Even blogging--
He lived life to the fullest—
He loved us as fiercely as we loved him—
A bond so strong it defies description--
We miss him terribly--
A caring, bright, energetic young woman who excelled in her classroom internships as a senior in high school--
Now a first year teacher in middle childhood classrooms in a large urban district—
And experiencing a myriad of challenges with classroom management and testing--
“I don't see the purpose of tests on top of tests on top of tests... I have a young lady in my 8th grade class that is working harder than I think she has worked her whole school career. She comes to me for help and really desires to do well this term. I was told that my grades for her are inflated and that she cannot receive a B in my class because she is below basic according to last years’ PSSA test. My classroom tests obviously aren't challenging enough if she is doing that well, yet I have students that do absolutely nothing and have F's in my class. I don't understand the education system anymore. What if the day before the test her dog died, what if that was a day she didn't eat breakfast, what if she was being bullied or something else was going on? Why does that test label her grade for this school year?”
Tears in my eyes, consumed by anger and sorrow, with a heavy heart, my reply attempted to suggest how it might be possible to maintain a good relationship with her student since I had worked with so many “at risk” kids who desperately needed to be able to feel some success at school after significant effort --yet regretting and knowing it did not address the real issue-- and surely didn’t answer her questions--
And a later email—
“I am going to have to try giving harder tests structured like the PSSA exam according to the math lead teacher and the testing specialist.”
I had some sense that ‘testing cultures’ were pretty abhorrent in urban districts – I have no words to accurately describe my feelings regarding this.
Aren’t we going to lose an entire generation of young people -- not only those whose circumstances into which they are placed through no fault of their own make learning a challenge yet thrive and flourish in a caring, student centered classroom, but also those who play the game of school so well and leave us with the skills of test taking rather than critical thinking?
And what of this generation of new teachers, who entered the profession full of hope, energy, creativity and passion-- who hope to touch the souls of youngsters and share a love of learning -- How long will it take for them to wilt and wither?
The “tuning out” or quiet cries of young people, the despair of novice, caring teachers-- the outrage of those of us who’ve come before them -- surely these can no longer be heard by the powers that be as just mere whimpers and irrelevant? Or can they?
Stand up straight; watch your posture. Do you remember that or is it a product of my generation? I heard it lots when I was young; even had to practice walking with a book on my head—my folks really stressed it and I never had good posture to their chagrin— In the classroom, I did think about posture-- from a different perspective, always searching for a more accomplished practice. Initially, my posture was upright, in the front of the class, talking, giving information, and telling. My “teaching posture” evolved -- I was often sitting, in the back or with a group of students or a student, sometimes prodding, questioning, and listening. Yet I’ve noticed that my initial posture still is in vogue in many classrooms.
And as I’ve been involved in various learning communities more recently, I’ve noticed that teachers seem to be so comfortable in “teaching postures” which mirror my initial one, that it is translated into their professional learning too. I’m really feeling, and I could be wrong, that negatively impacts moving forward toward a global 21st century practice. So lately I’ve been spending time pondering on a learning posture-- what it looks like, what it sounds like, and how to help teachers adopt one.
