Saturday, October 29, 2011

High Stakes Testing

This line in a recent EdWeek piece about grants caught my eye:


"...awarding bigger grants in return for greater evidence of program effectiveness..."

Every institutional arrangement (in this case, the program development that is stimulated by grant money availability) creates both opportunity and constraint, as well as both intended an unintended consequences.

It shouldn't take a PhD in organizational leadership to know that if we incentivize people with the promise of big grant money for big results, they will try to create programs that show big results.  And unless we are completely sure that the big results on the standardized test correlate well with what we really want to accomplish in the education process, some of those programs created in response to the grant money incentive will simply be for the sake of showing results in order to get the money.

Oh, I don't mean people will intentionally be quite so instrumental (though some will).  More, I mean that such an arrangement creates a culture and climate that subtly encourages people to focus on test scores so emphatically as to make them a kind of shibboleth.

After all, the stakes are quite high...for the adults.  It means jobs and prestige and so on.  For the students, though, the stakes are actually quite low.  In Washington state, at least, the state test really has very little impact on a child's educational route until the 10th grade round.  A student must pass the 10th grade test in order to graduate.  They can have several tries at it, and if they don't succeed, there's an alternate route to the same goal--at least there was, or has been, or is talked about it.  We've been changing our test every other week, it seems.

So, every institutional arrangement creates a set of expectations, guidelines and parameters that people have to work with and in.  Clearly, the direct intention of the high payoff for high performance is to stimulate achievement of students in school.  But every institutional arrangement generates more than we intend.  When those who are being so incentivized figure out just what measures of "high performance" are going to be rewarded, they will target their programs at that.  And in the nature of the case they will target other things less emphatically.

We are assuming, in other words, that the grant money for performance actually translates down to outcomes that we actually want students to have.  Since students are not a group of monoliths with monolithic goals, hopes, aspirations and needs, we should understand that no institutional arrangement will meet every goal we value.  That's been true since the first relationship was entered into.  Not so sure that throwing big money around helps this.

To be specific, see here and there and everywhere.

Oh, if we really want students to pass tests, why not transfer all this financial incentive to them?  You think students wouldn't have a little more enthusiasm for the test if there were a monetary payoff involved?  Just asking...

Oh, and don't get me started on how the article uses the word "innovation."  Talk about shibboleths!

Thursday, October 27, 2011

Heresy

From the heart of computer land, a school without any computers at all.  I don't understand....They must not recognize all the benefits of the technology they produce and distribute.  They don't understand that computers are "where education is headed."  This article must have been in The Onion, not the New York Times.  That's what it was...I just know it.

Movies In The Classroom: The Sequel!

PBS's long running series Masterpiece Theatre has weighed in on the debate over film use in classrooms. The series, known best for bringing classic literary works to the screen, has its own learning resource page and offers teachers the advice reproduced below:

PBS Masterpiece Theatre - Learning Resources For Teachers
Why Study Film in the Classroom?
Anyone who has ever watched a movie with a classroom full of teenagers knows that students are comfortable with film and understand its power. By high school, they have watched thousands of movies and television shows and unconsciously understand the basic tools and conventions of the medium. Although they may still treat it chiefly as passive entertainment, they can often be sophisticated interpreters of the interplay of sound and image. They know -- often without knowing they know -- that the close-up on an actor's face signifies something different emotionally from a long shot of an actor across a distance. They know that certain kinds of music indicate that a dramatic event is about to happen, and they know that "fuzzy" camerawork can signal a dream sequence or flashback in which we are inside a particular character's mind or point of view.

In fact, students may know how to interpret film better than they know how to interpret literature -- especially the classics. Some teachers feel this is the very reason not to use film in the language arts classroom: isn't showing movies a waste of time when students have such a reading deficit already? Yes -- but only if students watch film passively.

The goal is to encourage English teachers to see film not as a guilty pleasure -- not as just the "reward" at the end of reading a book -- but as a legitimate means to enhance literacy. Contemporary thinkers on media literacy have argued that the same habits that a good reader brings to a written text are those that a critical viewer brings to a visual text; enhancing one effortlessly enhances the other. In both, a critical thinker predicts, makes connections, infers, asks questions, and interprets. In both, meaning is made through the details of character, theme, plot, mood, conflict, and symbolism. For both, we must guide students to be active interpreters.

Over thirty years ago, media education pioneer John Culkin argued that "We live in a total-information culture, which is being increasingly dominated by the image. Intelligent living within such an environment calls for developing habits of perception, analysis, judgment, and selectivity that are capable of processing the relentless input of visual data.... [Because] schools are where the tribe passes on its values to the young, schools are where film study should take place." Three decades later, Culkin's assertion resonates more than ever.

Using Film to Interpret Literature
Written texts can be  inaccessible to students. For many, the settings and historical context are foreign to them, the complex language hinders fluent reading, and the scale of books can seem intimidating. Where the camerawork between Portia and Shylock in the courtroom scene of The Merchant of Venice makes their mutual animosity clear, students might not register the same emotional intensity in the written dialogue. Even contemporary classics such as The Road from Coorain and Almost a Woman often prove challenging, particularly for reluctant or unenthusiastic readers. And yet, we want them to understand these works because they have something important and enduring to say. Using film is a way to help them do this, whether with the filmed version of the same story, in whole or in part, or a companion text that complements the themes, characters, setting, or conflicts of that story.

