Minnesota Teachers Shaken By Tragedy Seek Compensation

Published in Ed Week Online December 10th, 2010

In this article, a darker side of teaching was brought to the forefront. I've always imagined working with innocent, sweet young children and have never really thought about some of the tragedies that have occurred or could occur in schools. And I certainly never would have imagined that if I were involved in a traumatic situation, that I wouldn't have the full support of the community and the school district to take the necessary measures to be healed.

The article made a good point, the military goes out of its way to support soldiers with PTSD, but yet our society does not do the same for teachers. The value our society places on the teaching profession is so low (evidenced by pay, respect, etc.) but the value placed on education is so high. Politicians are regularly heard preaching the value of a good education and how everyone should have an opportunity to go to college if they wish. Demands on teachers are at an all time high to make sure students are passing state tests and receiving differentiated instruction. I think this clash of values will eventually be forced into the spotlight and changes will have to be made in order for our educational system to undergo true, meaningful reform. 

A good place to start the shift in values, is by recognizing teachers as real human beings with their lives on the line during tragedies, like the one at the Red Lake Indian Reservation in Minnesota. Policymakers ought to follow a moral compass and do what is right, by paying for the necessary medical costs and lost wages for teachers suffering from PTSD. Mental wounds can be just as debilitating as any physical wound inflicted. 

I hope in my career I will never have to face a situation like the shooting in Minnesota. I also hope educational policy makers in this country will take a serious look at changing the current workman's compensation system to support teachers, thereby making a statement to start to change the value placed upon teachers in this country.

Pathways Seen For Acquiring Languages

Article published in Ed Week October 27th, 2010

I have fond memories of learning Spanish from my classroom teacher in first grade. When a new student joined our class who knows very little English, I was excited to be his buddy and show off my Spanish skills. My mother taught many years  in a summer program for students in migrant families. The students were 95% Hispanic, English language learners. I volunteered several years as an assistant, and benefited from multiple opportunities to practice my Spanish. I believe these early experiences with foreign language enabled me to have greater success in learning language skills, especially as I entered a Japanese immersion program as an eighth grader.

The article discusses a national psyche that Americans are typically not good at acquiring new languages. While that is contrary to my personal experience, I tend to believe that statement is fairly accurate by examining foreign language requirements. The Oregon Diploma currently  does not require students to take a foreign language. Many colleges prefer students who have taken a foreign language, but because it is not required for the diploma, the courses offered at many high schools are very limited. In Sheridan, there is only a Spanish I and II class offered. With only one teacher offering these two classes, it's not possible for every student to even have an opportunity to take a class. I find this reality to be very disheartening, and hope foreign language will soon be a requirement when there is more research available to exhibit all the additional benefits of knowing multiple languages.

This article also examines research conducted at the University of Washington and a few other colleges that shows that "students who learn additional languages become more adaptable in other types of language learning too." In a series of experiments done with infants between 6 and 12 months, researchers found that "the auditory and motor regions of the brain start to react more in response to speech as opposed to other sounds." Children at a young age are mapping critical language faster as their brains grow and develop. Elementary school is the ideal place to start teaching foreign language. It could be incorporated into other subjects, and not necessarily need to be a whole new set of curriculum teachers need to learn. As a game challenge in New York City, (discussed in the article), research findings showed that "bilingual children have greater cognitive flexibility than monolingual children." If educators are committed to teaching with the brain in mind, then they should incorporate some foreign language into their classroom..

Tests' Rigor Varies Plenty State to State

Article published in Ed Week November 3rd, 2010

The controversial discussion over who should be in charge of planning curriculum and how to implement some uniformity across states is brought mind after reading this article. I was shocked at the results of a study showing that "exams in some states may be as much as four grade levels below the standards set in other states." It seems rather obvious to me that when the requirement of a subject is simply proficiency, then the idea of what proficiency will look like  is wide open to various interpretations. I would be in favor of concrete descriptions of required skills at each grade level to be set at the federal level. It would create a road map for where a student should be by the end of a year. To take into account the fact that each individual learns at a different pace, schools should have a window of time (possibly a year) to get a student to that level before any negative repercussions would apply.

