days," which is different from when I was a kid. It's too early to call for tomorrow, but this white stuff doesn't look like it will be changing over to rain anytime soon. And if it freezes overnight, driving conditions will be even nastier in the morning. I'm keeping my fingers crossed for rain, above freezing temps, and a delayed start tomorrow.
30 November 2005
|Wednesday Addams by kirinqueen CC-BY-SA|
No, not this Wednesday. I mean the day of the week. It is often reviled, being the midpoint between weekends. The week may feel as if it's dragging by.
But now we have the Education Carnival each and every Wednesday. It is again hosted this week by the Education Wonks. They have once again put together a fabulous collection of posts. My faves this week are
- Why Reading is Still in Whole-Land by Letters from Lisa. Truly a thoughtful and well-written essay that deserves your attention.
- Teaching at the Turn of the Century from The Common Room. They post the exam their great-grandfather had to pass in order to obtain a teaching license at the turn of the 20th century. How well would you do with this?
- Coturnix over at Science and Politics has posted about how he will teach college biology in 8 class meetings. He's using Malaria as a case-study throughout---a brilliant idea.
29 November 2005
Other things today were also "good." I had a major breakthrough on getting at all of the elementary science issues that I've been wrestling with for weeks. Huzzah! And, I received notification today that I have formally been accepted into the EdD program for Teacher Leadership that I had applied to. I also had a great time with my kids today in class.
Meanwhile, "bad" things lurked. I had been tasked with writing common course descriptions for AP science classes in the district. I asked all the AP teachers a couple of weeks ago if they'd like to help. No one jumped at the chance. Now that I've written them, one teacher wants to make a stink. I'm not sure how having a single description district-wide changes what he does in the classroom, but I think he's just being pouty after the meeting (and its fallout) that he organized in October.
Then there's the ugly. If you're a regular lurker here (you know who you are), then you know that one of my goals this year was to make a class blog work for my kids and me. And I've been dogged by our tech people at every step of the way. They won't allow any posts, comments, or other work through the filter to the blog. We can only admire it on the computer screen from school. The techs' reason is that some blogs have porn, therefore all blogs are bad...and aren't they doing me such a favour in allowing mine to be viewed? I've gone round with them for months now and they have finally decided to pull the plug---because they don't like some information a student posted. Part of me thinks the techs have just been looking for a reason to axe their involvement in this project. So, fine---they can "filter" it out, but the blog will continue. I might be the first to take up this fight with them. I doubt that I will be the last.
For now I'm going to concentrate on the "good" from today, shake my head at the "bad" until tomorrow, and show a finger to the "ugly." :)
28 November 2005
I found out today that my Curriculum job is not exempt from weather. We at Central Orifice are expected to show up and work, even if other staff and students are not. Now it doesn't matter if school is late or cancelled---I still have to work. I'm not sure when science curriculum became an essential service like fire, police, and hospitals. I had always thought my job important, but not quite to this extant. If, for some reason, I am stranded at home, I am allowed to call the Boss Lady and ask for dispensation to telecommute. (This is assuming that she makes it in to work.) Or, I could always just call in sick and make up the day at another time. I brought home plenty to keep me busy tomorrow, just in case.
This school district is third largest in the state in terms of the size of geographical area it serves. Because of this, some parts of the district can experience quite the snow dump while the rest of us are looking around going "Snow? Where?" Our superintendent is a cautious man. He is willing to call for a two-hour delay to schools---enough time for the sun to come up so people can see kids waiting for buses. Or, enough time to decide if school should just be cancelled.
I'm not sure whether or not to cross my fingers and hope for snow. It's always fun to see. It's also a rare occurrence here in Puget Sound. But if I'm going to have to work anyway, it's better if they roads are dry. I guess I'll know the answers in a few hours.
27 November 2005
There is a continual rumble about Advanced Placement (AP) classes. Some people love them because of the rigorous curriculum. Some people don't because the syllabus is inflexible. As an AP teacher, I have a bias. But I have to say that one of the things AP does well is that it provides a student focus. When I walk into my classroom tomorrow, I will know from the outset that the class period is not about me. It's about what kids need to know for The Exam in May. I understand that this goal is not the only one---I want my students to develop a love and hunger for knowledge. I hope that they'll always pursue learning. But those are my "teacher" wants for them.