Activity
Film teacher John Golden suggests beginning to think critically about film by starting with a personal film inventory of one's own viewing history. First, have students make a list of ten films they have loved. (You might want to make a master list on the board of everyone's "best picks" when the class has finished.) Then have students choose a partner and take turns talking about one film each, telling each other a little about the characters, plots, settings, points of view, themes, and moods that made these films so effective. Compare and contrast the selections students made. What are the most memorable scenes from their films? Why?

Teacher Tips
Consider these ideas, suggested by teachers, for new and different ways to use film.
  1. Consider showing the film version of a literary work first, rather than last, or begin your reading with short scenes from the film version. Because students are so visually oriented already, having them analyze character, look for themes, make predictions, and make observations about the film first can help them see these elements more easily when they turn to the literature.
  2. Use film as a mini-lesson, to highlight a skill or literary element you want your students to practice. For example, let them make predictions from the opening scenes of a film, then ask them to practice predicting while reading.
  3. Don't feel you have to show an entire movie; clips of key scenes can be enough. Be sure to prepare well in advance when showing clips. You may want to show just one (from two to ten minutes long) or make a tape of clips that show a range of film techniques or plot and character development.
  4. Instead of showing the film version of a work of literature you are reading, consider choosing a companion film. This can be a work with similar themes, protagonists, characters, or settings; a film of the same genre; or a film version of another work by the same author. For instance, a coming-of-age story about a young man might be enhanced by showing The Road from Coorain or Almost a Woman, two stories about a young woman's coming of age. (See the rest of the site for more ideas).
  5. Begin class the day after viewing a film by having students write about or discuss which images or scenes stayed with them most strongly. Help students constantly ask themselves, "How did I feel during that scene, and how did the filmmaker make me feel that way?"
  6. If you are showing an entire film, use pre-reading strategies beforehand. Having students do a simple K/W/L exercise works as well with film as it does with literature for "activating schema," or prior knowledge, and for setting expectations.
  7. Try assigning small groups or individuals in the class just one cinematic or literary technique to track as they watch a film. For instance, one group might observe characterization or mood; another might watch for camera angles or lighting.
  8. Have students write before, during, and after viewing a long film. They can do this with a by using sentence starters such as "I wondered.... /felt.... /thought.... ," or by writing to a prompt specific to that film.
 The commentary and ideas above were copied from http://www.pbs.org/wgbh/masterpiece/learningresources. I recommend you to visit the site yourself for links to other resources and further advice as to how films might be appropriately used to support student learning.

Tuesday, October 25, 2011

TNT Letter?

I submitted the following to The News Tribune on Sunday, but so far they have not posted it.


The Tacoma school district is in disarray--broken trust abroad in the community, a board that alternates between abdicating authority during the strike to brazen assertions of power to jerry-rig the Superintendent selection process, and more.  In this election we have a chance to say something about this, and the best mechanism for doing so is a vote for Scott Heinze.  
Mr. Heinze knows the issues, understands the policy process, works well with and in the community, and attends to financial realities.  More importantly, he listens--you can have a real conversation with him in which he�ll engage you and respond to what you say and think.  
As a school board candidate last summer, I heard all the candidates many times and in various settings.  Of the four remaining candidates, Mr. Heinze has consistently maintained a sharp focus on the important issues before the school district.   He is not flamboyant, but he is what we need--knowledgable, reliable and committed to the success of our schools.

PACs for Gordon and Vialle

I got a mailer from Stand for Children today.

In it they encourage us to "change the odds for Washington students" by voting for Dexter Gordon and Karen Vialle.  The mailer assures us that Gordon is an "acclaimed policy expert."  They don't make clear who has proclaimed him so.  His web site professes that he's been "sought out by academic journals and The News Tribune" to write pieces on education.  At the bottom of his "Media" page on his web site, you can find a link to one TNT piece.  That's all I've ever found (by my own searches), and that's all I can find on his own web site.

Karen Vialle is portrayed as offering a fresh start for education in our city.  Big order, but at least we know how to evaluate her performance in 6 months or a year.

Stand for Children, of course, is a political action committee.   That means they take money from big donors then leverage it in political races in the fashion they see fit.  Perfectly fine thing to do.  Please understand, though, that SFC is financed primarily by people who have little involvement in Tacoma.  Their names are Amazon, Microsoft and Genie Industries.  (Top 4 donors--Bezos, Ballmer, Partovi and Bushnell.)

Communities in Schools (the organization Scott Heinze is connected to) actually serves students.  This web site is for the local branch, and they participate in the Find an Hour program that connects tutors to students in Tacoma.  By contrast, Stand does not participate in Find an Hour, and searching for Tacoma Stand for Children connects you to the state office.

Communities in Schools celebrated these accomplishments last year:

  • We served more than 800 kids in our after school programs
  • We helped 77 percent of the students served reach grade level in reading
  • Served more than 4,000 family members at our school sites
  • Provided backpacks to more than 3,000 kids in our community

Stand for Children, by contrast, invites you to Join (give them your e-mail in order to get their mailers), or make a donation.  Not quite the same thing.



Monday, October 24, 2011

Slippery Campaign Tactics?

I just got a call to listen in and participate in a live forum hosted by Stand for Children.  The Tacoma branch is hosting Dexter Gordon and Karen Vialle in a chat.  They didn't invite Scott Heinze or, I presume, Kim Washington.