I agree with statements in the article insisting that states should bet on student success and not assume failure, by lowering standards. Some states may have lowered standards to stay in compliance with the No Child Left Behind Act of 2001. This is why I feel there should be a window of opportunity for students to meet the goals, rather than a specific date. 

It was exciting to read that Oregon is one of three states leading the way toward improving state standards with the goal of getting closer to common international standards. I think states are moving in the right direction through raising performance standards, but I hope they take into account student individuality and give everyone opportunity to meet the standards in their own way.

Funds Fuel Graduation Initiatives

Article published in Ed Week November 3rd, 2010

This article sparked my interest since I currently work with high school students, many in danger of potentially being drop outs. The After School Program, which exists due to grant money, targets these students and extends personal invitations to students to receive one on one academic assistance as needed. It's great to know that more large grants are being given to high schools to create more individualized education for at risk students. I plan to investigate these opportunities further to see if Sheridan is eligible for any assistance. 

I was particularly impressed with the "acceleration institutes" being offered in Chicago. The idea of having a staff member available to help students with online learning programs until 8pm, I'd imagine would be very popular with parents and students. It's also a great leap in creating equity for alternative students who are unable to engage in traditional classroom education.

My excitement about these programs is hedged by the notion of this mission being a political agenda that could quickly be swept away with the change in political current. The article notes that these grants came into existence to serve Barak Obama's goal of being the world leader in college completion. These programs are very "staff heavy", which means they are expensive and will be hard for districts to sustain after funding disappears. The article admits that the 2011 funding for these grants is uncertain, however the proposed budget calls for doubling the funding. I'm in favor of these programs being very beneficial to high school students today, but saddened to know that my own children might not have these supports when they reach high school. Perhaps there needs to be a larger restructuring of educational programs to meet the changing needs of 21st century students.

Turnaround Team Picks Up The Pace In Kentucky

This article was published in the October 27th, 2010 publication of Ed Week.

After reading this article, I was impressed with the fact that the Shawnee school administrators recognized the importance of emphasizing not only the academic skills for students, but the personal aspect of school as well. I agree that having a teacher who is passionate and dedicated to your success is key to motivating teenagers. In Sheridan School District, the staff went through inservice training at the beginning of the year called Capturing Kids Hearts. Staff members now apply different strategies, such as meeting and greeting students at the classroom door, to show students that they do care for and value every single student. The list of students failing a class decreased from 8 pages last year to 2 pages this fall at progress report time. In Shawnee schools they used a "name and claim" system, where teachers choose two or three failing students to focus their attention on and offer extra support. There is evidence that building a relationship with students can positively effect the amount they learn from you as a teacher.

The article about Shawnee schools also reflects upon the importance of building a sense of community within the school as a component of student success. I loved the quote in the article from a teacher stating, "when the students saw in every classroom the expectations are the same, they started to respond to that." To create an effective culture change, every member of the school needs to be on board and moving in the same direction. It can take a long time to make big changes, but it sounds like Shawnee schools are moving in the right direction. I look forward to seeing the outcome of the changes in Sheridan in a few years.

Taskstream Final

The following are links to specific blog posts to illustrate my knowledge of ITASC principles as well as my overall technological literacy.

Podcast and Multimedia Project

I chose to focus my multimedia presentation on two different web 2.0 tools: Google Presentations and Screenr. Power point presentations were a great way to present information to parents or large groups of students so that everyone would have visual as to what I was speaking about. I was eager to learn more about Google presentations because it gave me the flexibility to work on the project at both home and school without the hassle of thumb drives or e-mail attachments.

I currently work in a school district with many low income families and students are required to do power point presentations in English class. Several students do not have computers at home and can't even afford a flash drive. In the after school program I run, I have shared with my students the power of Google presentations. They are able to travel to any computer lab to work on their project and do not feel stigmatized by not being able to afford some of the tools other students have. I also point out that they are able to access their projects from library computers after school hours.

Screenr is another great tool I have come to love. Personally, I dread standing in front of classroom of peers to do a presentation, and this tool allows me to speak about a topic and present my ideas without the anxiety. I could see this being especially powerful for my own students who share my anxiety of public speaking. It's a great option for students to display their knowledge in an alternate format.

