How are standardized tests like zombies?

Interesting entry from Ann Doss Helms, who covers education for the The Charlotte Observer.

Read for yourself by clicking here.

A Novel Idea Indeed

Contracting Out Student Testing and Teacher Evaluation

From Edward Glaeser of Huffington News. 

 Read his ideas by clicking here.

Does third-party assessment make sense?

Prepare to be Amazed

Check out this article from The Atlantic by clicking here.

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Does this sound familiar?

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We're In the People Business

As a high school chemistry and biology teacher, I found that my lessons were much more engaging if they got off to a good start at the very beginning of the class period. I wanted my students to know that if they were not on time, that they would miss something important or interesting. I also found that taking attendance at the start of class seemed to counter that objective, so I began to check roll at the end of each class period. That way, I could take care of the "housekeeping" chores while the students packed-up during that last minute before the bell rang to end class.

Occasionally, as I perused the class roster in my roll book (this predates the days of taking attendance electronically), I would have to glance up to confirm whether a student was present. And being the reflective practitioner that I aspired to be... it forced me ask a very difficult question - "How can I teach an entire lesson, and not be absolutely sure if a particular student was in my room?" The answer was simple - if I was not totally sure about a student's presence in class, I obviously did not have a personal interaction with that student during the class time together. Clearly, I failed to greet the student at the door (which was my practice during class change), or to ask the student a question during class, or to have any other one-on-one interaction with that student. As a result, I would always try to say something to that student right before class dismissed. My goal was simple - to have some kind of personal interaction with every student every day.

When I became an administrator, I found that my mantra transitioned to "every teacher, every day". I would try to speak to each staff member as I made my morning rounds, and then try to step in every classroom early in the instructional day. And right before I would head out to the cafeteria to help supervise lunch, I would look over our school staff directory. As I went down the list, the question would be simple - "Have I spoken to that important member of our school family today?". If not, I knew that lunch would be a great time to touch base with those that I had missed.

Adults are like middle schoolers. We all have a hard time hearing the message if we don't trust the messenger. This simple goal - to have an interpersonal interaction with every staff member every day - worked for me. It could be as simple as a "good morning" or as involved as a discussion about an ailing parent. The important thing was that it had to be genuine and authentic. I have had some of my colleagues tell me that they don't have time to speak to every teacher or step in every classroom every day; and I would agree that it is a challenge to do this. This is especially true on days where you have meetings scheduled or a difficult and/or time-consuming situation arises. But I contend that most of our tasks pale in comparison of building those relationships with our teachers and staff. For when it is all said and done... we are in the people business.

This seemed to work for me. I share this, not as a template, but to lead to simple question... what works for you as you seek to build those important relationships with those who allow you to lead?

Good Advice from the Good Doctor

Great advice for students, teachers, and administrators alike.  

Yet more evidence that "children's books" are not just for kids.

Click on the photo to enlarge.

Have You Praised Your Principal Today?

One teacher's perspective...

Principals Need Love Too

I’m in a unique position as an educator.  During my 7 years teaching at my current school, I’ve had 5 principals.  It isn’t that the position is cursed, but that our principals go on to do even greater things.  However, going through these frequent changes has turned me into a skeptic and a pessimist.  That is something that needs to change.  I realized that though this year has been UBER tough for me, it must be just as hard (maybe even harder) for my newest principal.  I came across this post on a blog archive for principals and administrators.  It talks about three things that need to be reciprocated in order for the working environment to remain positive.  I was quick to blame administration when reading the first one but by the time I got to the last word, I had to point the finger at me.

The word that hit me the most was: Praise.  I don’t think I’ve ever doled out the gold stars for anything my principal has done.  BUT here’s the thing, I don’t think any other previous principal cared about students as much as my current principal does.  He honestly wants the school to be a GREAT place to learn, grow and belong.  He has so much passion for improving Deaf education.  He puts so much time and effort into establishing practices that will have long-term impact.  He’s excellent at getting other administrators to see his viewpoint and he spends a ridiculous amount of time having important conversations with the heads above to ensure that our department is not forgotten.  He’s often at school before I am and sometimes still there when I leave.  I have even gotten an email or two way into the midnight hours; I’m sure he spends those hours, after his kids go to bed, trying to catch up on e-mails.  He knows what it’s like to be a student in those halls and he knows that he has teachers who are able to rise to the occasion.   But I wonder if he’s ever heard a word of praise from us (and not just on administrator’s day).

Being a principal or administrator is not an easy job.  In fact, I don’t ever want the position.  There are a wide variety of personalities to manage.  There’s the push and pull between what the district administrators want and what teachers are able to do.  There are parents who want what’s best for their individual student, while my principal has to keep the entire student body at heart.  There is an ever changing list of legal mandates that interfere with expanding our vision. There is a community that constantly needs to be taught what it is we do at our school.  The list is endless.  I tip my hat off to our principal who manages to do the unimaginable with grace and humility.

It’s time my principal knew that though we may have developed a quiet tension between us, I honestly do believe we have a mutual respect for each other.   There may be times we don’t agree but standing with my hands on my hips will not sway the mountain.  I think if we can succeed at praise, then trust is not far behind.