I’m wondering, after reading and thinking, might a “learning posture” be characterized as:
Curious and Inquisitive
So I am curious- what do you think? Should we be focusing on a different conversation than the one we are having? Should we be re-envisioning education in ways that are radically different? And if so- How do we move from talking to doing? Or is that important? --Sheryl Nussbaum-Beach
What does this new design look like? What are the big questions regarding learning, teaching and schooling that we need to begin to address? How will the roles of elementary schools and high schools begin to evolve? How will we address the divide issues that these opportunities outside of school create? And how do we personally plan for these changes as learners, parents and teachers? --Will Richardson
My focus for the next while will be an experiment as well as a creative outlet. I’ve created a space to publish fictional narratives where my true identity is intentionally obscured. I want to see what happens to the questions of digital identity, social structures and relationships, and network dynamics when the identity of the author is replaced with a fictional character – and the readers are aware that the "I" and "me" in the blog entries refer to someone who does not actually exist. –Mike Bogle
Tentative and Unfinished
Examples of “process as text” are recordings of classroom conversations, considered temporary and fleeting, that become something more than a passing conversation when they exist as video or audio recordings. These types of texts stay fixed – we can’t really go back and change the flow of a conversation – but our finished products, when published digitally, are easily and perhaps even secretly editable and revisable after publication. So we’re able to fix the temporary and fiddle with the permanent. That seems interesting and worthy of further exploration. –Bud theTeacher
That’s all I’ll say for now. I hope to revisit these ideas on occasion. I also hope you’ll help me think through them. – Jon Becker
Much to continue to mull over here: some ideas to tinker with, and some practices to encourage, but still very much a set of “conjectures and dilemmas” (Bruner) to keep exploring. – Gardner Campbell
Collaborative and Participatory
I was part of an interesting discussion on Twitter Friday night and I wanted to share it here, as well as add a few final thoughts. Participants that I reference are Bud Hunt, Brian Crosby, Dean Shareski, Anne Van Meter, Barbara Barreda, and Karen Fasimpaur. Thanks to all of you for helping me think through these ideas. – Karl Fisch
Reflective
That’s one of those really concise shift statements that makes me bend my own frame a bit. I think too often I fall into looking at these tools and wonder what they can add to our classrooms and our teaching when the real question is how can our classrooms and teaching add capacity to the tools. – Will Richardson
When I began mulling this over I had not anticipated that I would be including a sense of unfinished business; yet I have begun to feel that is particularly important. I’m not yet satisfied that I’ve captured the essence of a “learning posture” yet am feeling pretty strongly that it’s worth pursuing, especially avenues for helping teachers with an awareness of their posture and how that may affect not only their own professional learning but also that of others.
Might it not be possible that such a focus may open doors for many to possibilities for learning not yet imagined?
The national holiday honoring Dr. King is an occasion for joy and celebration for his life and his work toward nonviolent social change in America and the world. Traditionally, we celebrate holidays with parties, family picnics, fireworks, a trip back home or to the seashore. However, we must also be mindful that this is a special holiday - one which symbolizes our nation's commitment to peace through justice; to universal brother- and sisterhood; and to the noblest ideal of all: a democratic society based on the principles of freedom, justice and equality for all people. ... the holiday is an occasion for thanksgiving, unselfishness, and rededicating ourselves to the causes for which he stood and for which he died. -- source
"We act for the sake of the thousands of American citizens who are in Haiti, and for their families back home; for the sake of the Haitian people who have been stricken with a tragic history, even as they have shown great resilience; and we act because of the close ties that we have with a neighbor that is only a few hundred miles to the south.
But above all, we act for a very simple reason: in times of tragedy, the United States of America steps forward and helps. That is who we are. That is what we do. For decades, America's leadership has been founded in part on the fact that we do not use our power to subjugate others, we use it to lift them up—"
“We need to include “poignance” as an essential analytical and expressive skill.”
This is a revised version of a post I created for the PLP Ohio Consortium. Strangely, I’m more comfortable with it here in my own space; perhaps because of its subject and how important I think it is to all learning experiences.
Although the focus of Gardner’s post is university level learning, I’m wondering if it doesn’t readily apply to teacher learning and learning in k12 classrooms. His post is beautifully written; far more articulate that I can be. Be it the writing, the ideas--- they touched a spot deep in the core of me. For it seems to me, given poignance, passion, and joy, learning in our current schools would look and sound so very different.
He writes:
“What do our students see? That learning is largely a matter of being overruled, of memorizing the lesson that beginners don’t know enough to ask intelligent questions (when in fact some of the best questions come from beginners). And that teaching is an exercise in providing answers and furnishing conclusions, not in guiding inquiries or (heaven forefend) asking real questions.”
As he described current learning, I was taken back to an online course, CCKO8, in which I was a novice participant and faced with the professor’s comment that novices irritated him. It was not a comfortable feeling and at times I did my best to learn as much as I could under his radar.
But more important, I thought back to my classrooms, and then to my current work with PLP and spent some serious time reflecting and hoping that no learner in my classroom, no learner in the communities that I’ve been privileged to have a role, have ever in any way experienced diminished learning, felt unwelcome or inadequate because of similar attitudes and words; only wanting every learner to know the joy of asking questions and learning together.