The presentation below on fine motor skills was an assignment for my Ed Psych class. We were required to create a podcast on this topic and after learning about Screenr, I knew this would be a wonderful way for me to satisfy the requirements, present my knowledge, and avoid being in front of a camera!

Schools Open Doors to Student's Mobile Devices

This article brought up a hot topic of discussion in many local districts. Cell phones can be used for many inappropriate things and can be a distraction in a classroom, so they are commonly banned. Budget cuts have severely limited purchases of technology devices. But, school districts are required by law to ensure students are technologically literate. Why not use the cheap, hand held devices that 75% of students bring to school?

Crossing the street can be dangerous. Do we forbid students to never cross a street? No, we teach them how to do it safely and responsibly. It is no different for cell phones and internet use. In fact, one the the NET standards school districts are required to address is digital citizenship. School districts need to start having conversations about changing policy and using resources students bring with them regularly. Studies show 2/3 of kids ages 8 to 18 own cell phones- what a culture shift!

Cell phones could enhance learning in many different ways. A few presented in the article include: give real time feedback to a lecture, take pictures during a science field trip, and answer teacher prompts with online polling. One way some districts have dealt with some of the issues regarding cell phones was to allow teachers to dictate how they would be used during class. Students are only allowed to use their phones at their discretion during break times. I am confident that districts could find a safe way to utilize this handy technology. It's going to require opening minds and engaging in conversations, but I feel confident that after taking Willamette's Ed Tech class I will be able to be a strong voice and catalyst for change!

Head Start Proposal Aims to Turn Up Heat on Lagging Programs

There are some new, proposed rules for Head Start Programs coming from the US Department of Health and Human services. Low performing programs may soon have to compete for funding. The goal is to get the message out that "programs need to increase their quality and grantees will be held accountable." Head Start is a program for low income students, to give them access to resources and instruction before kindergarten so that they will be on track with their more well off peers. The program is designed to increase equity in education. The new proposed rules make sense when you examine the goal of the program. If a program is not adequately preparing students for school, then it is not effectively creating equity. I could foresee these proposed rules becoming official soon, since the executive director of the Head Start advocacy group hails the rules as, "tough but fair." 

This article was personally relevant to me for two reasons. First, I have a daughter in Head Start, and as a parent I am happy to see that these programs are closely monitored. I would like my child to learn academic skills that will prepare her for kindergarten. If the Head Start program she attends couldn't provide her with those skills, then it should compete for funding and create an improvement plan.

Secondly, I currently work as part of a team managing a federally funded 21st Century Community Learning Centers grant. There has been discussions about also making  these grants competitive in the future. I agree competitive grants drive programs toward improvement and growth, but I fear it would create more work for those who run the programs. I wouldn't want to spend less time with my students and more time preparing for a grant application process. I also wonder if a competitive process would make it more difficult for small districts with high poverty to compete. There would need to be different scales for measuring success based upon student enrollment and a multitude of other issues.

U.S. Found to Recruit Fewer Teachers From Top Ranks

Wow, this Ed Week article was interesting and pointed out many of the reasons I chose not to get my Bachelor's degree in education. America's educational system does have many flaws and I had hoped to be a part of the change mechanism, which is why I majored in public policy. It's much harder to create change when you are a teacher in the system that needs improvement. However, I have also learned that it is hard to know what changes would be most effective in the system with out having the experience of a teacher's perspective. It doesn't surprise me at all to see the statistic that only 23% of teachers come from the top third of college graduates. I think many of the top students are intelligent enough to see that teaching is a relatively low paying job, the profession is not as admired by society as it used to be, and it requires putting in many hours outside of the school day. Students entering this profession must be passionate about why they want to teach. I agree with two main statements in this article:

1)   There needs to be stricter standards for students accepted into Ed programs. Teaching should not be viewed as a fall back profession that anyone can do. When you make the training for educators more competitive, you will get candidates more committed to being effective teachers. 