In my Curriculum role, I work by the math person. He's new in his role and in some ways, his task is more difficult than mine. They are trying to do their scope and sequence, choose curriculum materials, and write course descriptions all at once. There is more urgency to do this because students are already going to be held accountable (in terms of earning a diploma) based on their ability to meet the math standards. He has had to spend hours more time pouring over the standards in the last nine weeks vs. the previous years he taught math in the classroom. He talks about the "paradigm shift" he's now undergoing as he looks at things from his new role. He is greatly concerned about being able to help move teachers to a new understanding. I am, too.
It's really not about whether or not we agree with the standards movement. It doesn't matter how much we like NCLB. These things are not going to go away and we can't bury our heads in the sand and ignore that we need to do things differently.
A colleague asked me today to help him think of a way to hook kids into wanting to learn about cells...how best to engage kids to make them want to learn about these. This is not so terribly different from what I think I need to do in order to help some teachers with the shift in focus for the classroom. How do you get teachers excited about changing what they do?
26 November 2005
Now that I am at home again, I'm finding that my thoughts are wandering into next month. Upcoming big events include:
- Going back out to an elementary school in order to teach 5th graders some science. This time, we'll do some "bubble-ology" and then work on their technical writing skills.
- Meeting with a group of 6th grade teachers in order to begin the materials selection process for that grade.
- The second meeting with the grade 7 - 9 science teachers to continue the materials selection for their classes.
- Another meeting with the biology teachers at my school to talk about the standards selected for focus for the second quarter of the school year.
Three of these will take place within a four (work)day time period, beginning on Friday. I have some preliminary work done, but I will definitely need to put some flesh on those bones this week. I'm hoping that I can motivate myself to do some of it tomorrow. Each of these will present some unique challenges.
Somewhere in all of this, I'm supposed to be teaching my class, too. I have slighted my students a bit over the last few class meetings. December has the potential of exacerbating that if I'm not careful.
It's still November for a few more days. Better yet, there is still holiday time today and tomorrow. I think I'll get back to my jigsaw puzzle for a little while longer.
25 November 2005
By yesterday evening, my thoughts were already turning back to work-related things. Sad, isn't it? But I have a couple of big weeks coming up and slacking off isn't an option. It's a good thing that I'll have plenty of time in planes and airports today to make some notes and do a bit of planning.
Best wishes to everyone as the holiday season begins in earnest!
23 November 2005
In the meantime, do stop in and visit the Wonks, who are again hosting the Education Carnival. Thank goodness they're still willing to soldier on with the blogging!
21 November 2005
This will be a short week, followed by only three more before "Winter Break."
Later today, I'm off on my own holiday adventure. Regular blogging will return tomorrow.
20 November 2005
I've been thinking all weekend about what I want to do with my kids tomorrow in order to wrap up our look at cell signaling. I suppose I could give them a review sheet. Or we could read an article together. Maybe I could assign a webquest or have them look at other resources on the topic. I even have some suggestions of things other teachers have used. None of them feel like the right fit for my kids.
With only one class to worry about (and one that I've taught before), it would be simple enough not to really care too much. And I admit that there are days when I don't put as much effort into my planning as I should. This year, however, I really think that I've been a better teacher than the last couple of years when the balance between my two jobs was different. I'm glad that students this year aren't getting the fuzzy end of the lollipop in all of this.
Writing seems to help with this process. If I can just take a sheet of paper and a pencil, capture some various ideas of what I want gets to get out our time together, and then connect these, I can eventually end up with what I think will be a really good plan. It just takes a lot of think time---and lots of fits and starts.
I more or less have my plan in mind for tomorrow. I need to work out a few details, such as the specific pathway I want to model with kids, but I'm pleased with the way things are leading.
Soon, it will be time to invent another wheel.
19 November 2005
Yesterday was the big day. This particular training compliments the book all of the admins in the district are reading for their lit circle (one I have also been asked to participate with). Almost every building was represented by an admin yesterday. The thing is, the "Data Team" idea is really about teachers. Only one school had teachers there: my school. I was able to secure three subs and my principal was able to find three volunteers to go.
The process is fairly simple in many ways. First, teachers (in groups of 3 - 10) look at some data on their students in order to identify an area of weakness. A pre-assessment is developed and administered to the students. The team of teachers meets to look at the information from the assessment to specifically identify which kids are "proficient," which are not, and why. The group then writes a SMART goal (or two) focusing on a reasonable increase in student performance. From there, two to three instructional strategies are selected which will help more students become proficient. Teachers commit to using the strategies a specific number of times and for a certain period of time during a class over the course of ~two weeks. A post-assessment is given and results determined. This cycle would occur several times during a school year.