The definition of poignance that Gardner applied:
“OED’s last senses in definition 2a: “tenderly sorrowful, bitter-sweet.”
And his suggestion:
“In the context of education, especially as one gains more sophisticated skills of analysis and expression, it seems to me vitally important that we maintain a sense of humility and shared tenderness in the midst of our uncertain journeys.”
I’d not considered previously—
Yet I’m wondering if this is one critical element of what may be missing in so many teacher learning experiences, of what may be missing as so many of us seek to change learning in schools, of what may be lacking in individual classrooms.
Doesn’t looking at learning through a lens of poignance help guide us on our journey? How might that lens/consideration change what we do, what we say, how we say it? Might learning be more as John Steinbeck described in Captured Fireflies?
In her classroom our speculations ranged the world
She aroused us to book waving discussions.
Every morning we came to her carrying new truths, new facts,
New ideas cupped and sheltered in our hands like captured fireflies.
When she went away a sadness did not go out.
Poignant, joyful, passioned-- won't possibilities abound?
You may say I'm a dreamer, but I'm not the only one.
I hope someday you'll join us, and the world will live as one.
--John Lennon
Feeling exhilarated, bungling, practiced, ineffectual, poised, uncertain
And finally thinking I was on the cusp of moving beyond the tensions, the dualities I found inherent in the role of community leader—
One year later—perhaps a little wiser
Just a touch more widely read—
Privileged to be mentored by Sheryl and learning from her brilliant expertise and exceptional, sophisticated understanding of online communities of practice-
Engaged with two vastly different evolving PLP communities – PEARLS and Ohio Consortium-
Each unique, with its own politics, personalities, passions and focus-
Yet sharing the common ground of a exigent learning journey-
Arrogant in suggesting a year ago that the “perhaps less need for me to make those difficult choices” as the community evolved-- of what, and when and how to nudge, to cajole and to be silent—
Yet right spot on in predicting “special” learning journeys--
Finding that wayfinding, despite the markers with which Sheryl lights the way, always is infinite and never-ending—
Finding that wayfinding, always is fraught with tensions and dualities – jumping in, sitting on my hands, nudging, holding back, encouraging—
Finding that wayfinding continues to invoke inexplicable, disparate feelings – joy, insecurity, fervor, doubt, excitement, indecision, zeal, awe —
Learning, forever learning-- reveling in the messiness, the tensions, and the day to day need for nuanced silence or responses—
Now a bit more certain, in any emergent, evolving community, as a community leader, finding my way never will be less difficult or demanding, never less exciting or invigorating—
Absolutely loving the ambiguity and the complexity--
Truly hoping that each community member sees their personal wayfinding in the same light—
And is able to share, as I will, wayfinding one year hence--
"Let's make school a place where we meet students in their mind's eye, where we encourage the square pegs to stand atop the round holes, to build not a standardized future but a wildly innovative and creative future, beyond anything even the best drillers of round holes could have imagined." -- ASCD Inservice
Seriously and thus this subsequent post--
Prompted by a gnawing emptiness— missing opportunities to have windows on the classrooms of two accomplished teachers and their students through their blogs.
Finding real value in returning here to think “out loud”— to create some record of my continued journey into learning— continuing attempts at articulating a lifelong passion for learning and education--
As Anne Davis and Darren Kuropatwa found new directions in their lives, I celebrated with them; and selfishly regretted the loss of the opportunity to connect and develop relationships with their students. And just as great the loss of their transparency in their practice surrounding blogging which was and continues to be a beacon -shining on the potential for making student thinking transparent, for building communities of learners and bloggers, for enabling student ownership of learning, for extending learning through audience participation , for collaborating and reflecting, and for promoting learning in which mistakes become avenues for continued learning.
On Darren’s class blogs, student authors composed daily scribe posts and expert voices projects which not only made their understanding of the concepts of the day transparent but also helped deepen their learning as they taught others through their blogging. Classmates helped with understanding by noting and suggesting in the comments. Excellence was expected; mistakes were viewed as a part of learning. I shall forever be eternally grateful to Darren for accepting me as a mentor for a number of years, trusting me to comment to his students. His transparency in describing his ever evolving and ever more accomplished practice was a source of great joy and learning for me.