I listened long enough to hear the same rhetoric I've been hearing for months.  The insidious part is that this looks and sounds like a forum for candidates.  You join the conversation after it has started, so you don't hear anything about rationale or ground rules.  So, I'm wondering the whole time, 'I bet Scott wasn't invited.  This is a campaign event dressed up as a public forum.'  So I checked with Scott...sure enough, he wasn't invited.

Nice work on Stand's part...for a political campaign.  Not so nice for rebuilding the trust the candidates so adamantly insist they'd rebuild (that was the question I listened to).

These are very politicized people.  Tacoma Stand has aligned itself with Vibrant Schools Tacoma--an organization that aggressively pushes an unproven agenda of school reform.  (You have to read all the way through this to see all the connections.)

Disappointing to see the process distorted in this way.  I want to stop short of saying that I'm not sure why I should trust these two candidates when they participate in this deceptive campaign activity....I'm working hard at it.

The whole thing kind of reminds me of when the TEA didn't even call me to participate in their endorsement interview process last summer.

Sunday, October 23, 2011

Personal Branding: Bringing it all together � tools to aggregate information


If you�ve been following my other posts regarding creating a professional online presence and your own personal brand through social networking, you probably have a number of accounts and profiles. You don�t want to spend all of your time checking and posting information to all of your different social networking sites separately, so I�ll share with you several interesting and fun (and did I mention free?) web or desktop tools that will make your online life easier!

In a previous post I gave you information on how to find scholarships using Twitter (http://bit.ly/1XmOb ). You should also search the Web, using different search engines, including  Bing (http://www.bing.com/ ); you will come across sites that have frequently updated information. Instead of bookmarking the site and checking it regularly, it�s a good idea to set up RSS feeds. They can keep you up to date with the latest news, sports results, weather, music, or what your friends are doing (Twitter or blogs, for example), by bringing the information to you. If you need more information about what RSS feeds are, and how to set them up using a feed reader or news aggregator, here�s a helpful YouTube video to get you started:

RSS in Plain English: http://bit.ly/oAtri

Twitter can be an important part of your social media life. You might have more than one profile or account, with many people and organizations that you follow and watch, a frequent need to do searches of topics (scholarships!), and of course, your own microblogging activities. Twitter itself is pretty limited, but there are free desktop applications you can download and use. There are a number worth checking out (do a search for "social media tools"); here are a couple of my favorites:

TweetDeck lets you manage all of your Twitter accounts, stay in contact with Facebook and more. I have Facebook in one column, my personal Twitter account in another, my Scholarship Twitter account in yet another. There is a refresh button, but the updates come in automatically. You also have the option of having alerts pop up (much like messenger). You can check on the local trends � what your friends are talking about � and see your favorites (much like bookmarks or favorites). It�s easy to Tweet to multiple accounts, and it will sync with your iPhone if you have one. Check out the tabs at the top of the Tweetdeck website:  (http://www.tweetdeck.com/ )

Seesmic is very similar to TweetDeck, and is undergoing new updates regularly, so by the time you read this blog and try it out, it will have even more capabilities. Seesmic makes it easy to reply to Facebook and Twitter, sharing text, links, photos and videos all in one screen. There are plenty of options: cell phone, desktop, web, and more: (http://seesmic.com/ )

Another one � PageFlakes (http://www.pageflakes.com/ ). As soon as you set up your account, there is a default tab (page) that brings in default information such as the local weather, national news, video options, music options, and so on. You can create more tabs/pages for different content. On my second tab I have my RSS feeds to the blogs I follow, along with Facebook and my Twitter accounts. On the third tab I have specific Google searches as RSS feeds (you can search for �Scholarships for International Students� and use it as an RSS feed). I always keep my browser open, with the PageFlakes site available 24/hours a day for instant access to all the information I need.

There are so many other Web and desktop tools and applications available � find something that works for you! And if you find or use something that you really like � please share the information by leaving a comment below. (Thanks!)

Very shortly the prime time for applying for scholarships for next spring and next year will be here! My next series of posts will get you ready, and hopefully very competitive � so �RSS� this blog site! ; )

Friday, October 21, 2011

Movies in the Classroom - Another View

Recently, a delegation of parents at our School Board meeting voiced concerns about the use of movies in classrooms. Their questions centered around the content of some films and around what rights they had as parents to be informed about what their children might view. Some also asked about how often and how long videos were used in the classrooms and whether Hollywood movies were replacing instruction.

Using media to support instruction is a time honored practice. Used appropriately, motion pictures can hi-light ideas, inspire debate, energize and engage students. Used excessively, or inappropriately media can bore students to death, or expose them to controversial, even dangerous images. No one is suggesting that movies should never  be shown in schools. The challenge is to determine what materials are suitable, how they should be used and to what degree parents should be informed.

How appropriate a film may be for classroom use is determined by a combination of factors. There are legal considerations, such as copyright, to consider. Does the film have relevance to what is being taught? What rating did the film receive? Is it age appropriate? How much of the film should be used? What is the purpose of showing the film? How might parents react to their child seeing the film? All of these questions should be considered before a teacher puts a picture before a class.