2)   I am in favor of all the "cost-effective" approaches presented out in the McKinsey report:

• subsidizing teacher preparation (cost of college)
• improving working conditions
• providing performance bonuses

My only concern is with the performance bonuses. They would have to find a way to either not make them based on assessment scores or find a way to equally distribute students in special education programs.

Often parents request the best teachers for their high achieving academic students. If districts allowed all these requests, then basing teacher performance on student assessment would not be fair. I can say  from what I have observed so far this year, there are some classrooms with many high need students and some classrooms with very few. I admire and would be in favor of rewarding the teacher who worked closely with all the high need students, even though I 'm sure test scores in that room would be lower. I guess the bottom line is, there needs to be more factors to base teacher performance on besides assessment.

Some major changes in the US educational system will need to be made if we are going to keep up in the global society- both staff and students. I think open discussion is the first step in finding out what changes need to be made first and the best method to do it. I hope dialogue in these areas continues.

 

Michelle Rhee Resigns as D.C. Schools Chancellor

I read in an Ed Week blog that Michelle Rhee has resigned. It was a testament to how changes in educational policy ebb and flow based on politics. Ms. Rhee seemed confident that some of the changes she fought for, namely the new teacher contract and evaluation plans would continue on in her absence. Unfortunately, she will most likely be remembered for the negative publicity associated with her controversial actions targeted at improving the schools in Washington D.C.

Analyzing Student Data in a Spreadsheet

I was given student test data for 10 tests in a google spreadsheet document. In an effort to analyze students who fell below average test scores I sorted student data and compiled it into two graphs, as seen below.



When reviewing the graphs I noticed that all students made progress and increased their scores between tests 6 and 10. Some students had ups and downs, which could be attributed to misunderstanding a test question or having a bad day. Their overall progress shows me as an educator that students are retaining what is being taught and improving over time. My greater concern is for the disparity between the highest and lowest performers in the class. I might take the time to do a comprehensive review in the form of a game or critical thinking exercise and pair up the high and low performers. Or, depending on the grade level, might send home supplemental activites for the low end students that could be done on a voluntary basis.

Using google spreadsheets made calculating student averages and sorting students in to groups, quick and easy. I think it would be a great way to track and calculate student grades. Another advantage to the program being internet based is that students and parents could have access to view a student's progress and missing assignments.

Reflection of Ed Tech Standards

Goals of CIP, NET, OET and New Oregon Diploma-

• increasing student understanding of technology
• creating students who can be successful  and competitive in 21st century
• teach students digital citizenship
• teach students how to increase their productivity through technology

Ways to Implement Technology at the Elementary Level to Address the 6 OET Standards:

1. CREATIVITY & INNOVATION- Introduce students to Google Drawing, Record student presentations and replay for the class, Use Skype to talk to pen pals across the world.
2. COMMUNICATION & COLLABORATION- Students can type letter or create a card for their parents. Students could collaborate on a google document.
3. RESEARCH & INFORMATION FLUENCY- Introduce students to the internet. Research a topic as a group using the internet.
4. CRITICAL THINKING, PROBLEM SOLVING, & DECISION MAKING- Create projects for students where they have to use different forms of technology to solve the problem.
5. DIGITAL CITIZENSHIP- Discuss with students copyright infringement and appropriate ways to surf the web.
6. TECHNOLOGY OPERATIONS & CONCEPTS-Discuss different forms of technology that exist and their purpose. Let students experiment and create their own ideas of how they can use technology to benefit their life.

ULTIMATE GOAL: to open students' minds to the possibilities of what technology can do in their lives. Students should be able to use technology to learn, live and work!

WEB 2.0 and Emerging Technologies

Web 2.0- Web 2.0 applications are designed allow information sharing. These applications give users the opportunity to interact with each other in social media outlets such as Facebook and Twitter. They are designed to increase interaction, collaboration and personal productivity.

Drop Box- This application is an organizational systerm. It allows all your documents to be stored in one central place, which can be accessed from any computer you use. It creates a folder on your desktop which you can drag and drop documents into. The program then copies those documents to the same file on all you other computers. The program will also store all your files on the internet, so that if your computer should crash, you will automatically have a backup copy.

