Not long ago, people in the United States were worried about a possible pandemic of Swine Flu. Children and parents were told to stay home if they exhibited symptoms of influenza. School Superintendents discussed the possibility of shutting down their schools due to illness if an outbreak occurred. In the north we've experienced frequent snow days, three so far this January. So how do you keep children focused on learning with these kinds of disruptions?
With the advent of electronic information exchange, it's possible for schools to create extended learning networks. Teachers prepare work ahead of time for days when students cannot get to school. In the Kearsarge School District, students can make up work using their Blizzard Bags. There are lessons to be done with or without power. Teachers agree to be available to students through Skype or Moodle on these days and if 90% of students turn in the work within a week, it counts as a school day. Reducing the number of overall days that students and teachers have to make up at the end of the year. The Kearsarge area is mountainous and prone to heavy snowfall and response to this program has been very positive.
That's not to say that this will work with all children. Some children really need the structure of a school day in order to focus. Our public school systems were designed to create students who were ready to work in factories during the industrial revolution. As schools and learning adapt to changing learning patterns and differentiate instruction for all learners it's important to be open to new ideas. Kearsarge I think you are onto something!
-AMA
Thursday, January 27, 2011
Friday, January 21, 2011
Monitoring Legislation - What You Put In Is Almost Always What You Get Out
Over time most people learn that there is a relationship between how much personal energy you invest in something, and how good any product will be that you turn out. The same is true for education. Being fully vested in education has made me a better teacher and student.
Let's face it, most of us (people who have jobs, school or both) do not have time to keep track of legislation in our respective states. For public educators, it's especially important to recognize where your resources come from: representatives at the local, state and federal levels. Since it is not parents and students who directly support you, being a great teacher does not guarantee you a job anymore. Especially in tough economic times.
Though most states and unions do their best to keep as many teachers as possible working, on occasion people elect legislators who think it is simply too costly to educate public school children. While it's true that some of the costs associated with public education come from special education, ESOL programs, administrative salaries, testing and supplies, when you start really peeling away the layers it boils down to salaries and benefits for teachers. With some public officials it doesn't matter how hard you work or whether or not students are learning, all that matters to them is the cost associated with education.
That's why it's important to monitor ongoing legislation in your state. All states have Education Committees. These committees are made up of elected representatives and governed by administrative rules set by the state. Most of these committees have web sites where you can see bills referred to them.
There are two particular things you want to pay attention to when reading legislation.
#1 Anything that is associated with funding will have a special code FN which stands for Fiscal Note.
#2 Anything that changes teaching standards.
If you are part of a professional association in your state, you're in luck. Most organizations have an Advocacy or Government Relations person, who knows how to keep track of these things. Pay attention when that person sends you an email asking for action.
Not a joiner? Go to your state web site and keep track of what's going on at the Capitol. Write when you see changes that may have an adverse effect on student learning.
Education is an investment in the future, what you put in is almost always what you get out.
-AMA
Let's face it, most of us (people who have jobs, school or both) do not have time to keep track of legislation in our respective states. For public educators, it's especially important to recognize where your resources come from: representatives at the local, state and federal levels. Since it is not parents and students who directly support you, being a great teacher does not guarantee you a job anymore. Especially in tough economic times.
Though most states and unions do their best to keep as many teachers as possible working, on occasion people elect legislators who think it is simply too costly to educate public school children. While it's true that some of the costs associated with public education come from special education, ESOL programs, administrative salaries, testing and supplies, when you start really peeling away the layers it boils down to salaries and benefits for teachers. With some public officials it doesn't matter how hard you work or whether or not students are learning, all that matters to them is the cost associated with education.
That's why it's important to monitor ongoing legislation in your state. All states have Education Committees. These committees are made up of elected representatives and governed by administrative rules set by the state. Most of these committees have web sites where you can see bills referred to them.
There are two particular things you want to pay attention to when reading legislation.
#1 Anything that is associated with funding will have a special code FN which stands for Fiscal Note.
#2 Anything that changes teaching standards.