As well, the years that I had the enormous privilege to be a commenter for Anne’s 5th graders and learn from Anne and her students profoundly touched me. I learned so much more about joy in learning --particularly blogging, and reflecting. Anne’s process of developing an understanding of blogging for her students seems to me to be exemplary as they examine and explore the concept of blogging framed by the traits of writing plus linking and gradually move from commenting on other blogs to designing and writing their very own posts. Anne always recognized the importance of audience for student voices and consequently Harley and I were delighted to become 2 of many who were contacted in advance and invited to become a part of the group of commenters. Posts were never reviewed by her prior to publishing; commenters often provided pointers for improvement. Anne often asked them to “bump” their writing later in the year by going back to a post and revising and she developed a process for proof revising with podcasting which was very effective. Her kids truly enjoyed collaborating and connecting with Darren’s high school and Clarence’s middle school students. I’m really looking forward to the chapter publication of her work on building a community of bloggers that describes the complexities and nuances of blogging with young people.
Involved as a mentor with Darren’s students and as a commenter with Anne’s, I had the sense that something pretty special was occurring. Now, upon lots of reflection and collecting all these resources (and I’m missing many) I’m wondering if they don’t they point to pedagogies that epitomize the potential of and the reasons for blogging? What keeps us from offering such incredible opportunities for joyous, authentic, collaborative, student owned learning for all our students? Don’t all our children deserve these kinds of opportunities?
"...what America needs is an education system that cultivates a diversity of talents and develops “unique niche talents” that are not available at a cheaper price elsewhere in the world or that cannot be replaced by machines." --source
Sees American education at a crossroads—
Zhao’s perspective truly resonates with me both on his blog and in his recent book, Catching Up or Leading the Way
On national standards and NCLB--
As a result of adopting national standards, schools will produce a homogenous group of individuals with the same abilities, skills, and knowledge. Such a result will be disastrous to America and Americans because as globalization and technology continue to change the world,
America needs a citizenry of creative individuals with a wide range of talents to sustain its tradition of innovation. Americans need talents and abilities that are not available at a lower price elsewhere on earth. American education, despite its many problems, has at least the basics that support the production of a more diverse pool of talents. However these basics are being discarded by NCLB and similarly spirited reform efforts.
In a way, the reforms that aim to save America are actually putting America in danger. NCLB is sending American education into deeper crisis because it is likely to lead increasing distrust of educators, disregard of students’ individual interests, destruction of local autonomy and capacity for innovation, and disrespect for human values. --source
On our country failing to compete with other countries, particularly in math and science--
Last week, a comprehensive study based on analysis of major longitudinal datasets found “U.S. colleges and universities are graduating as many scientists and engineers as ever before.” The study was conducted by a group of researchers at Georgetown University, Rutgers University, and the Urban Institute. “Our findings indicate that STEM retention along the pipeline shows strong and even increasing rates of retention from the 1970s to the late 1990s,” says the report. However, not all STEM graduates enter the STEM field. They are attracted to other areas. --source
From Education Week Curriculum Matters on the need for niche talents, and passionate people:
"The American education system now is driven ... to push us toward standardization, centralization, and embodying test scores, which actually I think is moving American education away from the future," he says in the video, produced by the Mobile Learning Institute and sponsored by the Pearson Foundation, the philanthropic arm of the publishing giant. "The global economy requires niche talents, requires people to become artists, become creators, become musicians, become innovators, become people who are passionate about their work."
From Teacher Magazine Living in Dialogue on testing and monolithic thinking--
Zhao makes a strong case that uniform tests result in monolithic thinking. In the modern global economy, the passion that results when people are allowed to develop along diverse paths is far more precious than the large scale mediocrity that results from national standards and a test-centered (or "data-driven") school culture.
Most pointedly, he questions the contradiction between President Obama's condemnation of the emphasis on tests, and his embrace of "tougher, clearer standards" as the key to reform.