I can't adequately condense the full-day training into this space, but I think the process has a lot of potential. Identification of good leaders at the building level is critical. Schools will need to involve their resource people (such as me) in order to educate and model for teachers what best practices involve. I liked what we heard because it's "small." Groups are just looking at one target and a short period of time. At the secondary level, this might not mean using data from all the students a teacher has---but rather just one class period. It's all doable.
I was very pleased that the teachers who came from my school felt like their time was well spent. One even said it was the best thing he'd attended in several years. I hope that they can sustain and spread this enthusiasm. Our kids need that.
17 November 2005
In the meantime, I mapped out a professional development plan for elementary consisting of nine sessions. They would be independent, but we may be able to offer some graduate credit for teachers who attend them all.
I am hoping to recruit some other staff members to help present. There is a lot of expertise in the district to draw upon.
There will invariably be questions about the kits. I have tried to design the sessions such that they get at the concepts in science, along with how the standards are constructed and assessed. Teachers with a good foundation in these things will be able to make use of the kits...or whatever we replace them with in the future.
16 November 2005
Saul Cooperman wrote a commentary piece for the publication with the idea that if you reduce the number of teachers needed (by increasing class size), then there will be more money to pay them, as they will split the money allotted for other staff. Because the studies regarding the impact of class size on student achievement don't clearly support the "smaller is better" camp, why continue to pour educational dollars in that direction?
It is true that more teachers means more money spent on equipping classrooms (which have to be heated, cleaned, etc.). More teachers means that more funds will go towards benefit packages. As I think back on my career, I would also have to agree that I didn't teach a room of 35 kids much differently than a room of 20.
But here is where Mr. Cooperman misses the boat: what happens outside of the classroom. Every extra student means extra time assessing their progress. It means more time to set up labs/activities. Would an additional $25K/year be enough compensation for a secondary teacher to have 180 kids a day (or 35 for an elementary teacher)? Would it also mean that you would attract a better pool of applicants---thus exposing more kids to better teachers?
Maybe. It just seems like this solution is a little too simplistic...and very little in this profession is ever so simple.
15 November 2005
The morning started off all right. We talked about some general issues and then started looking at the standards. One group was way off task right away---already pulling texts out of boxes. I tried explaining (again) that we were going to establish criteria first so that we knew what we were looking for...but I had to go back once more after that and take books out of their hands.
It not that I don't understand their excitement. It's cool to have new stuff. But we have certain responsibilities in this process and I didn't want the teachers making decisions based solely on the layout of the text or a review they'd read.
Anyway, everyone managed to finish looking at the standards and we moved on to other criteria. These included things like the types of assessments provided, the kinds of work students would do, etc. It is hard for people to take a global view. I include myself in that observation. Teachers today were really more focused on how they as individuals would use the materials, when really they're just representatives for a wide range of current and future staff.
The late morning and most of the afternoon were devoted to doing a quick paper screen of the available materials. There was a lot to look at---maybe eight programs per grade level. Teachers had a terrible time staying on the primary task, which was to identify standards-based resources.
There wasn't as much diversity of materials as you might guess. Most were traditional text-based programs. This doesn't mean that they're bad, but it's what we have now and it's not developing things as we would like. What interested me is that publishers have put a lot of effort into the resources teachers have (e.g. PowerPoint presentations at the ready), but very little into changing how the student interacts with the material. There were a couple of programs that were at the other end of the spectrum---completely inquiry based. As nice as that idea sounds, there isn't enough "meat" there to dig into. I don't know if we'll be able to find a happy medium or not.
At the end of the day, each grade level team had whittled things down to three choices. We will look at these more in depth next time. I am not sure how it all will pan out. My guess is that we will end up with something more traditional---a text based program. But if it supports student investigation into inquiry, along with helping teachers craft this, then I think that's okay.
We'll meet again in another month. In the meantime, I have a lot of thoughts to organize about (re)directing things.
14 November 2005
Remember this thing from your lessons in Greek mythology? (Who says that they don't allow the teaching of religion at school?) The beast would grow two heads for every one that was lost?
I'm starting to feel like dealing with the elementary science program in the district is a Herculean task.
