In a third question my friend asked how we can improve the lives of children. The response that follows is a first draft and focuses primarily on improving the schooling of children. There are other actions that are needed but here is a start:
4. What strategies can we employ to accelerate efforts to improve the lives of children /youth?
John I. Goodlad, one of the nation’s leading educational thinkers, has pointed out the failure of the approach taken by today's school reformers and called for the engagement of all within communities.
I share Goodlad’s views when he notes that “the political and business leaders who have taken on the mantle of “school reform”… have let us down. Their linear input-output model of change has proven itself bankrupt through repeated failure. The time has come for a new model—born of inquiry and grassroots trial—new players, and the dawning of a new day for our schools. The time has come for the centers of conversation, policy, and action to be in the towns and hamlets of this broad land.”
It seems that everyone wants to improve education and there appear to be three general approaches to the task: (1) top down system reform; (2) replace the system with home schooling, vouchers, or some other form of privatization of the enterprise; (3) or produce continuing improvement by engaging local community members in a partnership with local educators.
We are all familiar with the first approach. Policy makers from distant perches decide what should be learned, how it should be learned, what tools should be used to aide learning, and what measures should be applied to determine whether students and educators are successful. Ever since we learned that the “nation is at risk” in the early ‘80’s this approach has dominated official state and federal policy, most recently in the form of a federal Race to the Top that is vying to replace No Child Left Behind legislation. It should be apparent that after 25 years (long enough for two entire generations of students to go through the nation’s schools) that this approach does not work.
The second approach, while not being given the level of official recognition afforded the first, has had its supporters for many years. One fascinating aspect of the approach is that it is often advocated by the same people who want to impose greater top down control on the existing system. Solutions such as home schooling are responsive to those close to the instruction but promote private interests to the detriment of the common good. At best they even have a record of mixed success in accomplishing the private goals of individual growth.
The third approach has promise if it is adequately supported and not corrupted by narrow interests within the local community or external forces from the state and federal levels. It enables educational initiatives to be responsive to individual needs while attending to learning that is important to the community.
There is reason to hope that this approach can prevail even in the present climate of top down change. The Annenberg Institute for School Reform at Brown University reports:
"The last decade has witnessed a rise in grassroots education organizing. Low-income students and parents of color are forming organizations that insert their collective voice and power into school reform decisions. A national study by Annenberg Institute researchers — Organized Communities, Stronger Schools: A Case Study Series — documented how this increasing activism is having positive impacts on schools, communities, and individual student achievement. These organizations — led by parents, students, and community members in the communities most affected by underperforming schools — have won real policy changes in their local schools and school districts and, in some cases, even in state education policy."
We are not educating our children well enough to ensure we have the sound democratic society we need. As we act we need to realize that renewing education and improving schooling are not the same. There is more to what we need to do for our children than just improving schooling. A person’s education is a product of many learning experiences, not just schooling. Other parts of our culture that educate include families, the media, religious communities, peer relationships, community cultural institutions such as museums and libraries, youth organizations such as scouts and boy’s and girl’s clubs, and private lessons developing talents in areas such as the performing arts and athletics. Additionally, each person participates uniquely in the learning process and thus no two will learn the same thing from an identical experience. This does not suggest schools have little responsibility for learning. Rather it requires school people and others in the public to work together to renew the whole of education.
In the long run the entire community must accept responsibility for the learning and well-being of its children.
What part are you prepared to play in this effort?
Sunday, October 31, 2010
Friday, October 29, 2010
Why do I Care?
Here is a preliminary response to the second question my friend posed earlier this week:
2. Why do you care about making a difference in the lives of children/youth?
As I look to the future of schooling in the United States I believe it is important that we find a way for all children to have their voices heard. We must recognize the diversity of talents and interests that prevail in our young. We must create schools that value all children and prepare them to live the varied and interesting lives that a fair and just society permits. This is a deeply held belief that has been long in developing.
My first teaching job (at least the first one for which I was paid) was that of a swimming instructor when I was a young teenager. I still remember the looks of the young children, water dripping down their face as they looked up, willing (in most cases) to let go of the edge of the pool and venture toward me, to turn onto their backs and believe that my hand would support them. Their trusting faces are an image that I carry with me as I think of the dependence that children have on all of us and our responsibility for justifying that dependence.
While my own experiences as a teacher shaped much of what I believe, part of my thinking comes from my parents who were deeply committed to schooling and part of it comes from some of the teachers I was fortunate enough to have.