If you are part of a professional association in your state, you're in luck. Most organizations have an Advocacy or Government Relations person, who knows how to keep track of these things. Pay attention when that person sends you an email asking for action.
Not a joiner? Go to your state web site and keep track of what's going on at the Capitol. Write when you see changes that may have an adverse effect on student learning.
Education is an investment in the future, what you put in is almost always what you get out.
-AMA
Tuesday, January 18, 2011
Numbers talk...
When people come into your library, what do they see? Is it a busy place full of students? Are you working with teachers on their lessons? Do they see students approaching you for help?
Every school library should look like this, and most libraries today do because we live in the information age. How does that translate into institutional value? Often it doesn't. Administrators and community members don't understand the value of libraries because they haven't seen what you do, don't have time for a visit and are worried about things like test scores. If you want your program to be seen as valuable you have to talk the same language as your administrators and community members. Words like circulation, Ethernet cable, T1, LCD, database usage, check-outs, cataloging and OPAC mean nothing to people outside the library. So how do you communicate if you're not speaking the same language?
In most civilizations (or tribes if you will) the first communication between two groups is a trade or barter and to do this effectively, you provide an equal number of goods. Once numeracy rates are settled upon you know what you have to bring to the table in order to get an equitable trade.
Your first meeting with the head of your school is a similar dance. You find out what they know about what you do and what this administrator perceives as added value. Administrators are generally not given tours of libraries during their training. Their courses are in curriculum, education reform, school law, school finance, education technology, statistical analysis of data, assessment and evaluation. Do you see libraries in this list? No?
I'll give you a hint: most librarians perform monthly statistical analysis of library data when they pull the numbers from their databases, catalogs and room usage. You do speak the same language! Well, part of it anyway. Use your numbers to create a report on library and technology usage that lets your principal see what you do, when you do it and how it adds value to your school.
Don't be afraid to make correlations. Is circulation up in the library? Are reading scores? If the answer is yes to both questions, make that point! Is circulation down, are reading scores? Use that to emphasize the importance of libraries to reading. Reports should be narrative, emphasize numerical information, indicate problems, propose solutions, be easy to read (no more than three pages), graphics are good and most importantly they should reflect who you are, what you do and how you add value to the school.
An administrator does not have time to read all of your data, so put it in charts and graphs. Add pictures of students in their library media center to the report. Keep it simple and clean. Not sure if it's ready? Read it. Does your report start with a narrative? Does it contain a strong body of data? Did you include both opportunities and threats in your analysis? What do you foresee happening from this information for next year? In five years?
Remember that you have value, and that students need you. How do you help with student learning?
-AMA
Every school library should look like this, and most libraries today do because we live in the information age. How does that translate into institutional value? Often it doesn't. Administrators and community members don't understand the value of libraries because they haven't seen what you do, don't have time for a visit and are worried about things like test scores. If you want your program to be seen as valuable you have to talk the same language as your administrators and community members. Words like circulation, Ethernet cable, T1, LCD, database usage, check-outs, cataloging and OPAC mean nothing to people outside the library. So how do you communicate if you're not speaking the same language?
In most civilizations (or tribes if you will) the first communication between two groups is a trade or barter and to do this effectively, you provide an equal number of goods. Once numeracy rates are settled upon you know what you have to bring to the table in order to get an equitable trade.
Your first meeting with the head of your school is a similar dance. You find out what they know about what you do and what this administrator perceives as added value. Administrators are generally not given tours of libraries during their training. Their courses are in curriculum, education reform, school law, school finance, education technology, statistical analysis of data, assessment and evaluation. Do you see libraries in this list? No?
I'll give you a hint: most librarians perform monthly statistical analysis of library data when they pull the numbers from their databases, catalogs and room usage. You do speak the same language! Well, part of it anyway. Use your numbers to create a report on library and technology usage that lets your principal see what you do, when you do it and how it adds value to your school.
Don't be afraid to make correlations. Is circulation up in the library? Are reading scores? If the answer is yes to both questions, make that point! Is circulation down, are reading scores? Use that to emphasize the importance of libraries to reading. Reports should be narrative, emphasize numerical information, indicate problems, propose solutions, be easy to read (no more than three pages), graphics are good and most importantly they should reflect who you are, what you do and how you add value to the school.