There are lots of good websites on this topic. Alberta Education has a 48 page guide about using film in the classroom (education.alberta.ca/media/8836825/5_film.pdf).  Another good site is 50 Best Movies for Middle School  and yet another can be found at http://www.commonsensemedia.org/movie-lists. All these sites contain basic common sense recommendations about previewing the material to be shown, knowing the ins and outs of relevant legal and copyright issues, and being aware of the sensibilities and feelings of target audiences and their parents. They also give tips on how to best utilize media as a resource. Good media use needs to  scaffold and support good teaching; not be a substitute for it.

 

Keeping parents informed about what, why and when their children will be viewing is also important, especially if the materials being considered are in any way controversial. Keeping parents, and principals, in the know, can prevent misunderstandings and difficult post viewing conversations. Whether by means of email, notices home or the collection of pre-viewing permission slips, telling parents about what�s going to be showing is good practice. It provides teachers with the means to pre-empt parental concerns and demonstrate that lessons are organized with a greater purpose than how to kill an hour or two. It also allows parent to be heard and have their legitimate concerns dealt with before they grow into bigger issues.

 

Ultimately, better communication is the answer. Teachers and parents need to know why a film is to be used. Effective use of media can be an exciting way to support learning. It should not be used thoughtlessly or as electronic babysitting. Parents need to know that teachers care, and can appropriately excite and engage students. Used well, film can help a teacher get their point across. Used otherwise, films in the classroom are pointless, possibly dangerous and likely a waste of time.


Education for life?

Besides being an 8th grade English teacher, I'm an Adjunct Professor of International Relations at Troy University (the Joint Base Lewis-McChord branch).  I enjoy both jobs thoroughly, and the combination of the two even more than their sum total.  

I'm also struck by some frustrating similarities.  One thing that holding the two positions has revealed is just how consistent we are as human beings...how consistently irrational, short-sighted, selfish, etc.  What's clear is how well we develop the power to cover or hide this when we get older.

8th graders are guileless about acknowledging their likes and dislikes, and wildly transparent about their feints and deceptions.  I don't always know when something does happen, but I usually know that something has happened.  The stories of explanation are too one-sided, too implausible, and too urgent.

The bureaucratic life of 8th grade and university are both vexing, too.  In both, a lot of 'managers' spend time making the work of those below them more difficult, but without obvious rationale.  I have gotten several mandates from on high in both environments, and it's never been completely clear that the new procedures serve students better.  It is clear that money is part of the story, which makes sense, though the administrative drive to cut budgets or maximize revenues really can have a net negative impact on the   mission of the organization.

Not as far as the management types see it.  They've always got reasons for things, and those reasons make perfect sense to them.  So when the Troy administration in Colorado (our regional office) decides that all class structures will be Friday night and Saturday, instead of the weeknights that I had been doing, the need to make the live distance (teleconference class) elements smoother--for the management to operate, that is-- was the justification.  When I asked whether anybody had ever asked what the students preferred, the predictable answer was 'no.'  But without connecting the one or two students from the remote site to our local class of 7 or 8, that remote site would have to close down.  And the university will do everything possible to avoid that.  Apparently, Friday-Saturday packages are better for all this, though it's not clear to me why, and my informal poll of my current students showed a decided preference for weeknight classes over Friday-Saturday.

We undertake such rational decisions in our school district, too.  After 4 years of of time and energy invested in a web site service (for class web sites like this one) that teachers and parents have been enjoying, we're switching to a new company.  Vague promises of 'better' feel a bit dubious when I hear that the system isn't quite ready....We're going to be the beta-testers.  In the words of one junior management type who does some of our computer stuff, "It's going to be a nightmare." When I enquired about the rationale, I got that kind of strange assortment of this and that.  The kind of urgent and one-sided explanation that makes the whole thing seem implausible.  No individual element of the explanation makes sense on its own, but together they seem, at least to the explainer, like they must amount to something, probably a lot.

Schools, universities, armies, wherever.  Everything makes sense to those who are doing the explaining. Sounds a lot like working with 8th graders...they're certain they make sense, and I'm certain they'll eventually see the sense that I make.  8th grade's a lot like life, really.

Tuesday, October 18, 2011

Best Tacoma School Staff Member?

Tacoma Weekly put out its Best of Tacoma 2011 guide.  Readers cast votes for the various best categories, and on p. 5 they note that Karen Vialle is the best School District Staff Member.  This is both confusing and vexing.  Presumably, if Vialle wins the election (as she almost certainly will) in November, she will no longer be able to serve as a substitute teacher.  Full-time teachers and staff members cannot serve as staffers and board members, so I presume Vialle can't either.

More importantly, this rather fanciful (farcical?) 'best' selection is obviously a mere popularity contest. Does this reflect badly on her as a political candidate?  Is she winning so much voter approval more for her name recognition than for her qualifications?

Every time I've heard her speak, even in one-on-one conversation, she is primarily in 'transmit' mode, and rarely in 'receive.'  The last forum I saw, she seemed to simply repeat Dexter Gordon, who himself was rather uninspiring.  Not exactly what we need on the Board, in my estimation.

And, wouldn't it have been nice to recognize some full-time staff members who labor with much less recognition?  I know plenty of classified staff and certified teachers who devote extensive energy to their work, and deserve the recognition more than Vialle.