Children are truly dependent on their elders and we must know them well if we are to help them realize their individual potential. A half century ago one of the best professors I ever knew shared an experience she had as a beginning teacher in rural Missouri during the great depression. She told of one of her students who frequently slept in class and was performing much below what she thought his ability was. In midwinter he was absent from school for a little over a week so she decided to visit his home and find out what could be done to get him back in school and on track. Arriving at the home where eight young children resided with their mother she found the entire family ill --- as she described it, “they were glassy eyed and their skin was green.” It only took a few minutes to determine the problem – for a month they had been surviving on nothing by turnips left from the fall harvest.
As she worked with the community to help the family obtain food and medical attention, she celebrated the return of the student to class where he performed much more as she thought he should.
“Before you make decisions about your students make sure you really know them. Know what they are experiencing in and out of school” This was her message to our group of aspiring teachers – a timeless message that I have shared many times while working with educators around the country. It is a message that is all the more meaningful because she did not stop with identifying the problems the student was facing, she saw to it that something was done about them.
Why do you think we should care?
2. Why do you care about making a difference in the lives of children/youth?
As I look to the future of schooling in the United States I believe it is important that we find a way for all children to have their voices heard. We must recognize the diversity of talents and interests that prevail in our young. We must create schools that value all children and prepare them to live the varied and interesting lives that a fair and just society permits. This is a deeply held belief that has been long in developing.
My first teaching job (at least the first one for which I was paid) was that of a swimming instructor when I was a young teenager. I still remember the looks of the young children, water dripping down their face as they looked up, willing (in most cases) to let go of the edge of the pool and venture toward me, to turn onto their backs and believe that my hand would support them. Their trusting faces are an image that I carry with me as I think of the dependence that children have on all of us and our responsibility for justifying that dependence.
While my own experiences as a teacher shaped much of what I believe, part of my thinking comes from my parents who were deeply committed to schooling and part of it comes from some of the teachers I was fortunate enough to have.
Children are truly dependent on their elders and we must know them well if we are to help them realize their individual potential. A half century ago one of the best professors I ever knew shared an experience she had as a beginning teacher in rural Missouri during the great depression. She told of one of her students who frequently slept in class and was performing much below what she thought his ability was. In midwinter he was absent from school for a little over a week so she decided to visit his home and find out what could be done to get him back in school and on track. Arriving at the home where eight young children resided with their mother she found the entire family ill --- as she described it, “they were glassy eyed and their skin was green.” It only took a few minutes to determine the problem – for a month they had been surviving on nothing by turnips left from the fall harvest.
As she worked with the community to help the family obtain food and medical attention, she celebrated the return of the student to class where he performed much more as she thought he should.
“Before you make decisions about your students make sure you really know them. Know what they are experiencing in and out of school” This was her message to our group of aspiring teachers – a timeless message that I have shared many times while working with educators around the country. It is a message that is all the more meaningful because she did not stop with identifying the problems the student was facing, she saw to it that something was done about them.
Why do you think we should care?
Community Voices Required
The Annenberg Institute's latest posting is important. They note:
"What's largely missing from the conversation [about reforms that are needed], however, is the growing evidence that the collective actions of organized parents and communities can be powerful agents of change. Only when the voices of parents and communities are considered integral to the formation of educational policy will it possible to develop and sustain effective education reforms for all children in all of a community’s schools."
Check out their posting at AISR Link
"What's largely missing from the conversation [about reforms that are needed], however, is the growing evidence that the collective actions of organized parents and communities can be powerful agents of change. Only when the voices of parents and communities are considered integral to the formation of educational policy will it possible to develop and sustain effective education reforms for all children in all of a community’s schools."
Check out their posting at AISR Link
Wednesday, October 27, 2010
Wolves in Sheep's Clothing
I am deeply concerned that the organization claiming to be for equality is really promoting policies that will deny many children an opportunity to learn. Look at the Equality Project web site and see what you think.
Where is there hope?
Previously I listed some questions posed to me by a friend. In this posting I begin the process of sharing my initial answers to his questions. Please share your ideas on the comments link below.
The following remarks are a first draft of responses to very important and challenging questions. Because most of my professional life has been dedicated to the schooling of children and adults, what happens in schools is what I know best. However, my concerns for the children and youth of our nation go beyond their schooling. I am committed to trying to improve their condition as individuals and as members of a democratic society. The extent to which they live satisfying and productive lives as children and become contributing members of our society is a key determiner of the extent to which our nation state will realize the dreams of those who founded and have nurtured it over the past 224 years.