From his book—on the strengths of American education and suggested changes--
The traditional strengths of American education—respect for individual talents and differences, a broad curriculum oriented to educating the whole child, and a decentralized system that embraces diversity—should be further expanded. Page 182
Offering suggested changes--
expand the definition of success, personalize education and view schools as global enterprises. P 182
And in his book, he concludes--
American education is at a crossroads. Two paths lie in front of us: one in which we destroy our strengths in order to catch up with others on test scores and one in which we build on our strengths so we can keep the lead in innovation and creativity. The current push for more standardization, centralization, high stakes testing, and test-based accountability is rushing us down the first path, while what will keep America truly strong and American prosperous should be the latter, the one that cherishes individual talents, cultivates creativity, celebrates diversity, and inspires curiosity. As we enter a new world rapidly changed by globalization and technology, we need to change course. Instead of instilling fear in the public about the rise of other countries, bureaucratizing education with bean-counting policies, demoralizing educators through dubious accountability measures, homogenizing school curriculum, and turning children into test takers, we should inform the public about the possibilities brought about by globalization, encourage education innovations, inspire educators with genuine support, diversify and decentralize curriculum, and educate children as confident, unique, and well-rounded human beings. From page 198 also quoted here
So much more in his book, documented— with suggestions for global and digital competencies-
Isn’t this powerful, good thinking? How can we persuade policymakers to read and listen?
By folks who feel it’s in the best interests of students and our country—
But is it?
Lots of articulate folks adding to the discussion-- with reason and some with more passion--
Tom Hoffman’s 10 Reasons you should care about the Common Core State Standards Initiative's Draft English Language Arts Standards-
- “Your state has probably already committed to using them.
- The federal Department of Education is exerting heavy pressure on states to adopt the Common Standards.
- An impressive and powerful list of partners and supporters are backing the Common Standards initiative.
- These "college- and career-ready" standards, if implemented, will become the basis of all subsequent K-12 English Language Arts standards.
- These standards, if implemented, will become the basis of all subsequent K-12 English Language Arts curriculum and assessments.
- The results of those assessments will, if implemented, be used to evaluate not just schools and students, but the performance of individual teachers.
- The creation of data systems to attach test scores to individual teachers is a basic requirement for federal Race to the Top grants and a top priority for the federal Department of Education and other powerful interests.
- The Common Core State Standards Initiative English Language Arts Standards are not actually English Language Arts standards.
- The Common Standards for English Language Arts are narrower, lower, and shallower than the Language Arts standards of high performing countries.
- We are inviting testing companies to determine the future of our schools with virtually no accountability or public input.”
Deborah Meier’s Standards and Passing on the Idea of Democracy
“On standardized standards: I'm a fan of disagreements and messiness—and maybe that's beyond the call of Reason. But here's a try.
If we all agreed on everything, or even came close, democracy would be an inefficient and cumbersome business and a luxury we could ill afford in tough times. Yet getting agreement is no easy matter. Democracy was "invented" to do that—when needed.
My default position: leave it to those most affected to settle it.”
Chris Lehman’s Core Standards Sound Bites and Standardization
“There are plenty of reasons to question this movement, but here's the scariest part for me. This Core Standards movement should scare everyone who believes that meaning and learning is still most powerfully made in the spaces that students and teachers share.
This is about how students are taught that information, how they are assessed on that information, and on the role of big business in teaching and assessing them.”
Karl Fisch’s What’s Core? summarizes and extends many of the points in all the conversations.
“I would strongly suggest that you take some time to review the standards and some of the thoughtful posts about them, and then provide your feedback. Particularly if you’re a Language Arts teacher, but even if you’re not because, as Tom points out, as they are currently worded all teachers will be responsible – and held accountable – for students meeting these standards. And, as he points out in another post, it appears as though the end goal just might be high school graduation requirements.”
As Karl notes:
“Where can you provide some feedback? NCTE has issued a statement and is soliciting feedback, and you can provide feedback directly to the validation committee by October 21st. If you’re a member of NEA or AFT, you might also consider letting them know what you like or dislike about these draft standards.”