Drop Box has the potential to assist me with increasing my personal productivity by saving me time in searching for documents. I have my personal computer, a school laptop, and a work laptop all with different documents saved on them. I try to remember to copy everything to my flash drive, but I often forget. It's frustrating to need a document saved at home when I am at work and vice versa. This program could also be very beneficial to students for the same reason. They will have no more excuses for late documents when they can access their assignments from the internet!




Tokbox- is a video conferencing application that is similar to skype, but has many more features and options. This program is a great tool for getting people together for a face to face meeting even when you are miles apart. I was impressed that this program allows you to share media clips while conferencing. You could share a You Tube or Flickr clip during a meeting. It will also allow you to add your contacts you already have stored in other messaging programs such as AIM.

I think this application would be great for high school students who need to collaborate on a project but aren't able to physically get together to meet. It could also be used for elementary students to give them an opportunity to meet and chat with pen pals around the world. I could forsee using Tokbox for a video conference or webinar to allow more personal interaction with the instructor or colleagues.

Google Documents- Drawing

I was eager to learn more about Google Drawing because I thought there may be many ways for me to apply it in an elementary classroom. I would define Google Drawing as a document you can use to create a picture that can be plugged into presentations or as an interactive tool that can be used to present a topic and allow hands on practice.

I am most intrigued about the concept of using this application to actively engage students in a classroom. For example, in an Algebra class, students can actually interact with formulas using various math symbols. In an elementary math class I could import pictures of coins and have students move them around in the document to achieve different goals. This tool could be used to create many visuals for any age level.

The learning curve for me on this assignment was fairly low. The Google Drawing application was very user friendly and was easy to navigate. I learned more when I had to take my creation and apply it to other documents or to the web. I can now say that I know how to embed the URL in a blog, and save the file as a pdf, jpeg, or png document.

In the drawing you see below, I actively worked in creating the text boxes and input the headings in each box. We worked as a team to make sure all our viewpoints were presented under each of these topics. I also experimented with font and color changes, but our group worked so well as a team we all experimented in these areas.

After having the opportunity to experiment with the Google Drawing tool I feel fairly comfortable using this tool in a variety of formats and can't wait to use it in a classroom setting. My next goal for myself is to see how I can use this application in conjunction with a smart board!

Education Week- POST #2- Tuscon Students Aren't Deterred by Ethnic Studies Controversy

I was attracted to this article because last month I read, "Arizona, Tuscon at Odds Over Ethnic Studies." It was interesting to read that 1400 students are now signed up for these ethnic studies classes, nearly double the enrollment from last year. I am amazed that state officials appear to be paying very little attention to how students feel about these classes. When 70% of the school's population is Latino, how can you not talk about the Mexican perspective on issues? It almost feels a little bit like going back in time to when all the Indians were forced into "white" schools and had to dress and speak like "the rest of us." One would think that the time of creating cultural uniformity was so far in our past, this idea of what is happening in Arizona would be absurd. I am glad that Tuscon teachers are standing together to fight this ruling which clearly violates the first and fourteenth ammendments. I agree that this policy is racism in action, as it targets only one school district and one group of people, Mexican-Americans. I hope the Tuscon schools can continue focusing on their students and provide them with a sense of empowerment through a curriculum they can identify with.

Education Week- POST #1- Rhee Reflects on Her Stormy Tenure in D.C.

I was initially drawn to this article because I am fascinated on the role of politics in education. I had an amazing opportunity to work as an intern at the Department of Education during my undergraduate years. While I was there the staff was preparing for the transition between Stan Bunn and Susan Castillo as Superintentant of Education. I quickly learned that the changing of administrators can stop policies in the process of being formed and sometimes reverse those that already exist. As an example, during my internship I worked with the CAM design team and the vision of the Certificate of Advanced Mastery was never fully implemented the way it was intended under Stan Bunn's reign. Susan Castillo took the focus of educational policy in a totally different direction and from what I hear in the staff room at Sheridan High school, many educators hope there will be another change in administration soon!