Question 1. Through your work with kids and educators, where to you see hope for our children/youth?
The first place I find hope is in the voices and performances of the young. Here are some examples:
A slight young lady served as my guide during a visit I made to a large urban high school. As she toured me through the halls, in and out of classrooms, and up and down the four stories of stairs, she had little to say. What she said tended to be in one or two word phrases. She knew her way around the school, but there was little evidence that the places we were seeing had much of interest to her. Completely unsuccessful in drawing her into a conversation, I wondered why she had been chosen by the principal to serve as a host. The tour complete, she returned me to the office, then, looking mainly at the floor as she had throughout much of the visit, excused herself to get to her next class. At this point the principal took over as tour guide and escorted me to a third-floor classroom we had not stopped in earlier. There I found my guide and learned a lesson.
The class was orchestra. The girl was playing a violin. The music was unbelievably clear and sweet. The instrument was her voice – through it she could express all the feeling, the joys and the sorrows that were missing when she was speaking to me earlier.
I see these voices in the performances of students at jazz festivals as they the combined discipline of ensemble performance with the individualism of improvised solos.
I attend an annual end-of-school year performance by the music department at the high school my grandsons attend and marvel at the individual talent and group accomplishments of orchestras, jazz ensembles, choirs, and bands.
A couple of summers ago in the midst of the heated Presidential campaign I listened as two high school students introduced one of the candidates to a crowd packed into the gymnasium at their high school. Their understanding of the issues in the election and the clarity with which they spoke had to give hope to all who heard them.
We hear much about how bad the schools are in our urban centers. They are in tremendous need of improvement. But I have seen students in these schools do amazing things when mentored by talented teachers. I recall visiting a big-city high school where an imaginative English teacher had paired with a teacher from a high-income suburb to work with students on composing original dramas. Partially because of the skill of the urban teacher and partially because of the complex and challenging lives of the urban kids, the big-city sketches were much better. In another school in the same city a star athlete’s year-end project report generated positive responses from all of us who heard it. He had interviewed school, college, church, city, and non-profit officials and from these interviews developed a comprehensive plan for converting an abandoned house into a full-service facility for young and old in his dysfunctional neighborhood.
Whether it is in their displays of musical or artistic talent, their athletic performance, their political awareness, their articulate expression, their creative writing, or their demonstration of human compassion I frequently find hope in the wonderful potential of today’s youth.
Where do you find hope?
The following remarks are a first draft of responses to very important and challenging questions. Because most of my professional life has been dedicated to the schooling of children and adults, what happens in schools is what I know best. However, my concerns for the children and youth of our nation go beyond their schooling. I am committed to trying to improve their condition as individuals and as members of a democratic society. The extent to which they live satisfying and productive lives as children and become contributing members of our society is a key determiner of the extent to which our nation state will realize the dreams of those who founded and have nurtured it over the past 224 years.
Question 1. Through your work with kids and educators, where to you see hope for our children/youth?
The first place I find hope is in the voices and performances of the young. Here are some examples:
A slight young lady served as my guide during a visit I made to a large urban high school. As she toured me through the halls, in and out of classrooms, and up and down the four stories of stairs, she had little to say. What she said tended to be in one or two word phrases. She knew her way around the school, but there was little evidence that the places we were seeing had much of interest to her. Completely unsuccessful in drawing her into a conversation, I wondered why she had been chosen by the principal to serve as a host. The tour complete, she returned me to the office, then, looking mainly at the floor as she had throughout much of the visit, excused herself to get to her next class. At this point the principal took over as tour guide and escorted me to a third-floor classroom we had not stopped in earlier. There I found my guide and learned a lesson.
The class was orchestra. The girl was playing a violin. The music was unbelievably clear and sweet. The instrument was her voice – through it she could express all the feeling, the joys and the sorrows that were missing when she was speaking to me earlier.
I see these voices in the performances of students at jazz festivals as they the combined discipline of ensemble performance with the individualism of improvised solos.
I attend an annual end-of-school year performance by the music department at the high school my grandsons attend and marvel at the individual talent and group accomplishments of orchestras, jazz ensembles, choirs, and bands.
But it isn’t just in musical performance that I find hope in today’s students. They display talents in many ways. I watch with a mixture of amusement and amazement as my granddaughter enters her kindergarten room and quickly draws a complicated but colorful picture and then shows off the rest of her classroom. I smile as the oldest grandson shows off a life size sculpture of a jester he created in his college art class and remember the art displays he and many of his fellow elementary students won awards in a few years back.
