Summer school shows mixed results to combat summer learning loss
This piece was co-authored with Melissa Cropper, president of the Ohio Federation of Teachers. It first appeared in the Toledo Blade. View the original here.
Many lawmakers and political activists appear determined to perpetuate an endless debate over Ohio’s New Learning Standards, our version of the Common Core state standards. But teachers and school leaders across the state have been working hard to carry out the higher standards for student learning that we committed to years ago.
- See more at: http://www.learningfirst.org/let-s-take-time-get-common-core-right-ohio#.dpuf
Published on Dec 17, 2014
Carol Dweck researches “growth mindset” — the idea that we can grow our brain’s capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.
TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world’s leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design — plus science, business, global issues, the arts and much more.
The CCSS: Equity and Deeper Learning ~ Alliance For Excellent Education
By Linda Darling-Hammond and Pedro Noguera
“If implemented successfully, they (CCSS) could support the kind of teaching that would enable students to develop deeper learning competencies, including:
“these new initiatives will require a tremendous transformation in teaching approaches, school organization and leadership orientation.
Serving the historically underserved
Such changes will be particularly challenging for under-resourced schools serving large numbers of low-income students which were most likely to narrow the curriculum to test preparation strategies under the threat of sanctions during the No Child Left Behind era.
In most schools and classrooms, “students…have been given few chances to learn to solve complex problems, conduct research, communicate in multiple forms, or use new technologies for finding, analyzing, and evaluating information.
Teacher Capacity: Building NOT Inspecting
“need to build educator capacity to learn and use new pedagogies”
By Justin Baeder
“Faced with this question, most of us know the “correct” answer (especially in a job interview): instructional leader, of course.
But do we really have a choice? Can you choose to be an instructional leader and not a building manager?
Instructional leadership involves creating the conditions for instruction, not just directly supervising it.”
Instructional Quality is a function of the following:
Leaders can work to improve teacher skills, but if they neglect the context, no learning will take place. Attendance impacts teachers. Behavior impacts teaching and learning. Unless school leaders create a safe, orderly, and inviting school environment, and provide the resources teachers need, learning will not take place.
As one national leader said to me ‘We did a great job teaching our principals to work with teachers, but we forgot to teach them how to prevent fires in the bathrooms.’
Principals have to work on the three factors–teacher skill, student readiness, and context–all at once.
“while efficiency is critical and often a competitive advantage, it is a problem when it becomes a mindset that is applied to everything we do; when it becomes an excuse for our lack of real connection. Faster and easier is not always better. As leaders, we have to know the difference. Some things are better over time. There is no such thing as efficient leadership. If efficiency is digital, leadership is analog.
Leadership is about influence and mobilizing people to achieve a common goal. This is done through relationships. Relationships do not benefit from efficiency.”
The system was created to make it easier to identify which teachers performed the best so their methods could be replicated, and which performed the worst, so they could be fired.
Most New York City Teachers Score Well On New Assessments.
The New York Times (12/17, Taylor, Subscription Publication) reports that New York education officials released new information Tuesday showing that 90% of “New York City teachers received one of the top two rankings in the first year of a new evaluation system that was hailed as a better way of assessing how they perform.” Noting that the system was envisioned as a way to identify successful teachers’ best practices and to eliminate ineffective teachers, the Times reports that “state officials and education experts said the city appeared to be doing a better job of evaluating its teachers than the rest of New York State.”
The AP (12/17, Thompson) reports that some education leaders said that the high pass rate of the evaluations may mean that it needs to be improved, noting that this is “the second consecutive year that evaluations gave high scores to the vast majority of teachers while only about a third of students” scored well on statewide tests. Board of Regents Chancellor Merryl Tisch said, “The ratings show there’s much more work to do to strengthen the evaluation system.” Meanwhile, the AP quotes outgoing Education Commissioner John King Jr. saying, “I’m concerned that in some districts, there’s a tendency to blanket everyone with the same rating. That defeats the purpose of the observations and the evaluations, and we have to work to fix that.”
The education world has turned completely upside down!
Reading tests do not measure question-answering skills. Old-style test prep won’t work!
By Tim Shanahan