One head of the beast is our Educational Service District, which is a group that (supposedly) coordinates common needs among area districts. Last spring, many teachers worked at the ESD in order to look at how well our science kits aligned with the newly released state standards. But earlier this summer, the ESD science representative was fired, er, asked to leave. Much of the work that was done also seems to be missing. The new ESD science person isn't being particularly cooperative. These people are charging my district $140,000 to distribute the kits. (We're not the only district that is served.) And wouldn't you know, the ESD doesn't have any money in order to "finish" the alignment?
Fine. So my district is thinking of leaving the consortium and just taking care of our own kits. But should we when we don't know if they're aligned to the standards?
Does this mean we need to do at least some sort of alignment with the kits? And what if the news isn't good? We don't have time or money this year to adopt new curriculum for next year.
The Boss Lady would like to see some professional development offerings for elementary teachers this spring. But I hate to design something for the kits...when we don't know what's happening. We could just work with teachers on the science concepts...and yet, like most of us, unless the material can be put into practice, the information isn't any good.
Legend has it that in order to slay the Hydra, I must cauterize each "stump" as I go. My problem right now is figuring out which head to attack first.
13 November 2005
The increase in demand is being driven by parents even though with the exception of "children with learning disabilities or other factors that make learning difficult, tutoring has not been shown to have any long-term benefits." Parents, however, believe that these programs provide certain intangibles: "confidence and important building blocks for school."
Hey, it's their money. But I can't help but wonder if the reason why there are no documented gains for these kids is simply because they already have a rich home environment. I'll bet every one of those children knows what a book is. I wish I could say the same for all students entering school.
12 November 2005
One branch of the oak reached high above the others and stretched far out over the meadow. Two leaves clung to its very tip.
"It isn’t the way it used to be," said one leaf to the other.
"No," the other leaf answered. "So many of us have fallen tonight we’re almost the only ones left on our branch."
"You never know who’s going to go next," said the first leaf. "Even when it was warm and the sun shone, a storm or a cloudburst would come sometimes, and many leaves were torn off, though they were still young. You never know who’s going to go next."
"The sun seldom shines now," sighed the second leaf, "and when it does it gives no warmth. We must have warmth again."
"Can it be true," said the first leaf, "can it really be true, that others come to take our places when we’re gone and after them still others, and more and more?"
"It is really true," whispered the second leaf. "We can’t even begin to imagine it, it’s beyond our powers."
"It makes me very sad," added the first leaf.
They were silent awhile. Then the first leaf said quietly to herself, "Why must we fall?.."
The second leaf asked,"What happens to us when we have fallen?"
"We sink down..."
"What is under us?"
The first leaf answered, "I don’t know, some say one thing, some another, but nobody knows."
The second leaf asked, "Do we feel anything, do we know anything about ourselves when we’re down there?"
The first leaf answered, "Who knows? Not one of all those down there has ever come back to tell us about it."
They were silent again. Then the first leaf said tenderly to the other, "Don’t worry so much about it, you’re trembling."
"That’s nothing," the second leaf answered, "I tremble at the least thing now. I don’t feel so sure of my hold as I used to."
"Let’s not talk any more about such things," said the first leaf.
The other replied, "No, we’ll let be. But---what else shall we talk about?" She was silent, but went on after a little while, "Which of us will go first?"
"There’s still plenty of time to worry about that," the other leaf assured her. "Let’s remember how beautiful it was, how wonderful, when the sun came out and shone so warmly that thought we’d burst with life. Do you remember? And the morning dew, and the mild and splendid nights..."
"Now the nights are dreadful," the second leaf complained, "and there is no end to them."
"We shouldn’t complain," said the first leaf gently. "We’ve outlived many, many others."
"Have I changed much?" asked the second leaf shyly but determinedly.
"Not in the least," the first leaf assured her.
"You only think so because I’ve got to be so yellow and ugly. But it’s different in your case."
"You’re fooling me," the second leaf said.
"No, really," the first leaf exclaimed eagerly, "believe me, you’re as lovely as the day you were born. Here and there may be a little yellow spot but it’s hardly noticeable and only makes you handsomer, believe me."
"Thanks," whispered the second leaf, quite touched. "I don’t believe you, not altogether, but I thank you because you’re so kind, you’ve always been so kind to me. I’m just beginning to understand how kind you are."