Sunday, October 16, 2011

Personal Branding: LinkedIn


LinkedIn is a more professional social networking site that is career-focused and enables users to exchange knowledge, ideas, and opportunities with trusted contacts. LinkedIn users invite people they know and trust to become "linked in" to them. (Similar to being friends on Facebook.) They are then called �Connections�. Choose connections wisely. You'll also want to choose your network carefully; only add people you actually know � and who know you well enough to give you glowing recommendations. A recruiter may choose to contact one of your connections to ask about you; make sure that person is someone you know and trust, such as family, friends, former teachers, colleagues, and employers. Here�s a short video description of LinkedIn: http://bit.ly/aEzVz

A major feature of LinkedIn is its groups, allowing anyone to start a group based on an association or industry topic. For example, there are tens of thousands of academic and corporate groups that enable alumni and employees to stay in touch. LinkedIn members request an invitation to the group and can receive postings by other members via e-mail. It is through these groups that you can find jobs and internships, and make new connections. Watch for future blog posts about how to use LinkedIn to find internships and jobs.

Here�s how to get started:

Go to http://linkedin.com/ and create a free account.
  • Create your profile. Your profile is very important, and can increase your visibility online and help build your personal/professional brand. Make sure your profile is complete and detailed � almost like an online resume that includes information such as education, skills, qualifications, employment information and experience, and recommendations.

  • Add a picture. It�s always important to connect a face with your name. A headshot is recommended; but no larger than 80x80 pixels.
    Education. When adding information about your education, don�t forget to add your activities, associations, and any special honors or awards you�ve earned.

  • Professional Summary. When filling out this section, be sure to select an industry (recruiters often use that field to search). If you change your major, or are looking for a job in a different industry later on, make sure you update this information. There is a �headline� feature that will appear at the top of the page when your profile is viewed by others � so be sure to fill in this information.

  • Keywords and skills. Be sure to include keywords and skills that will make it easier for your profile to be found in search results.

  • Contact settings. Contact settings let your connections (and recruiters) know what you are available for. Even if you are not ready for a job yet, it�s beneficial to be flexible here � you never know what opportunities might come along.

  • Links. If you have a web site, blog, or Twitter profile, add the links � it�s a good way to provide more information about you, and your interests. Beyond just linking to my blog sites, I have used the RSS feed to bring my blogs into my profile (this is a good idea of your blog is professional in nature, rather than personal � more information about blogging in a future blog!).

  • Public Profile URL. Make your profile public. Customize your URL so it is easily recognizable as yours � such as http://www.linkedin.com/in/YourName.

  • Make connections. Connect with other members and build your network � invite family, friends, former teachers and current professors, and employers (past and present). The more connections you have, the more opportunities you have. Just make sure you only connect with people you know � quality is more important than quantity here!

  • Get Recommendations. Ask former and current employers, teachers, and professors for recommendations � as you would for a resume.

  • Groups. Join groups that you are affiliated with (such as the school you are attending, or have graduated from); or groups that interest you � by topic, industry, or interest.
There is plenty of excellent information about LinkedIn on the Web � use a search engine or two and look up information that can help you create a professional LinkedIn profile, or how to use LinkedIn to find information, internships, or jobs.

Saturday, October 15, 2011

Running A Great Extra Curricular Season

Considering that the physical fitness of students is always a hot topic, it worth noting that another district cross country season wrapped up Wednesday at Kin Park. Thanks to Principals Doug McCracken and Donna Holland for keeping this athletic activity going by hosting events this year. There were over 140 runners at the event at Upper Pine and over 130 at Ambrose. All this from basically only 6 schools. Imagine the size of events the district could host if all, or even just most of the elementary schools participated.

 An interesting thing about x-country running is that it needs virtually no equipment, costs next to nothing to run and involves as many kids are as willing to show up. The skills involved are simple - move your feet, left, right repeat, breathe - and have fun. The whole event Wednesday ( three different age groups - 6 different races) was completed in about an hour, presentations and all!  Transportation was the only real cost. It's also an activity where rural schools can compete on par or better with town schools. All you need is access to a little bit of geography!   And....... running is good exercise for everyone!

If other schools are interested in getting on board, or even hosting their own event next year its easy to do. There are lots of resource people available within the community willing to help you organize a race! Just ask your local running club!  If you have questions as to how hard it is to run such an event just ask the administrators who ran this year's events.  Until recently neither of them had extensive experience with this  sport.  Now they are both savvy veterans!

There is a perception out there that running is hard work, but really, running is what kids do! Anyone who has supervised an elementary playground or even been in a middle school hallway at break, knows that student energy is not the problem. Running is a life time sport - one that people can continue well into their adult years, and one that gives an instant sense of accomplishment. Whether a runner is the first or last across a finish line they've still successfully completed a challenge - instant positive feedback.

Thanks and congratulations go out to all the coaches too. Even in this interesting time several teachers, parents and administrators came out to assist with this sport! At a time where everyone is looking for ways to keep kids active without breaking the bank or clogging up the calendar, it amazing that cross country running is not more popular! Given the success of this year's events I'm already looking forward to next year. I'm betting I'm not the only one!

Friday, October 14, 2011

I'm liberated

Part of Puyallup school district's new commitment to standards-based grading includes this:

No more penalizing students with reduced marks for work that's turned in late.

I'm sure the Ed. School professors who dream up these things happily tell their deans and tenure committees that there really isn't or can't be a deadline for submitting tenure review materials.  Or how about grant applications and funding follow-up reports.  As long as the professors turn the material in at some point, the granting agency will be fine with that.