And I marvel at a work in progress:
There are also remarkable stories about students on the athletic field – stories such as the recent response of football players at Lake Stevens High School in Washington State who gave downs-syndrome student Ike Ditzenberger of Snohomish the opportunity of a life time that allowed him to run 52 yards for a touchdown even though it meant their team had to pass up a shutout of their rival school. Then there is the story of the Central Washington University softball team members who carried a home run hitting opponent around the bases when she turned her ankle rounding first after hitting a game winning blast.
A couple of summers ago in the midst of the heated Presidential campaign I listened as two high school students introduced one of the candidates to a crowd packed into the gymnasium at their high school. Their understanding of the issues in the election and the clarity with which they spoke had to give hope to all who heard them.
We hear much about how bad the schools are in our urban centers. They are in tremendous need of improvement. But I have seen students in these schools do amazing things when mentored by talented teachers. I recall visiting a big-city high school where an imaginative English teacher had paired with a teacher from a high-income suburb to work with students on composing original dramas. Partially because of the skill of the urban teacher and partially because of the complex and challenging lives of the urban kids, the big-city sketches were much better. In another school in the same city a star athlete’s year-end project report generated positive responses from all of us who heard it. He had interviewed school, college, church, city, and non-profit officials and from these interviews developed a comprehensive plan for converting an abandoned house into a full-service facility for young and old in his dysfunctional neighborhood.
Whether it is in their displays of musical or artistic talent, their athletic performance, their political awareness, their articulate expression, their creative writing, or their demonstration of human compassion I frequently find hope in the wonderful potential of today’s youth.
Where do you find hope?
Monday, October 25, 2010
Questions
A friend just posed five questions. They are questions that seem appropriate for all who share concerns about education and community.
What are your answers to the questions?
1. Through your work with kids and educators, where to you see hope for our children/youth?
2. Why do you care about making a difference in the lives of children/youth?
3. Who/what inspires you?
4. What strategies can we employ to accelerate efforts to improve the lives of children/youth?
5. What are your measures of success?
While I work on my answers I would like to see yours -- please add them as comments below.
What are your answers to the questions?
1. Through your work with kids and educators, where to you see hope for our children/youth?
2. Why do you care about making a difference in the lives of children/youth?
3. Who/what inspires you?
4. What strategies can we employ to accelerate efforts to improve the lives of children/youth?
5. What are your measures of success?
While I work on my answers I would like to see yours -- please add them as comments below.
Thursday, October 21, 2010
Solutions or Whining?
The Teach Film Channel says it is dedicated to understanding and appreciating the work that teachers do in their classerooms. Check out one of its latest short videos: "Teach." There is much truth in the complaints that the film shares but some how it seems to me that the message that comes across is "woe is me -- take pity" rather than here are some really exciting opportunities for learning that can be experienced.
View the film(s) on the channel and see if you agree that the message seems oriented toward developing sympathy for teachers but leaves it unclear whether the purpose of schools is to provide employment for teachers or education for children.
View the film(s) on the channel and see if you agree that the message seems oriented toward developing sympathy for teachers but leaves it unclear whether the purpose of schools is to provide employment for teachers or education for children.
Wednesday, October 20, 2010
New Film
John Merrow calls attention to another film that offer a different perspective than Superman Film. Check out the preview of "August to June" at John Merrow
Tuesday, October 19, 2010
Billionaire's bad, Help for Low Income Learners
The latest Washington Post Ed Report is out. Read about why some think billionaires contributions may be hurting education; see short story about study that showed students from low-income homes perform better when in schools with affluent students; and look at Jay Mathews' commens about a school that discourages curiousity.
Monday, October 18, 2010
Parent "training" or engagement?
The Annenberg Institute for School Reform has published an important report on various programs for the "training of parents". See the report at AISR link .
The report includes information about the CUNY Parent Training Center and its newly funded mandates. Programs reviewed include those designed to develop leadership structures, support immigrant families, support children's learning, and help parents understand and navigate the system.
As is the case with other information from AISR, this report is valuable for those seeking to engage the community with schools in the betterment of education for all children.
I can't help but note that there needs to be at least equal attention to "training" people in schools to understand and work with community members. Too many professional educators have misperceptions of parent motives and misinformation about what the community can bring to the educative process. I would prefer to see programs that develop mutual understanding to those which seem to place school people in the position of training those who are lacking.
How about you?