"Hush," said the other leaf, and kept silent herself for she was too troubled to talk any more. Then they were both silent. Hours passed.
A moist wind blew, cold and hostile, through the treetops.
"Ah, now," said the second leaf, "I..." Then her voice broke off. She was torn from her place and spun down.
Winter had come.
---Chapter 8, Bambi; Felix Salten, 1929
This conclusion is from a study that began in 1922 and followed over 850 children with an IQ of 130 or above. The study ended in 1986.
Why do smart kids live longer? There aren't any particular "cause-effect" connections made. Perhaps they just made better choices. Maybe they were able to get better jobs and health benefits. It could be that these aren't the risk-takers in the world.
You might have wondered, as I did, as to whether their socioeconomic status growing up might have influenced things. "Though the reasons for the link between IQ and longevity are not clear, it does not appear to be merely a reflection of income and social position. As children, the participants were from affluent families and most were white. Yet childhood IQ was still a factor in their lifespan. Similarly, in an earlier study of Americans with more varied childhood IQs and family incomes, Martin found that IQ was related to health problems independently of socioeconomics. This suggests that IQ affects longevity among lower-income people as well."
Might be interesting to watch for more research in this area.
11 November 2005
- Argus is maintained by someone who buys old cameras that still have film in them. Then, the film is developed and s/he posts the pictures. There are some amazing time capsules here.
- Speaking of time capsules, did you know that you can compose an e-mail to be sent to yourself at some point in the future? Just head on over to Forbes, fill in your message, and choose the time frame for it to be returned to you: 1, 3, 5, 10, or 20 years.
- Do you think you could trade a paper clip for a house? Kyle over at One Red Paperclip has this goal in mind. He's making small trades, one step at a time, in order to achieve the goal. Think it can't be done? He's found stories of similar things happening. Maybe you can help him out.
|Photo from Argus|
10 November 2005
These are my random thoughts and unfinished business as the week ends...
The neighbours already have their Christmas lights up: blue icicle lights strung along the eaves. Overachievers. I can't help but think of my adad when I see Christmas lights show up again. The last holiday season that he was alive, he called me one Saturday afternoon after spending a lot of time trying to untangle and set up the lights amom wanted put up outside. He said that he'd decided that he was just going to use them to spell out "F--- You" in the front window. I couldn't help but laugh. It still makes me giggle when I remember that.
In Washington, regions of the state have an associated "Educational Service District (ESD)" which houses media, helps with professional development, etc. for area schools. Ours sponsored an alignment for elementary science last year. Whatever was created was apparently wonderful, but the woman in charge was fired over the summer. The new guy is both clueless and useless. While he flails around in his job, kids and teachers are needing help. I sent off a mildly blistering e-mail today to him. It might not get him going in terms of sending us the alignment, but it certainly made me feel better. :)
The materials adoption begins Tuesday and oddly enough, I'm not obsessing over it. I do have the day more or less organized. Maybe that's enough.
I met with the district technology people today regarding the blog I've tried to do with my AP class. It's very frustrating, since we can't blog from school...which really defeats a lot of the purpose I'd intended. Meanwhile, I don't know how to deal with district support when their primary focus is ensuring that NO objectionable material get through the filter. I'm not saying that everything on the 'net is appropriate for school. But to let a server specially bought for student e-mail to sit unused because a piece of spam could get through is ridiculous. And, of course, all blogs and Wikis are pornographic...so we can't have access to those. I really don't think it's right that one or two people in the district are allowed to decide what sites are appropriate---and there's no process for it.
I have several professional development opportunities that I would like to offer in coming months. Some would be elementary science specific. Others would be more about doing some general things to change what happens in the classroom. The more I play with ideas, the better I'm able to put pieces together and make something good happen. So, I'll keep picking at these.
Is that enough for one day? There was more...and yet I don't feel like I was overwhelmingly productive with my time this Thursday. But hey---there's always the weekend. And what would one be without work to do?
09 November 2005
It must have been one of those "right place at the right time" sorts of things. If you're a regular lurker on this blog, then you know the myriad of issues I'm facing in my district job...and my struggles with dealing with them. And then I received some info in the mail about a "Teacher Leadership" program. This is not meant to be an admin sort of thing, but rather for those people who are working with other classroom teachers. Imagine that.