Isn’t this a time to raise your voice and comment?
"21st century skills are, in short, an operating system for the mind.
They constitute the processes and capacities that make it possible for people to navigate a fact-filled landscape, a way to see, understand and acquire those facts in such a way as to be relevant and useful, and in the end, to be self-contained and autonomous agents capable of making their own decisions and directing their own lives, rather than people who need to learn ever larger piles of 'facts' in order to do even the most basic tasks."
Anxious yet eager-- Apprehensive yet confident—
Never really knowing the ending, yet perceiving an exciting journey--
Always upbeat and hopeful—
From kindergarten through 35 years in education, more than 55 years (oh my goodness), always the delight and thrill of a new beginning—the first day of school!
Tomorrow— again a new beginning with the Ohio Consortium PLP cohort and Sheryl and Will—
And still, those same feelings -- and an additional sense of urgency-- to get to the work that I passionately believe can result in a more accomplished global practice, a practice that seizes the potential of collective action to make this world a better place.
This beginning is really very special.
One of my first posts shared my story of finding the power of silence in knowledge construction at Earlham--
Thinking even more about Earlham lately, its influence on my worldview and my being, even some 40 years hence—
A worldview that compelled my last post--- listening, civil discourse, and moving away from “us and them” –
And today in the US mail a letter from the college president that spoke to the college community’s principles and practice, “a document that does not make detailed prescriptions about what people should say or do but rather helps them learn about how to speak and act responsibly in a community in which we accord unreserved respect to each individual.
I’m wondering if the Principles and Practices of this community can’t be helpful in guiding our country’s leaders, families, teachers and children as we strive to move forward.
In an introductory section, the use of the word “we” is discussed:
“We recognize that this is not a homogenous “we.” …We are a changing group of diverse persons, bringing to this institution a variety of racial, ethnic, sexual, and other identities, as well as a great range of personal and cultural values, experiences, and perspectives. We welcome this diversity, and the strength and transformations it makes possible.”
The principles, their practice and queries:
I’m wondering again what our nation and our schools might look and sound like were the principles of respect for persons, integrity and consensus governance to underlie all our actions.
Me--- I’m going to return to this post, to the principles, practices and queries, to check myself when the wars of words rage, and emotions and vitriol run rampant—and attempt to live a better life that in some small way may help to make this world a better place. Join me??
From the very beginning, fiercely engaging in protecting perceived freedoms--
From a variety of life experiences, yet unable to welcome diversity and newcomers--
A people often at war with each other, unaware of the perspectives of others in distant cities and rural towns--
Always us and them--
“The United States is a fragile nation. Always has been.” Ira Socol
Now participatory web-based technologies and with them grand opportunities to listen, engage in conversation and come to understand each other—for all voices to be lifted and heard
AND YET—
With no norms, no expectations for civil discourse, no voluntary compliance to listen, to reason— these very technologies seem to amplify vitriol, unleashed passions and incivility.
Sadly, it is the President’s speech to students on Tuesday at noon which has been met with great resistance by some and embraced by others that compels this writing because tragically, the language around this issue has again highlighted the inability of our diverse populace to engage in civil discourse with seemingly few exceptions.
Even as Will Richardson eloquently and with great civility reflects upon the possible lost opportunity for a “teachable moment”, at least one of his readers touched the fringes of “us and them” oratory.
It brings me to wonder--
What if we took the lead--
What if we made a concerted effort--
And made use of these participatory technologies to model -- really listening to another’s perspective, and then engaging in civil discourse without the “us and them language” that polarizes and separates us all even more. Not just in online educational communities (although it seems to me there is need here also) but face to face in faculty meetings, classrooms, board of education meetings, meetings with parents –and online in response to news postings in our local area and beyond. What if videos illustrating the potential and power of civil discourse were posted by students or educators and went viral.
Don’t we live in a new age in which we can converse with others easily through the affordances of web technologies? Can’t this be a time when what’s always been is no longer good enough? Can’t we stop lamenting our situation and resolve to make an effort? Can’t we be about eradicating “us and them” mentality? Can’t we each, individually and through collective action, work to bring our nation’s people to a new and better place?
