Crisis

This final weekend of class provided many new learning opportunities.  However, the portion that most impacted my thinking was the crisis scenario.  Through this class we have discussed the role of a manager vs. a leader.  During a crisis it is most crucial to be prepared.  During a crisis there is no time to make a plan, the precontrived plan must be implemented. 

Often when a crisis occurs in schools the reaction by the media can be overblown, likely due to the unpreparedness of principal and leadership staff.  A crisis can happen at any moment, it is imperative as a leader to be organized.  Not just prepared for the initial crisis but also having an evacuation plan for students and staff, a statement for the media, and a culture built within the staff to only share necessary information.

During a crisis there is no time to plan, all of the planning must have occurred before this time.  During a crisis it is necessary to feel confident that teachers understand the plan and will execute the plan.  Leaders can find themselves in a difficult situation, and unprepared.

Given the level of work and broad scope of the crisis plan, one of my priorities as a new administrator would be to review the existing crisis plan, update it as necessary and ensure my staff were adequately trained in its implementation before the school year started.  There is no way to plan for every potential crisis, however, by having a defined plan and roles, the appropriate knowledge can be in place to protect students and staff.

Homework

I hate homework.

I hate homework.

I hate homework!

This is a common theme shared by students of all ages.  With students sharing such a strong disdain for homework, I begin to question the implementation of homework, the significance of homework, and the necessity in the educational setting. 

The concept of homework fires up some teachers.  Some educators feel homework is a large and necessary part of education while others see homework as a minor piece of the learning experience.  With extreme ideas about homework as an administrator, it may become important to set a common belief about homework within a building.

First we must ask, what is the purpose behind homework? Is homework used to reinforce skills previously taught, learn new material, or to complete work not finished during the school day?  If homework is used to reinforce previously taught skills, students should be able to complete it independently.  If homework is used to teach new material, or given when students have only observed the skills once then I can understand student frustration.  If as adults, we were given work that we had zero prior knowledge of, and were asked to complete by the next day, that would cause great frustration.  If homework is used with new material, then what is the role of the teacher? It appears students are expected to learn new material independently.

There are not many jobs where a boss would expect an employee to work hard for eight hours and then expect that employee to complete one to two hours of additional work at home on their own.  Often in elementary schools this is exactly what happens, with the added bonus that a consequence is received when the work is either not completed or not completed well.      

Homework has a place in education.  As an instructional leader, it is important to develop and communicate a set of common beliefs about homework.  Teachers work hard every day to educate students, it is then important to send home homework that does not undermine the work that teachers have done in class.  Homework is not to teach students new material. Homework is not an extension of that day’s lesson. Homework is to practice skills that have been previously taught.  Homework may have a different purpose in middle and high school settings, but from an elementary point, it is important I guide teachers to use homework as to tool for extended practice.                 

Where did science go?

We are teaching in a world where standardized tests dictate funding, school status, and in some cases teacher compensation.  It is necessary to create schools with a high focus on core subjects.  As schools reconstruct schedules and academic focus to increase test scores some subjects receive far less academic time than subjects that are tested. 

As suggested in the 90/90/90 research, highly tested subjects such as literacy and math, should be taught for a longer amount of time.  The school day cannot be easily extended; time must be created within the current system.  In most cases subjects such as science, social studies, health, vocational programs, or the arts have smaller time allotments.  Math and literacy are part of high stakes testing in most states, but are we losing more than we are gaining by decreasing education in science?

Without quality science programs we may be creating a society of students that have difficulty analyzing information and problem solving.  Through science students ask questions and make discoveries.  Science is also taught with real world experiences.  Without a science program, will student be less likely to be inspired and create new theories?  Just imagine the future engineers, doctors, and inventors that are not being given avenues to develop passion in these areas.  In the modern world science has opened many doors, but by cutting these programs will America fall behind other countries in new innovations?  A science education is not only for the future “scientists.”  Being scientifically literate is important to everyone so as a society we can make informed decisions about things like health care, how to plant a garden, which batteries to put into the remote, is it the right time to change health care plans.   

Schools need to make changes, I do not feel decreasing science education is the answer.  As an instructional leader, I want students to receive high quality, math and literacy instruction.  I however cannot see myself eliminating science instruction to do that.  I see it of high importance to give teachers the necessary professional development and training to be effective science teachers.  Decreasing science education can create more problems than we are trying to solve.  I still remember dissecting a frog, observing a butterfly hatch, and developing experiments as part of my science curricula.  Keep science part of a child’s learning experience.  

Truancy

Truancy

A serious problem in public schools that is often talked about by educators and among lists on Twitter is truancy.  When students are absent from school for several days, weeks, or months a year it is almost a sure bet that this student will not make the appropriate amount to growth.  Teachers cannot educate students when they do not come to class. 