This program is not as lofty as others. I'm not earning a PhD. I had to do a dissertation to get my BA---I think one of those in a lifetime should be enough for anyone. And this will be on-line/distance education. (Dr. Cookie, I'm not---although I have such great admiration for her.) But it is good for me in both terms of money and time costs and it looks like it will fulfill a lot of the professional development needs that I have. In turn, this may help a lot of teachers and kids.
As my Sweetie and I like to say, "Start from hope. Live dangerously." Here I go.
I'll be back later in the day with some stories from the WASL event I'm attending this morning...and perhaps some personal big news to share, too. :) Go Wednesday!
08 November 2005
Most of the time these adoption cycles start up, a committee meets, hashes out what the philosophy of things should be and develops associated criteria. Then they go look for programs to match the criteria. I do feel as if this would be a valuable process. Why am I throwing it out? Because we have standards now. We are told what to look for in terms of curriculum and what students whould be able to demonstrate with their work. We are not provided with whatever the best instructional approach is, but this needn't be a lengthy discussion point.
I have adapted a process used by BSCS. We'll have five categories: content, work students do, work teachers do, assessment, and other (cost, material/technology needs, etc.). I have described indicators for each (which reviewers will rate on a scale from 0 - 5 in terms of their presence/quality in the materials) and weighted the categories. I'm hoping that the group will swallow all this without a fuss.
What I haven't done is limit the materials they are allowed to look at. I have nearly 8 different programs for each grade level. There are "traditional" textbook programs...newer unit-based versions...and still other programs that are more concept and inquiry-based. I'm hoping that the group will pick the "concept/inquiry" stuff. You may be thinking that I rigged the rubric in order to make those rise to the top, but I really haven't. Even if I'm directing the criteria, I want teachers to be able to go back to their buildings and tell their cohorts that they had a chance to look at as many different options as we could find---and why we rejected the ones we did. I don't want any "Central Office wouldn't let us..." comments floating around for the next umpty-squat years.
Still, I wonder if I should make the process more open concerning the establishment of the criteria. One of the biggest factors in my decision is really just that of time. Being able to schedule and pay for subs is not easy or cheap. Would I rather have us focus on making the criteria or selecting good materials? Materials wins out in my mind.
We will meet one week from today. I have a bit more time to stew and adjust plans as necessary. I think I've made the right choice.
07 November 2005
Why am I thinking about more halcyon days? Well, I sat down to spend some time with the elementary science standards today. Perhaps this seems like a long overdue task for someone who's the "science specialist," but I'm not officially assigned to those grade levels...yet. Anyway, as I sat there to read through things this afternoon, here are some of the discoveries I made:
- Grade 4: Identify and describe the state of water as solid, liquid, or gas in different situations.
- Grade 2: Illustrate and tell about the properties of water as a solid and liquid.
Hmmm....a bit of difference...but not a whole lot. What about...
- Kindergarten: Identify observable characteristics of living organisms (e.g. spiders have eight legs, birds have feathers, plants have roots, stems, leaves, seeds, flowers).
- Grade 2: Observe and describe characteristics of living organisms (e.g. spiders have eight legs, birds have feathers, plants have roots, stems, leaves, seeds, flowers).
Is it just me, or wouldn't you think that "observe" would come before "identify"? Beyond that, how is a Grade 2 teacher supposed to clearly distinguish between what his/her kids can do vs. a kindergartner?
There are other items of interest contained within the standards. What on earth am I supposed to do with these?
I did have one giggle, though. There is a kindergarten goal associated with being able to identify, name, and draw external parts of the body. We provide incoming kindergartners with the outline of a dog and various parts to choose from and place appropriately on the dog. You'd be amazed where many 5-year olds put the elephant trunk. Ahem.
Rob, who's a longtime fan of this blog, left this comment yesterday: "The silly thing about this is that you're having to do it at all. Since every Science Goddess in every district is going to need similar tools, why haven't the people who developed the standards provided the tools to teach the standards? Who better than the developers of the standards to identify the 'Big Ideas' which they contain. I know, I know, I'm dreaming..."
I wish I knew. In the midst of my preparations to commit Hari-Kari over the elementary standards this afternoon, the reading specialist pointed out that the people at the state level don't seem to have a clue. It gives you a similar sense of disillusionment as when you found out that your parents didn't know it all. Aren't the people leading the state supposed to be more clued in?
So, I'll putter along with all of this and we'll see what happens. In the meantime, I have to revisit my Sesame Street so that I can perhaps better figure out which of the standards is "totally different."