Mark Anderson is a special education teacher in the Bronx. He is originally from California and still trying to convince himself that skyscrapers are equivalent to mountains. Follow Mark on Twitter @mandercorn or on his blog Schools as Ecosystems.
From where I sit—as a special education teacher in East Tremont in the Bronx—it looks to me like the same issues that plague my public school and district plague the school system at large.
It's rare that content knowledge, pedagogical wisdom, or other experiential knowledge is transferred between classrooms, let alone between schools or between districts. It does happen, when those few teachers that establish meaningful relationships with one another talk about a lesson, or ask to borrow something, or ask for help when they are struggling with a concept. But it doesn’t happen often enough.
One would think that this sort of meaningful transfer of information would occur as a result of professional development or prep period time, but professional development largely seems to stand for "paying some institution lots of money so it can come and tell us how to teach." It's rare that anything that is developed through those sessions comes directly from the teachers themselves, and it's rarer still that anything is implemented in an ongoing manner as a result of that PD.
The 20-30 minutes of actual prep period time, after students have been shuttled down stairs and into
Guest blogger John White is Louisiana superintendent of education. This post originally appeared as a letter to the editor in the Baton Rouge Advocate.
The Advocate has recently published several letters to the editor on public education. I have to say as an educator, I'm disappointed with the prevailing tone and content of those letters opposing change.
Here are some passages that illustrate a common thread:
"We, the public school teachers of East Baton Rouge schools, can't educate children who don't want to be educated. We can't educate children whose parents don't care and are not involved."
"…the state is going to require that very poor students take the ACT… The weaker of these students are not college-bound students who have no intention to attend college, yet he has to be compared and compete."
And one writer simply stated, "Poverty is a significant factor affecting academic scores," leaving it at that—as if that absolves us of any responsibility to educate the child.
I'm so disappointed in these comments for two reasons. First, they betray a mindset that forsakes the American dream. They show a sad belief among some that poverty is destiny in America, defying our core value that any child, no matter race, class, or creed, can be the adult he or she dreams of being. Yes, poverty matters. Yes, it impacts learning. And that fact should only embolden us to do everything we can to break the cycle of poverty so another generation
First thing in my email inbox this morning was an “Advocacy Alert” from the New York State School Boards Association (NYSSBA): It was the “2012 Resolution Kit,” a kickoff notice to get the wheels rolling so that NYSSBA presents a united front in lobbying the state legislature. This was a rather tame “alert,” as these things go. Others have had a Whitney Tilson quality: “Free the Schools!” or “Full Court Press!” or “Mandate Relief? Give us a break!”
Like many such organizations, NYSSBA can be wordy and bureaucratic, but I was happy to see that this year’s kit included a statement that “the Association currently lacks resolutions addressing some of public education's most pressing issues” and that “examples of issues that lack the support or opposition of a NYSSBA resolution are:
- How the state will address the rising costs of energy and health care and the impact on local taxes.
- Whether or not charter schools should be allowed to join NYSSBA or receive NYSSBA services.
This resolution signals a major move forward on the part of an organization that tends to be resolutely establishment.
The second resolution signals a major move forward on the part of an organization that tends to be resolutely establishment (for all the reasons that reform critics have cited) and gives me some hope that organizations like NYSSBA can become leaders of school improvement. (See Adam’s Choice Words post on National School Boards Association executive director Anne
John Chubb is CEO of Leeds Global Partners and a Distinguished Visiting Fellow at the Hoover Institution where he is a member of the Koret Task Force on K-12 Education. He is co-author with Terry Moe of Liberating Learning: Technology, Politics, and the Future of American Education and author of "Overcoming the Governance Challenge in K-12 Online Learning."
If a public school student wants to take an Advanced Placement course from Apex Learning, a respected provider of online AP instruction, who should determine whether the student may do so? Today, the answer is almost uniformly, the local school board (or charter board) that governs the student’s school. Should it be so?
States have long delegated to local boards the authority to determine how students satisfy state standards such as graduation requirements. If a student wants to meet a state standard by some means other than what his or her school is offering, local board policies determine whether the student may. This makes a certain amount of sense. Students and families may want an option of dubious academic value.
But boards may decide these matters with more on their minds than quality control. Every time a student opts to receive a bit of education outside of a home school, the school or district faces a financial hit: it loses state revenue or gets stuck with a fee. Local boards consequently are not
- Stretching the School Dollar
- Common Core Watch
- Ohio Gadfly Daily
- Board's Eye View
- Choice Words
About the Editor
Peter Meyer is an adjunct fellow with the Thomas B. Fordham Institute. Since 1991, Meyer has focused his attentions on education reform in the United States, an interest joined while writing a profile of education reformer E.D. Hirsch for Life. Meyer subsequently helped found a charter school, served on his local Board of Education (twice) and, for the last eight years, has been an editor at Education Next.
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