With more and more students absent from school it puts an unbearable strain on teachers and constant worry that these truant students will not reach the academic goal for the year.  Not reaching this goal can effect funding, school status, and in some cases teacher compensation. 

If we put the idea of academic testing aside, what can teachers do about truant students?  Truancy is a more urgent problem in middle school and high schools.  Many elementary students still have the desire and drive to attend school, much of this is due to social relationships with friends and teachers.  This is often not the case in middle schools or high schools.  Many students are absent because of fear of bullying, frustration with friends or teachers, stress of academics, home life concerns, or even jail time it is often more enjoyable to stay home than it is to come to school.  

By law these students’ names are given to a social worker and that appointee makes home visits. In extreme cases students appear in court and are ordered by a judge to return to school.  The judge follows up on each case with future court appearances to check on progress.  The case is dismissed when criteria are met, or when students age out of the system. 

Guidance counselors often assist students who strive to earn credits to pass courses.  Social workers and guidance counselors have their case load increasing each year and funding decreasing, this task is becoming more difficult.  Often the root cause of a student’s absence is never discovered and students are being pushed through the system.  This reality in education is not best for students. 

Technology in the Classroom

Last year my school was able to purchase net books, smart boards, and new computers.  Like many teachers I was extremely excited to have these tools.  As a staff we were imagining all the instructional opportunities we could give students in the classroom.  We had dreamy eyes picturing how advanced this technology would push our students.

Now a year later, as I have had some time to use this equipment my eyes are not as dreamy.  I have studied technology and have picked up many ideas through twitter and colleague’s at Drake. My knowledge of technology has increased, and now as I think of technology in classrooms I have a more focused eye.  Good teachers will use technology effectively.  I question if all of these new gadgets are being used to instruct or distract students. 

As a student plays a math game that resembles an arcade game, where the student is flying or driving a vehicle through correct math problems is it about the math or is it about the game?  If the answer is right or wrong the student will still get the opportunity to play the game.  Observing this in the classroom all of the students are engaged, but is it the type of engagement that can link to increased achievement?  In this case a teacher directly instructing students is likely more beneficial. 

Other classrooms and students are able to utilize technology for more on-line learning.  More accelerated student are able to work faster.  This is a great tool that allows for differentiation.  But I question if writing something on a piece of paper will give students a more emotional connection to learning rather than typing and reading on a machine?

Don’t get me wrong I enjoy technology and am finding ways every day to use it in the classroom.  I use more technology with students today than I ever have before.   I am using edmodo with students for on line discussions, power point presentations to demonstrate learning, and on line programs as bookflix for supplemental learning.  It is important, as a focused educator that I am constantly relating technology to achievement, and asking the question how will this help my students succeed?  Would students benefit more from paper and pencil or computers with this concept?  Technology is great but we still need to keep an eye focused on increased achievement.   

Weekend Two

Weekend 2

Class this past weekend was interesting and thought provoking.  The blueprint as proposed by Jason Glass is a guide for improvement in education.  It is a list of suggestions and considerations.  It is not the final answer in reforming education.   

After digging into the blueprint and having a class discussion with Jason Glass I find myself discouraged with the news media.  When the blueprint document was made public it was sensationalized it into a frustrating mess of retention, teacher salary, and testing. Many of the news organizations poked at parts of the blueprint without describing the entire document.  Other news organizations slammed the characters of the authors with little regard to the blueprint itself.

Most families and community members gain news from the television and newspapers and would have little time to review the source of the information.  Many parents are concerned and upset, and have taken those feelings to their child’s school.  This has caused frustration with the blueprint, when this is a document on considerations to improve education in Iowa. 

Calendar Changes

Calendar change

In the opinion section of the Des Moines Register, an editorial was written about considering a longer academic year (http://bit.ly/tLQnst).  The United States has one of the shortest academic calendars among advanced countries.  We are currently educating students 180 days a year.  Thailand, Hong Kong, Finland, and Nigeria all have academic calendars of 200 days, and some countries have calendars up to 240 days.

The academic calendar that has become standard in most districts is one that was written when most of America was prairie and farmland.  It’s time for some change.  Like most teachers I find myself spending September reviewing material students had forgotten over the summer.

In an urban district as Des Moines Public Schools, many students spend the summer in front of the television, unsupervised, and un-stimulated.  Many parents are unable to have an alternative summer schedule to be home with their children.  With the dropping test scores, and an increased number of at risk students, it is time to consider a calendar change.

The next question is how to support a longer academic calendar.  Financially can districts afford the cost of increased salaries and building maintenance?  According to the proposed 2012-2013 budget there is barely funding to support the programs currently in schools.  A longer academic year may make teaching a less desirable occupation to some.  With some creative discussions a sustainable schedule can be found.