And I'm sure that the administrative types who sign on to such plans don't penalize their assorted staff members for any tardiness in their work--say, administering the MSP.?

As for my part, I'm going to tell OSPI that the work for my upgraded teacher certification requirements may come in a bit later than they expect.

And I've notified a few other folks about my new plan for liberation through tardiness.

To the IRS, don't get hung up on that whole April 15th thing.
To my mortgage company, the check's in the mail...soon.
My wife's birthday...well, let's not go too far.

Thursday, October 13, 2011

Hiring a new superintendent is NOT the most important thing

A lot of people--school board candidates not least among them--are anxious about the hiring of the new superintendent for Tacoma schools.  Just the other day I heard two candidates--Karen Vialle and Dexter Gordon--name that in their answer to a question about one policy they'd pursue if elected.

The answer was something of a non sequitur, as expressing the importance of hiring the superintendent isn't really a policy, but we can give some license there because the more relevant point is that hiring the new superintendent really isn't that important...at least not in the way most people--Vialle and Gordon among them--think.

If we go out on a big national search (as I've heard Gordon say we must) we'll end up with some sort of education high-flyer.  Somebody who professes expertise and wisdom in the reform process.  They'll likely promise, at least implicitly, dramatic results and fast.  The new superintendent (or what I prefer to call �berintendent) will arrive with a sense of purpose and mandate to show progress on all the indicators that are low in Tacoma.  This likely means a kind of administrative forcefulness and top-down orientation that will not endear the �berintendent to the community and will not rebuild the deeply frayed trust.  (I've written of this before.)

What I think we really want is someone who has the patience to discern what already works in Tacoma and the relational capacity to rebuild trust by building on what is working.  This person may be an education reform stalwart, but doesn't necessarily have to be.  None of the last several superintendents has lived up to this hype.

And that may be okay.  If we hype less--by not overblowing the need to get an �berintendent--and relate more, we won't be in such a panic to get everything done next year...with the latest surefire curriculum...applied through another round of professional trainings promised to be the one that will solve our problems.

Rather, we can all just get to the slow steady work of improving education and raising performance of our students.

Tuesday, October 11, 2011

Giving Thanks

Yesterday was Thanksgiving Day and like many people spent some time thinking of things to be thankful for. It has been a busy start to the school year. Job action has been hard for everyone and it has been especially difficult to find quiet moments in which to regroup and recharge. None the less there are always things to be thankful for. For me two key moments came in the form of responses from former students. One came to see me. The other visited virtually via twitter.

The first student was a young man I had taught years ago who was looking for a reference for his university applications. It had been a few years since I had seen him last and more than a few since he had been one of my students. He made his request and we reminisced a bit about his time in my class. He remembered mostly the good times, the assignments that had made him think and the fun he had learning. He concluded by thanking me for being one of his "better" teachers. "Your class was never boring" he smiled, "considering that it was English that's saying something!" I happen to think that English should never be boring, but I truly appreciated the praise. Its nice to be validated as a teacher.

The second student visit came via a response to a tweet I had sent out last week in recognition of International Teachers Day. "Can you remember your favorite teacher?" I had asked. This student responded in a way that really made me smile. Not only could she remember her favorite teacher - she had a favorite for every stage of her education. She listed her favorite elementary, secondary, college and university teachers. I didn't make the list, but that was ok. It made me feel good that she had so many fond memories of educators who had helped her along the way!

These students' visits and encouragement came at just the right time! I'm glad that they have fond memories of teachers and of learning. Cliche or not, they reminded me that I work in a profession that gets to make a difference in the lives of so many people. And for that I am truly thankful!

Neighborhood Forum--Tacoma Elections

I went to a Candidate Forum held by one of the Neighborhood Councils here in Tacoma.  All four School Board candidates were there.

All the candidates introduced themselves for one minute, then spent one minute each on two more questions.  One was, What do you think the district should do with the buildings that it has closed?  The second was, What is one policy you will pursue if elected?
3 minutes total, then much later a Q & A, that I did not stay to see.

Some interesting things....
Scott Heinze (seeking Seat #3--the very same which your blogger sought in the primary) did a very good job.  He answered both questions thoroughly and clearly.  In fact, Scott reinforced my feeling that he's the best of the four remaining candidates.  Dexter Gordon (Heinze's opponent) offered little specific material by which to take a good sense of what he's about.

Scott answered first of all four on the 'closed buildings' question.  And after he said that we need a long-term strategic plan by which to make better projections about facilities use, he advocated for 'repurposing' empty buildings into things like community centers for neighborhoods.  Last week, he was at a meeting at the Portland Avenue Community Center (which I also attended) in which Eastside community members talked about a variety of plans to establish community activities and a center in their neighborhood.  It was a good example of the specific ways that Scott works with regular Tacomans to solve problems.

Dexter Gordon and Karen Vialle (Seat #5) both largely recycled Scott's answer.  Dexter even used the word 'repurpose,' which I had always avoided (Scott's early and consistent use made it "his" word) and which I had not heard Dexter use before in 5 or 6 public events.

As for the 'one policy you'd implement' question, Dexter led off with a reasonable observation about eroded trust and the need to rebuild it among all players in the story.  Karen Vialle parroted Dexter, even to the point of squeezing in the same quick reference to how important the hiring of the new Superintendent was going to be.   Interesting observations, and I agree with them.  Neither of them answered the question, though.