What if we did-- imagine the possibilities--
Aspirations of walking, exercising -- unfulfilled—
Days with many hours of daylight, awaking early to sunshine streaming in the window --- now so much shorter—
Conversations with my soul mate, time just spent together-- almost nonexistent
A summer, two precious months, lost or was it?
Now that I’ve finally reclaimed my life from a project that so totally stripped the summer away and I’ve had time to breathe again away from the pressure and frustration, shades on a window of realization have been lifted. Not only has what I sensed I knew been amplified and reinforced, I’ve had a bit of an epiphany--- at this age---
Passion-- passion for learning, passion for projects --- This summer there was no passion. I learned lots about RtI for which I have no passion. I know, RtI is big today --absolutely no passion. I fondly remember my years in the classroom—no universal screeners, no probes, no progress monitoring, no graphs, no decision rules— lacking all of these I knew my students’ strengths, their weaknesses, and how they were progressing. And so it was a project of drudgery, frustration, wanting to be finished. Recalling those times of synergy and learning and comparing -- thoughts of youngsters doing worksheets, being tested, wanting to be out of school. How can we not recognize and honor the need for passion based, interest based learning for our students?
Connecting and Collaboration- A member of a team, yet working in isolation on my designated duties, reminiscent of the isolation of the summers during my career in the classroom, soaking up as much as I could from professional journals. Finally this summer, project completed-- logging in to bloglines and twitter accounts after weeks away, wondering all that I had missed, realizing and appreciating even more the connections and collaborations that have taken my learning to a new level. And then thinking back to my students as we collaborated with other classes from other countries—their excitement and anticipation of learning to come—How can we not develop collaborative, connected learning experiences for our students?
Learning— This project, self paced online learning so opposed to my beliefs about learning. The paths I’ve traveled learning, learning about learning-- from my early years in teacher centered classrooms attempting to give my teachers what they required --to my participation in MOOM where I experienced the joys, fears and exhilaration of inquiry based learning -- to CCK08 where I discovered more fully the power and potential of networked connected learning— How can we help educators move to networked connected learning for students? How can we not recognize the need for job embedded collaborative learning for teachers?
The epiphany—I’m not what I’ve called myself for the past 5 years. I’m not an instructional designer. I am a learner. I retired from the classroom, and wanting to continue to contribute to education, learned that Ohio was beginning to develop online courses for teachers. I was interested in learning and online learning and upon inquiry, the folks at what was then Ohio Schoolnet felt that I’d fill the role of what they called instructional designer. I’ve used that label since. No formal instruction in design, as a member of a team, I helped to design and develop online courses for Ohio teachers within a learning management system. I’ve learned that I don’t have the skills of an instructional designer and I have no passion to acquire them. I know what CSS are; I have no idea or desire to learn how to create them. I don’t know applications that produce canned learning within an LMS nor do I want to learn them. I have a sense of what looks good to me but I know no rules for design. I am a learner on a journey, a learning journey with lots of sidetrips and hours of wayfinding-- for the love of the journey— not desirous of a particular destination-- And again, I’m reading, I’m writing, and I’m learning with a passion--- And I’m wondering do we really think that the current trend in education invites our youngsters to embark on incredible learning journeys with expansive landscapes beyond imagination for the love of the journey? With an invitation to such a learning journey, wouldn’t possibilities abound?
Hmmm, maybe the summer wasn’t lost at all—it was me that was lost for just a while--
Always, always a pot of gold with each episode of Reading Rainbow— LeVar Burton’s engaging stories, activities and laughter—
Smiling, joyous youngsters regaling young readers and old with wonderful reasons to make their book a favorite---
26 years of encouraging a love of and passion for reading—
Gone because—“the decision to end Reading Rainbow can also be traced to a shift in the philosophy of educational television programming. The change started with the Department of Education under the Bush administration … which wanted to see a much heavier focus on the basic tools of reading — like phonics and spelling.”
But you don’t have to take my word for it-- Reading Rainbow Reaches Its Final Chapter
“Butterfly in the sky, I can go twice as high,
Take a look, it's in a book — Reading Rainbow ...”