The report includes information about the CUNY Parent Training Center and its newly funded mandates. Programs reviewed include those designed to develop leadership structures, support immigrant families, support children's learning, and help parents understand and navigate the system.
As is the case with other information from AISR, this report is valuable for those seeking to engage the community with schools in the betterment of education for all children.
I can't help but note that there needs to be at least equal attention to "training" people in schools to understand and work with community members. Too many professional educators have misperceptions of parent motives and misinformation about what the community can bring to the educative process. I would prefer to see programs that develop mutual understanding to those which seem to place school people in the position of training those who are lacking.
How about you?
Down With Dismal Learning
Cartoonist David Horsey of the Seattle PI offers some Views on education in one of his better offerings.
Friday, October 15, 2010
Changing Educational Paradigms
Thanks to Rona Wilensky for calling my attention to a must view video -- I have linked it here or you can open the Ken Robinson link below on the right hand side of this Blog.
Please view the whole video then let us know what you think. Link is here: Robinson Video
Please view the whole video then let us know what you think. Link is here: Robinson Video
Who says kids are bad?
Roger Soder called my attention to a story I had missed because I have been traveling. Football players from Lake Stevens High School in Washington state recently gave us a fresh reason to have faith in the present generation. Read sports writer Steve Kelly's description of the event in The Seattle Times .
Here is YouTube link to the story: YouTubeLink . Also you may want to search for some of the follow up stories that have been posted in the Times.
Roger correctly points out that the story about the kids also suggests something about how we should be evaluating schools. He asks If we wanted to "evaluate" the Snohomish (and other school's) sports program and the school in general, would we want test scores and win/loss scores, or would we be looking for (and acknowledging) what happened last week in terms of people getting along, finding a way to be good to each other?
What do you think?
Here is YouTube link to the story: YouTubeLink . Also you may want to search for some of the follow up stories that have been posted in the Times.
Roger correctly points out that the story about the kids also suggests something about how we should be evaluating schools. He asks If we wanted to "evaluate" the Snohomish (and other school's) sports program and the school in general, would we want test scores and win/loss scores, or would we be looking for (and acknowledging) what happened last week in terms of people getting along, finding a way to be good to each other?
What do you think?
Tuesday, October 12, 2010
Community Time
This morning I had a different look at education than that being provided by all the films and critical voices.
I spent a few minutes with my granddaughter in her kindergarten classroom. She explained to me that they always start the day with community time-- a gathering for the children and for parents, and when they are present even grandparents. The classroom was filled with the many bright posters and activity centers that one typically finds in a happy kindergarten classroom.
My granddaughter checked herself in then stopped and drew a picture on a white board which one of the teachers circulating in the room admired.
Prior to our arriving at the school, over breakfasr, she had explained to me what the daily schedule was.
After carefully erasing her picture and cleaning the white board, she explained to me what went on in the various centers around the room. Clusters of children were already at work in a couple of corners of the room.
I asked her whether there were more boys or girls in her class -- she looked around the room and then at me saying [dummy], "well right now there are more boys" but she assured me that when class starts there were an equal number of each.
The children and the general atmosphere in the class served their usual theraputic function and I was reminded that there really are reasons to be hopeful in spite of the grim stories we all hear about the nation's schools.
As long as classes are beginning with community time and the children and their parents are actively and happily engaged in the learning processes there will be a future worth living.
I spent a few minutes with my granddaughter in her kindergarten classroom. She explained to me that they always start the day with community time-- a gathering for the children and for parents, and when they are present even grandparents. The classroom was filled with the many bright posters and activity centers that one typically finds in a happy kindergarten classroom.
My granddaughter checked herself in then stopped and drew a picture on a white board which one of the teachers circulating in the room admired.
Prior to our arriving at the school, over breakfasr, she had explained to me what the daily schedule was.
After carefully erasing her picture and cleaning the white board, she explained to me what went on in the various centers around the room. Clusters of children were already at work in a couple of corners of the room.
I asked her whether there were more boys or girls in her class -- she looked around the room and then at me saying [dummy], "well right now there are more boys" but she assured me that when class starts there were an equal number of each.
The children and the general atmosphere in the class served their usual theraputic function and I was reminded that there really are reasons to be hopeful in spite of the grim stories we all hear about the nation's schools.
As long as classes are beginning with community time and the children and their parents are actively and happily engaged in the learning processes there will be a future worth living.
Tuesday, October 5, 2010
More than One Movie Out There
In case you missed it, John Merrow has posted an important review of "Race to Nowhere" (which he says hasn't any intended connection with Race to the Top -- but I think it may).