Scott, by contrast, emphasized the need to focus energy on early childhood education.  He rightly pointed out how serious the consequences are for children that begin to fall behind early, and said we need to make sure we get the pre-school to 3rd grade students on an early track for success.

Nicely put.

Some interesting (as in, odd) things, too, I thought.

Everybody pushed their doctoral status pretty hard.  Kim Washington emphasized the 'Dr.' in her name when she introduced herself.  (She's an Ed.D.)  Dexter Gordon introduced himself as a Distinguished Professor at UPS, sort of hitting 'Distinguished' hard.  Karen Vialle noted that she finished all graduate work for the Ph.D., except the dissertation.  Only Scott neglected to mention his doctoral status.  Last I heard, he was beginning work on his dissertation.

Another interesting aspect....I saw and heard Kim Washington (Seat #5) for the first time.  All during the primary, she participated in none of the public events to which we were all invited.  It's tough to imagine she can surmount Vialle's sizable lead.

The most surprising, however, was Dexter Gordon's listlessness.  As a voter, I have not been thrilled with his zeal--it tends toward zealotry.  But as more than one observer has pointed out, "He's passionate."  Well, the passion seemed absent.  Recycled answers, lower intensity....I hope he's not flagging.  Not with a month still to go.

Monday, October 10, 2011

Standards based assessments not a panacea

A Tacoma School Board candidate that I know asked me what I thought of standards-based assessment.

Well, I told him, I have a lot of thoughts...depending on the more specific framing of the question.

First, I think everybody just imagines the 4-3-2-1 as grades anyway--A-B-C-D.  So there will need to be some relearning of what the scores mean.  Unless that IS what they mean?

More importantly, the human element still exists in the determining of how well the student met the standard.  Last year we had some oddly written standards rubrics (from OSPI, for the social studies CBA), so we had quite lengthy discussions about how to evaluate whether the student met the standard.  (The question of what the standards are and how they're created is another matter.)

Further, I think teachers are subtly encouraged to read the standard then simply look for the presence of material that matches that standard.  And it doesn't matter whether that material is any good or not.  This is particularly problematic in social studies/humanities kinds of subjects.

Ultimately, I think the impulse toward standards based assessment is driven by the (mindless) desire to numerate and technologize things.  If we can put seemingly replicable numeration to something we can believe that we're standardizing the measurement and production of what in this case is hard to measure in that way.  We've thus technologized it in a way that makes us think we can routinize the production of that thing.

Neil Postman writes extensively of this in his book Technopoly.

In the end, I don't think we're any clearer that a student is actually learning something or learning as much as they should/need to.  I think the standards movement thinks that standards based assessment does give us a better sense, but I don't know that it does.

Take 'inference making,' for instance.  I can teach about that.  Talk about what goes into it, etc., but some kids will always be better than others.  Or writing.  We are going to work on a 'standard' that involves teaching the writing process.  We'll measure their facility with naming and knowing the process, but not worry so much about whether they actually write anything worth reading.  Seems strange to me, but the logic goes, 'well, at least they know the process.'

As I've said before, education is an endeavor that entails a certain degree of sloppiness.  Thinking that we can clean up that sloppiness with a new evaluation system may be too hopeful.  I'd much rather prepare teachers and administrators to identify the ways that teachers and students accomplish good things in looser ways, and encourage a general alertness to shifting and stretching what works to cover more students in more skills and content areas.

Sunday, October 9, 2011

Personal Branding: Creating Your Twitter Profile


Twitter is a must for college students! � For personal branding, networking, opportunities, and limitless access to information. Recent headlines say that Twitter is transforming business and impacting life in general! So, what is Twitter? Twitter is a free social networking and micro-blogging service that lets you post short text messages on your profile � up to 140 characters. You can follow people or organizations in order to read their updates (or �Tweets�), and others can follow you to read your Tweets as well.

To begin, create your free profile at http://twitter.com/ using your name (try to be consistent with the same form of your name that you used to create other social profiles). Fill out your user profile completely, including adding a picture of yourself. Make sure your bio reflects and represents who you are. Before you start posting, think about how you want to brand (or represent) yourself.

Basic information to get you started:

First, you can only post 140 characters, but only use abbreviations when necessary. If you want to post a link to a web site, you might want to shorten the link by using a URL shrinking service such as tinyurl.com or bit.ly. You will see posts with �RT� � this is used when someone is re-tweeting something someone has already posted. The �@� sign is used to direct a message to a particular user. For more information on how to effectively use Twitter, check out the following videos on Youtube: Twitter in Plain English: http://bit.ly/13gm0r , Twitter Tutorial - Getting Started: http://bit.ly/nZqUjU 

Beyond keeping connected with family and friends, and creating a personal brand with Twitter, there are definitely other benefits and opportunities.

The current economic situation and poor job market are making it very important to get ahead of the competition through online networking, and using invaluable online tools such as Twitter, Facebook, LinkedIn, and others. According to some professionals, social media tools will separate you from the pack. It is estimated that 78 per cent of companies now use social media or networking sites to both find and attract people to fill graduate jobs. Four out of five hiring managers Google search a candidate�s name before they decide to bring them in for an interview. Some feel the traditional job boards like Monster.com and Careerbuilder.com are outdated and may cease to exist in the future. Employers want graduates to research jobs and prepare for interviews more thoroughly than ever � and this is possible through Facebook, LinkedIn, Twitter, and other online social tools.