An administrator does not have time to read all of your data, so put it in charts and graphs. Add pictures of students in their library media center to the report. Keep it simple and clean. Not sure if it's ready? Read it. Does your report start with a narrative? Does it contain a strong body of data? Did you include both opportunities and threats in your analysis? What do you foresee happening from this information for next year? In five years?
Remember that you have value, and that students need you. How do you help with student learning?
-AMA
Saturday, January 15, 2011
Technology Tool Corner
Prezi may not be a new tool for everyone who reads this, but it was fun to spend a little time this morning learning about a new way to get ideas into a presentation.
https://prezi.com/secure/9e63388d72219f5b7c21a4e06715121b9702ba54/
Some suggestions for new Prezi users would include: pick your background first, write out the path before beginning, become familiar with the presentation tool before using it in a classroom (or the kids will laugh at you) and if you embed a video or picture from a web source make sure you have access to the web at your presentation site (or other teachers will laugh at you.)
Downloading it to your desktop is an option, but it can't be edited after downloading unless you want to buy a subscription. I found this tool very easy to learn and use.
-AMA
https://prezi.com/secure/9e63388d72219f5b7c21a4e06715121b9702ba54/
Some suggestions for new Prezi users would include: pick your background first, write out the path before beginning, become familiar with the presentation tool before using it in a classroom (or the kids will laugh at you) and if you embed a video or picture from a web source make sure you have access to the web at your presentation site (or other teachers will laugh at you.)
Downloading it to your desktop is an option, but it can't be edited after downloading unless you want to buy a subscription. I found this tool very easy to learn and use.
-AMA
Wednesday, January 12, 2011
Closing Down the Digital Divide
When computers were first introduced in schools a lot of educator's thought that this is the tool that will level the playing field for most students. Computers have allowed students to gain access to more information resources, help children with poor motor control to write legibly and even allow schools strapped for cash to do virtual field trips. Sounds wonderful doesn't it?
When you work in public schools today, it's easy to see which family has money and who doesn't. It used to be harder to tell, but technology has widened our social divide in most places. I'm talking about gear. Not shoes, or special backpacks, but mp3 players, computers, ebook readers and phones. Students bring these items to school and show off their prowess using the latest tools. Creating what I call gear envy. Students who see these new tools want to use them too, and don't understand why their school doesn't have access to these tools.
Schools unfortunately, find themselves falling farther and farther behind in integrating new technologies into lessons and assignments. Part of this comes from funding problems. One of the first places that school boards look to when reallocating funds are libraries and technology departments. These departments support student learning, so school boards and some administrators don't see their direct value to students. Especially if your library and technology department have flexible teaching schedules. So how do you improve your student's access to new technologies?
First you have to give your teachers and support staff access to new technology and professional development on the use of these technologies. Applying for technology grants (Title IID, private foundations and some corporate entities) can sometimes help with funding issues, but grants are usually limited to gear or service providers. Grants for infrastructure upgrades, additional personnel or professional development are few and far between. These things have to come from your community. How do you get your community to see the value of investment in technology? A simple solution is to involve them in your decision making process.
People who are involved in decision making processes will be more invested in the outcome. How? There are several ways really. Are there evening programs coming up in your school? Use these programs to showcase new technology. When people ask how it was done and they will, explain the tool and it's value to education.
Keep it simple, but advertise. Write to your paper and showcase new technologies being used by students. Show off student projects on local cable channels or on the web. Encourage student participation in local technology contests. Emphasize the positive with web brags on student achievement to your community.
Invite community members to participate in strategic planning for your school. Make a school technology plan part of the strategic plan for your district. This kind of comprehensive planning is essential for infrastructure building and professional development. Keep your focus on student needs. Don't let people make it negative or turn the spotlight away from student learning. What every community wants and needs is for their children to become productive members of society. By keeping the focus on student needs, you deliberately remove road blocks and close down your digital divide.
