Real School Renewal

Except for the headline, the article in the New York Times of September 28, 2010 concerning Brockton High School describes a really good example of school renewal (in contrast to the misguided "reform" efforts now underway around the country). 

The headline erroneously suggests the success at Brockton proves that "small is better."   Actually there is no evidence that if the school were smaller, pursuing the kind of activities that Brockton teachers pursued wouldn't have worked even better.

What is clear is that if teachers and administators analyze their current situation and devise a course of action that they then implement -- they can make a big difference for the students in the school.

I have witnessed the same progress in schools every bit as tough as Brockton when similar renewal actions were taken and the size of the basic unit to which students were assigned was kept small enough that the students and teachers really knew each other well.

Thanks to the University of Washington's Gene Edgar for calling the article to my attention.

Not so Super?

Rick Ayers shares a point-by-by refutation of arguments in "Waiting for Superman."  Since the film iis getting so much publicity, it is important to be aware of concerns such as those Ayers raises.  Check out this link and add your voice to the discussion by clickinng on comment below

Clark Kent for Principal

Much attention is being given to the forthcoming D. Guggenheim film, "Waiting for Superman."  Now Public Agenda states its case for why the principal's office is where superman is really needed.

Take a look at their argument and share your reactions here.

Abolish Colleges of Education

Bernard Badiali calls our attention to comments by Richard Vedder in the Chronicle for Higher Education.  Vedder explains why we should eliminate colleges of education.
Check out his arguments.

Anyone have any responses?

By the way are economists the only scholars who deal with "stylized facts [that] are roughly correct" -- see the Vedder's comments.

Another view of value-added teacher evaluation

Bernard Badiali of Penn State has called my attention to a srong critique of value-added teacher evaluation by Kenneth Saltman.  Among other observations he asserts that:

"Two criticisms of value-added assessment have been largely absent from the debate: 1) value-added assessment installs particular ideological and political values and ways of thinking, while appearing to be value neutral and it, hence, contributes to a dangerous anti-critical/anti-intellectual approach to schooling that is thoroughly at odds with the best traditions of public education for citizen formation; 2) in the current context of rapidly expanding public school privatization, market approaches to school reform and virulent anti-unionism, value-added assessment contributes to the destructive trend toward the making of a new, two-tiered educational system. "

To read his full essay click on the following link -- Kenneth Saltman

Teacher Evaluation: A Better Answer

Teacher Evaluation: What Matters Most?

In an advertisement in the "Week in Review" section of the 12 September New York Times, AFT President Randi Weingarten provides a good statement regarding valuing teachers.  On the "Essays" page off my blog I have posted the five parts of a series I have shared here beginning on September 1.  The LA Times' posting of value-added student test results as a means of assessing teachers and the emphasis in Race to the Top and other "reform" initiatives on using student tests resultsas a basis for evaluatiing teachers prompted these postings.  The following provides a summary of a solution I suggest is much better than the simplistic approaches that are domminating the scene.

Presumably the ultimate goal of teacher evaluation is to assure that students succeed in school at least in part because they have good teachers. The system that will accomplish this requires more than statistical manipulation of student test data. The evaluation system needs to start with the pre-service and continuing education of teachers and administrators and extend to a redefinition of the roles to which teachers are assigned.

The following 7 points provide an overview of an approach to teacher evaluation that will respond to all three purposes and produce the desired better student learning.

(1) To have really effective evaluation of teaching, teachers need to experience consistent descriptions of what good teaching is from the time they enter their pre-service training until they retire.  Good teachers are more than mechanically proficient, they are committed to their students’ full human development as members of a democratic society.
(2) In their pre-service and continuing education teachers need to learn processes and skills required to evaluate teaching.
(3) A good evaluation system will be clear about its purposes and use an appropriate mix of peer and supervisor evaluations to accomplish these purposes.
(4) The evaluation system must use multiple forms of information gathering regarding teaching processes (e.g., classroom observations, observations of parent and student communications, lesson study, and videotaping).

(5) The system will also use multiple sets of data concerning student results (including items such as test scores ((ideally on better tests)), portfolios, student projects/demonstrations, complaints and praise from parents and peers). _g

(6)  A complete evaluation system would include an extended post-certification period for teachers (at least two years) during which they are assisted by well-trained mentors and given assignments with reduced student/subject loads.
(7) While individual teacher contribute much to schools, the culture of the school also shapes the teacher therefore attention needs to be paid to evaluating and improving that culture.

Elements of such programs can be found in many colleges of education and school systems. The need for collaboration between systems and colleges preparing teachers and supervisors presents one of the greatest challenges to broad implementation of this approach. Although a variety of mentoring programs have been initiated, comprehensive systems of differentiated staffing with participants adequately educated to perform the various roles required are rare.

Lessons we are learning about value-added approaches to measuring student progress may prove beneficial as effective programs of teacher evaluation are implemented but only if they are part of comprehensive effort such as the one outlined here.

Those pushing various reform agendas must put aside simplistic arguments for implementation of partial systems as the answer to improving schooling and recognize the need for adoption of comprehensive ongoing school renewal efforts. Until that happens our students will continue to be short-changed and the nation will not experience the required learning results.

Reason for Optimism?

In  his most recent post, Roger Soder says he is seeing some reasons for optimism.  Take a look at his remarks by clicking on his commentary page and post your reactions here. 

Real Reason for Schools

We will take a break from our thoughts about teacher evaluation to remind us all of why we have schools.  The older of my two delightful grandaughters started kindergarten today and (to paraphrase Dewey) what I want for her is what we should want for all children -- the very best possible in education.

New Blog Added

I have added Kensight to my list of blogs that I am following.  Ken Jones of the University of Southern Maine writes on it.  Presently he is sharing experiences and observations from a study trip to India.

Ken's insights into teaching and other things in life are always well written -- make plans to check it out regularly.