As an international student, it will be useful for you to follow schools, organizations, and companies that post information regarding studying abroad, scholarships, internships, jobs, travel and volunteer information and opportunities. You can also ask the people you follow for help or advice. Check out this video at Youtube �How to Find and Follow People on Twitter: http://bit.ly/LulNp ; here�s a link to help you find people or organizations to follow: http://twitter.com/#!/who_to_follow/;

And maybe the best thing about Twitter is that it�s fun! You�ll find different ways to use Twitter - connecting with people who share the same interests and ideas can create a special community for you; connecting with people who have different interests and ideas can open your world!

The next post: How to build your personal brand using LinkedIn. (Very professional, huge benefits!)

Saturday, October 8, 2011

Perception management

My father--who was for years the public relations director for a major state agency in CA--often said, "It doesn't matter what IS....It matters what people THINK things are."  Obviously, that can be used cynically or constructively.  He being my father, I liked to think that his candor reflected that he was trying to open, honest, etc.  His truism also reflects on our penchant for conspiracy.  It is all too easy to think something, even if that something ISN'T!

It would be tempting, for instance, to see a public agency post notice of a fairly unusual idea/plan after close of business on a Friday (as the Tacoma school district did with its unusual Deputy to Elect to Interim--to beyond??--Superintendent plan) and think they did so with the intent of minimizing the prospect of questions or blowback.

(Just as tempting, by the way, as when I kept asking the Tacoma Education Association why they had not interviewed me as part of the endorsement process during the campaign last summer and they finally responded to my 4 phone calls and one in-person visit by calling me Friday--the last day before they would be closed for a week--at 5:15 PM.)

It would be tempting to look at that Deputy Interim Elect Super plan and think it is a back-door mechanism by which to give Carla Santorno the job, since they seemed eager to do so in September.

It would be tempting to look at the idea for the current Superintendent to represent the district in Olympia as a way for him to sharpen up his lobbying credentials while drawing a big salary and move into an attractive career after he finally leaves Tacoma.

These--and many more--tempt one to conspiratorial thinking.  I'm working hard to resist that inclination...but I'm just saying.

Friday, October 7, 2011

Tacoma comes up with another dubious plan

The school board in Tacoma is considering a plan to...well, read it here.


I think this is a very problematic idea, not because of the individuals involved but because of the organizational realities of such things. 


Interim, Elect (interim), what does all that mean?  Is it a probationary period?  What kind of expectations does everybody have?  What expectations will develop?  

Patterns tend to get set, so in 18 months she's "in place" or we need to remove and replace, which becomes another political brawl because she's entrenched with allies.

Is this a back door way to get her the job?  And why in the world is the district paying Jarvis a fat salary to go grease the way to a lobbying career?

Why does it seem like 2 board members (Dugan and Golding are lame ducks, Winskill seems absent) are driving this so hard right now?



The personal, personnel and organizational tangle that such things create primarily promise to project the staffing/appointment process into the future.  

Organizationally, this seems like a dubious plan that generates a lot more questions than clarity.

Monday, October 3, 2011

Personal Branding: Getting started with Facebook


In my previous post, I wrote about the importance of creating a personal brand; in today�s post we get started! Currently one of the top websites, Facebook is one of the first places to start your personal branding campaign. Everyone should have a Facebook strategy and it should be based on your overall life goals. (But certainly balance the professional with the personal - your profile should reflect who you are!)

Most of you may already have a Facebook profile, but make sure you look good when a college or company recruiter looks up your profile � and they will. The Federal Trade Commission (in the U.S.) has decided that companies and universities that research how you spend your personal time and what your passions and hobbies are do not violate your privacy.  In other words, the Internet is fair game.

 Depending on who you are, where you are in your career, what you�re passionate about and an expert in, you�ll want to brand yourself differently. Here�s a quick list of ways to promote YOU on Facebook:

1. Use your real name in all of your online profiles; be consistent in your branding (and be yourself).
2. Add important information about you, focusing on the education and work section. In the contact information field, be sure to list your blog if you have one, any websites you might have and links to your profiles on other social networks. (More information about other networks in my next blog!)
3. Put your picture on your profile � they are a positive addition to your online presence. It�s always better if you can associate the name with a face. In fact, post albums of pictures! (Just be thoughtful about the pictures you post.)
4. You might consider turning tagging settings off for both photos and videos; some pictures you just might not want everyone to find easily.
5. Keep the applications and widgets to a minimum; only those that will represent who you are in a positive light.
6. Join and actively participate in Groups that interest you; or start your own!
7. Regularly update your status � making it a reflection of who you are and what you do.
8. Write informational notes.
9. Share useful links.
10. Comment on your friends� walls, pictures, videos, notes, and posted items
11. Check -- and frequently recheck -- your privacy settings on social-media accounts like Facebook and Twitter.You may set your entire account to private or grant certain individuals permission to view sections of your profile. You can also make your entire profile public for everyone to see, which could be beneficial to you if you�re looking to become more visible, and have your name come up in searches.
12. Make every effort to find out what's out there about you. Anything that may be taken out of context should be taken down.


Next blog post � How to build your personal brand on Twitter (FUN!!)