Last week—an early morning reading of the New York Times led me to “Next Test: Value of $125,000-a-Year Teachers”
-- An article about the new teachers for The Equity Project Charter School that also asked:
“Is a collection of superb teachers enough to make a great school? Are six-figure salaries the way to get them? And just what makes a teacher great?”
Unsettling, not sitting right with me, wondering what learning theory underpins the decisions, wondering about the organizer, about the premise that top money equates with quality educators and about the standards they employ in evaluating great teachers, about the pedagogical beliefs they seek--
Later that day at ASCD,”The American Idol* of Education”, some description of the teacher selection process quoted from the TEP website:
“Expert Subject-Area Knowledge demonstrated through
· undergraduate and/or graduate coursework and excellent grades in the relevant subject area
· an original piece of writing on any topic in the subject-area
· a written analysis of a pedagogical issue related to the subject area
Teaching Expertise and Experience demonstrated through
· the submission of TWO of the following three items
· an unedited video clip of a lesson, accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson
· a portfolio of student work that demonstrates the progress of 2 specific students, accompanied by a written narrative that analyzes the progress that each student demonstrates
· assessment data for at least one entire class of students accompanied by a written narrative that provides background on the assessments and analyzes the data
· the submission of one additional piece of evidence of any form demonstrating student learning
· an essay describing personal pedagogical beliefs and approach
· a day-long teaching audition (either in the candidate’s classroom or in a TEP classroom)
Strong Curriculum Development Ability demonstrated through
· one originally developed and refined curricular tool of any form (e.g. written materials, instructional methodology, technological innovation)
Outstanding Verbal Ability demonstrated through
· the quality of the written work submitted in the application
· communication skills demonstrated in the day-long teaching audition”
My initial reaction-- similar to National Board Certification but-- where are the standards? My personal experience-- those standards explicitly stated a belief in social learning, respect for diversity, and a student centered pedagogy that was expected to be evident in each of the four areas that TEP and research acknowledge are attributes of teacher quality.
For some reason, perhaps this lack of standards and what I believe is a questionable premise for the creation of a school, seemingly missing the point of learning, I couldn’t let this go and looked farther. I wonder how these bits and pieces strike you?
The organizer:
“The school’s founder, Zeke M. Vanderhoek, 32, a Yale graduate who founded a test prep company” --source
Zeke M. Vanderhoek at Zoominfo Under education-- no mention of Yale, just Columbia Teachers College
“Mr. Vanderhoek spent three years teaching at Intermediate School 90 in Washington Heights through Teach for America, which places recent college graduates in challenging schools. He started tutoring to supplement his salary and created a test preparation company called Manhattan GMAT in 2000.” -- source
Teacher selection process:
“There will be telephone and in-person interviews, and applicants will have to submit multiple forms of evidence attesting to their students’ achievement and their own prowess; only those scoring at the 90th percentile in the verbal section of the GRE, GMAT or similar tests need apply. The process will culminate in three live teaching auditions.” --source (emphasis is mine)
TEP, Summer Institute, Sabbatical
“The Equity Project (TEP) Charter School believes that teacher quality is the most important factor in achieving educational equity for low income students.” --source
“Summer institute of 6 weeks teaching challenge: One example of a Teaching Challenge & Tangible Deliverable is as follows: How can technology be maximized to collect student data that informs and improves teaching? Deliverable: Create or identify an exemplary piece of data-collection technology and integrate it into the TEP student and teacher experience.” --source
“Required sabbatical: In addition, TEP teacher sabbaticals are not “sabbaticals” in the usual sense of the word, since they will typically occur every fifth or sixth year, instead of every seventh year. TEP believes that the intensity of the teaching profession mandates a shorter duration between sabbaticals. TEP teachers are expected to begin researching sabbatical opportunities at least one year in advance of their sabbatical year. Teachers may use their sabbatical year for employment (e.g. a position at a think tank), education (e.g. a one-year art-history masters program), or travel (e.g. a travel fellowship). Teachers are not paid by TEP during their sabbatical years; however, TEP attempts to assist teachers in securing funding for their sabbatical-year project.” --source
Hmmmm---------------