-AMA
When you work in public schools today, it's easy to see which family has money and who doesn't. It used to be harder to tell, but technology has widened our social divide in most places. I'm talking about gear. Not shoes, or special backpacks, but mp3 players, computers, ebook readers and phones. Students bring these items to school and show off their prowess using the latest tools. Creating what I call gear envy. Students who see these new tools want to use them too, and don't understand why their school doesn't have access to these tools.
Schools unfortunately, find themselves falling farther and farther behind in integrating new technologies into lessons and assignments. Part of this comes from funding problems. One of the first places that school boards look to when reallocating funds are libraries and technology departments. These departments support student learning, so school boards and some administrators don't see their direct value to students. Especially if your library and technology department have flexible teaching schedules. So how do you improve your student's access to new technologies?
First you have to give your teachers and support staff access to new technology and professional development on the use of these technologies. Applying for technology grants (Title IID, private foundations and some corporate entities) can sometimes help with funding issues, but grants are usually limited to gear or service providers. Grants for infrastructure upgrades, additional personnel or professional development are few and far between. These things have to come from your community. How do you get your community to see the value of investment in technology? A simple solution is to involve them in your decision making process.
People who are involved in decision making processes will be more invested in the outcome. How? There are several ways really. Are there evening programs coming up in your school? Use these programs to showcase new technology. When people ask how it was done and they will, explain the tool and it's value to education.
Keep it simple, but advertise. Write to your paper and showcase new technologies being used by students. Show off student projects on local cable channels or on the web. Encourage student participation in local technology contests. Emphasize the positive with web brags on student achievement to your community.
Invite community members to participate in strategic planning for your school. Make a school technology plan part of the strategic plan for your district. This kind of comprehensive planning is essential for infrastructure building and professional development. Keep your focus on student needs. Don't let people make it negative or turn the spotlight away from student learning. What every community wants and needs is for their children to become productive members of society. By keeping the focus on student needs, you deliberately remove road blocks and close down your digital divide.
-AMA
Saturday, January 8, 2011
Real Reasons Behind Problems in Education Today
Stories circulating on the web would have you think that public education in the United States today is not working or that kids don't care. Neither are true.
When teachers and students here in the U.S. are subjected to standardized tests, our results don't compare well to some other countries, like Japan. I could tell you that there are multiple reasons for this, not the least of which would be that all students in Japan get exactly the same education, regardless of disability and their students with disabilities are not counted in test results, but let's not go there.
Some people would have you believe that our problems come from teacher's unions. If teachers worked harder, our kids would be smarter. Anyone who has spent a full day in one teacher's classroom would know that is simply not true. Teachers arrive early, stay late and take work home with them. Teacher's unions were formed to protect teachers from unscrupulous communities that took advantage of people caring for their children. If unions didn't help teachers negotiate contracts with school districts that hire lawyers for negotiations, teachers would never get raises. It's that simple.
Others would have you believe that the problem lies in student apathy. That kids today just don't care. Students that I work with will tell you that they do care. It's important to them that they have opportunities to be contributing members of society.
So where is the apathy coming from? Apathy stems from people who have lost sight of how important it is to have educated citizens. People today may not realize that democracy depends on having an educated citizenry. Long ago when public education was first envisioned in this country, our founding fathers understood that uneducated people are perfectly willing to leave decisions in the hands of people who appear to be smarter. Educated people know when their rights are infringed upon, when politicians are hoodwinking them out of money. An educated public is our democracy’s best defense.
Developing standards based education has led us to a place where it is not cheap to educate students and it is difficult to justify the cost when standards are inconsistently applied. Or a waiver for a standard/ administrative rule can be had simply by asking. School districts regularly cut corners on technology, teaching contracts, building maintenance and repair or hire people who are not qualified to deal with students because they came at the lowest cost to the district.
Why? Because today's tax burden on communities is so high, that every minor increase in a school's budget is put under a microscope. This is not just happening in low income communities but everywhere. Standards based education and accountability are not going to go away. We need these to push ourselves into improving the education your child receives. But we have to stop cutting corners in education. Children need us to give them time, money and love if they are going to grow into citizens we can be proud of, we need to change the perception regarding education from an unjustifiable expense to an investment in our future.