Check out his reminder that there are a number of important films out there that reflect on what is happening in our schools today. See his comments at Merrow link
Learn more about the film at http://www.racetonowhere.com/
Check out his reminder that there are a number of important films out there that reflect on what is happening in our schools today. See his comments at Merrow link
Learn more about the film at http://www.racetonowhere.com/
Monday, October 4, 2010
Thoughtful commentary
Check out this New Yorker article for some clear thinking about the current conversation about education.
Scapegoats
For the past 25 years politicians have insisted on establishing laws and regulations based on the theory that setting standards and taking tests related to those standards will improve learning for all students. (Except for students who win a lottery and are able to attend a charter school or are wealthy and attend a school for priviliged children.) Now that enough time has passed for two entire groups of students to complete 12 years of schooling designed under this assumption, these same politicians are frustrated that their theory isn't working.
In order to escape possible blame for the failure of their theory -- to admit the possibility that they are wrong -- they have turned to blaming the teachers and their unions for the problems of education.
From our Wikipedia friends we learn that in the social sciences, agency refers to the capacity of individuals to act independently and to make their own free choices. Within the present day educational systems few people have less agency than the classroom teacher, Teachers are rarely allowed to determine what to teach, when to teach it, or how to teach it. Why do the politicians (and other educational critics) blame people who have such little say over their work? I think it is because they do not want to accept blame for creating bad laws, policies, and programs. What do you think?
By the way, that is not to suggest that there are no teachers who are bad. Of course there are and they should be removed from their positions. For what it is worth, I would also like to see removal of the bad politicians and bad business people (who are among the cheerleaders for the unsuccessful educational policies and programs).
In order to escape possible blame for the failure of their theory -- to admit the possibility that they are wrong -- they have turned to blaming the teachers and their unions for the problems of education.
From our Wikipedia friends we learn that in the social sciences, agency refers to the capacity of individuals to act independently and to make their own free choices. Within the present day educational systems few people have less agency than the classroom teacher, Teachers are rarely allowed to determine what to teach, when to teach it, or how to teach it. Why do the politicians (and other educational critics) blame people who have such little say over their work? I think it is because they do not want to accept blame for creating bad laws, policies, and programs. What do you think?
By the way, that is not to suggest that there are no teachers who are bad. Of course there are and they should be removed from their positions. For what it is worth, I would also like to see removal of the bad politicians and bad business people (who are among the cheerleaders for the unsuccessful educational policies and programs).
More Ed School Bashing?
I wonder what people think about Jay Matthews latest blog for the Washington Post in which he comments on Fordham survey results claiming that Ed Schools don't include the necessary practical things in their curriculum.
I am reminded of remarks I heard a few years ago from the head of a large medical school about a survey of doctors who indicated they didn't learn anything useful from their med school experiences.
I am reminded of remarks I heard a few years ago from the head of a large medical school about a survey of doctors who indicated they didn't learn anything useful from their med school experiences.
Friday, October 1, 2010
Still Waiting for Superman
On October 4 in the Seattle Times, columnist Jerry Large asks whether "Waiting for Superman" will cause people to act.
Op Ed writer Gail Collins added her voice to the dialogue concerning David Guggenheim's new film and the problems of education.
Thanks to Ann Oxrieder, fomerly of the Bellevue Washington schools, for calling my attention to Collins' remarks. Read them here NY Times Link and let us know what you think.
Also, in the the October 1 Seattle Times, the University of Washington's new Dean of the College of Education, Tom Stritikus, shared his views. Read them here Seattle Times Link .
Surely some of you out there have some opinions about all this.
D
Op Ed writer Gail Collins added her voice to the dialogue concerning David Guggenheim's new film and the problems of education.
Thanks to Ann Oxrieder, fomerly of the Bellevue Washington schools, for calling my attention to Collins' remarks. Read them here NY Times Link and let us know what you think.
Also, in the the October 1 Seattle Times, the University of Washington's new Dean of the College of Education, Tom Stritikus, shared his views. Read them here Seattle Times Link .
Surely some of you out there have some opinions about all this.
D
Technology, Teacher Evaluation, and Easy Answers
If you have not already read this three part series on technology and questions related to teacher evaluation, check it out on Roger Soder's commentaries page by clicking on that page in the right hand column.
To comment on this or other of Roger's musings add you comments here.
To comment on this or other of Roger's musings add you comments here.
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