Have you heard of the Broken Window Theory? People who lived in spaces that were not cared for felt marginalized and social norms tended to break down. The theory was tested in New York, Albuquerque, Lowell MA and the Netherlands. When broken windows and litter were not taken care of, more vandalism and crime followed. In neighborhoods where windows were repaired and litter was removed crime did not increase.
Children learn what they see and hear. Parents argue about a tax bill and say things like, "The school tax is out of control, I'm not voting for that." What the child hears is, "Education is too expensive." A child performs in a play or concert and their parents don't come. What the child hears is, "I don't have time for you." When school district officials blame teachers for poor performance in test scores, what the child hears is, "Teachers are bad." When technology doesn't work in their schools or halls are not kept clean, the child sees this and thinks, "No one cares." Their behavior reflects what they see and hear. If you are wondering why students misbehave, do poorly in school or exhibit apathy in your school district, perhaps it's time to examine the real source of apathy.
-AMA
When teachers and students here in the U.S. are subjected to standardized tests, our results don't compare well to some other countries, like Japan. I could tell you that there are multiple reasons for this, not the least of which would be that all students in Japan get exactly the same education, regardless of disability and their students with disabilities are not counted in test results, but let's not go there.
Some people would have you believe that our problems come from teacher's unions. If teachers worked harder, our kids would be smarter. Anyone who has spent a full day in one teacher's classroom would know that is simply not true. Teachers arrive early, stay late and take work home with them. Teacher's unions were formed to protect teachers from unscrupulous communities that took advantage of people caring for their children. If unions didn't help teachers negotiate contracts with school districts that hire lawyers for negotiations, teachers would never get raises. It's that simple.
Others would have you believe that the problem lies in student apathy. That kids today just don't care. Students that I work with will tell you that they do care. It's important to them that they have opportunities to be contributing members of society.
So where is the apathy coming from? Apathy stems from people who have lost sight of how important it is to have educated citizens. People today may not realize that democracy depends on having an educated citizenry. Long ago when public education was first envisioned in this country, our founding fathers understood that uneducated people are perfectly willing to leave decisions in the hands of people who appear to be smarter. Educated people know when their rights are infringed upon, when politicians are hoodwinking them out of money. An educated public is our democracy’s best defense.
Developing standards based education has led us to a place where it is not cheap to educate students and it is difficult to justify the cost when standards are inconsistently applied. Or a waiver for a standard/ administrative rule can be had simply by asking. School districts regularly cut corners on technology, teaching contracts, building maintenance and repair or hire people who are not qualified to deal with students because they came at the lowest cost to the district.
Why? Because today's tax burden on communities is so high, that every minor increase in a school's budget is put under a microscope. This is not just happening in low income communities but everywhere. Standards based education and accountability are not going to go away. We need these to push ourselves into improving the education your child receives. But we have to stop cutting corners in education. Children need us to give them time, money and love if they are going to grow into citizens we can be proud of, we need to change the perception regarding education from an unjustifiable expense to an investment in our future.
Have you heard of the Broken Window Theory? People who lived in spaces that were not cared for felt marginalized and social norms tended to break down. The theory was tested in New York, Albuquerque, Lowell MA and the Netherlands. When broken windows and litter were not taken care of, more vandalism and crime followed. In neighborhoods where windows were repaired and litter was removed crime did not increase.
Children learn what they see and hear. Parents argue about a tax bill and say things like, "The school tax is out of control, I'm not voting for that." What the child hears is, "Education is too expensive." A child performs in a play or concert and their parents don't come. What the child hears is, "I don't have time for you." When school district officials blame teachers for poor performance in test scores, what the child hears is, "Teachers are bad." When technology doesn't work in their schools or halls are not kept clean, the child sees this and thinks, "No one cares." Their behavior reflects what they see and hear. If you are wondering why students misbehave, do poorly in school or exhibit apathy in your school district, perhaps it's time to examine the real source of apathy.
-AMA
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