When I started reading this article, I was leary about some of the policies enacted by Michelle Rhee, chancellor of D.C. schools. Personally, I have never been in favor of any actions that focus on paying teachers based on performance. However, after reading about some of Ms. Rhee's accomplishments, I began to rethink the issue. The quote at the end of the article by Ms. Rhee stating that she was devastated by the election results, not because of the impact it may have for her, but because of the impact it will have on the students made me feel like her methods deserved a second reflection.

I was very impressed with the increase in graduation rate and the increase of the number of students taking the SAT to enter college that occured after the controverial changes Michelle Rhee made. While many also appreciate the increase that also occured with test scores, I find that to be less of a measure of student success. I do agree with some of the critics that Ms. Rhee may have opened herself up for some criticism by not having regular and clear communication with her staff and the public to let them know what her goals were, why specific changes were being made, and the positive results that stemed from those changes. The cost savings from some of the changes would have also been beneficial to communcate to tax payers, especially. Publicizing even small accomplishments is important for individuals in a position of leadership to show that they are being effective and making progress.

In conclusion, I was impressed with results of the changes Ms. Rhee made in Washington D.C. I hope that the next person elected to her position will also have the best interest of students at heart, and will look closely at the successful outcomes of the policies Ms. Rhee enacted, before rushing to judgement.

OTEN Conference

I attended the 2010 OTEN Conference on September 25th at Pacific University in Forest Grove. The keynote speaker was Tim Lauer, principal of Meriwether Lewis Elementary School in Portland. He took his audience back in time by illustrating with examples the beginning of computer technologies and then brought us back to modern day applications. Technology is constantly changing and it's important that we as educators are always open to learning new methods. Technology is a very powerful tool because it can bring in outside resources to students without the need for them to leave the classroom. It can also be a connection for people across time and space.

The first breakout session I attended was presented by Serena Fryer and was titled Interactive White Board Technology. She is currently a first grade teacher at Joseph Gale Elementary School and part of the Ed Tech team. As part of a grant she receives a classroom full of free technology and then has to share her knowledge and expertise with other teachers. Highlights from her session include:

1) Learning about Smart notebook software

2) Learning about math manipulatives and how to create interactive math lessons

3) Leaning about using a tennis ball as a writing tool for students with limited fine motor skills

4) Learning how to create visual aids for songs and storytelling

5) Learning about the Infinite Cloner tool making graphing activities practical and easy for large groups

6) Learning how to share and find lesson plans created for the smart board on the internet

The second breakout session I attended was presented by Jerry Johnson from Corban University and was titled Visual Learning with Concept Maps. I did not leave this session with nearly many great ideas for activities I could use in a classroom but I did learn about a few new web tools including: VUE, Webspiration, and Inspiration. These different types of software allow you to create concept maps which are graphic representations of ideas and how they relate to each other.

See the video below for more comments on the OTEN Conference.

Post #2- Applications of Blogging in Education

There are many ways blogs can be used in classrooms to enhance student's educational experiences including:

1) As a forum for communicating and relaying information between students, parents, teachers, administrators, and community.

2) As a digital portfolio. It could be used to document student's journaling on various topics. It could be used to show and store student performances as video clips.

3) As an interactive tool for students during classtime. Students can engage classmates in discussions that could be far different than ones that would normally take place in a classroom. More students could have an opportunity to share their thoughts and there would be an opportunity to reflect on statements made before replying.

I could personally forsee myself using a blog as both a digital portfolio for students and as a method for communicating with parents. Many teachers give out their e-mail addresses as a primary way for parents to contact them. However, I would prefer using a blog so that I could answer common questions just once, and everyone would be able to view my response. A blog would also be a great place to post updates and annoucements for parents. It would give parents one place to go to for all the information they could want about their student.

Post #1- Personal Bio

My name is Elizabeth Blake and I have enrolled at Willamette University with the intention of attaining my masters degree in early chldhood and elementary education with a special education endorsement. I have three children ages 7, 5, and 4. My oldest two boys have autism and have been involved in early childhood special education services since my middle child was 18 months old. The experiences I have had with my own children in the educational system have really inspired me to want to get into education and to help others navigate their way from diagnosis to receiving the critical intervention services necessary to help ensure the student will have all the support needed to complete K-12th grade. My children were lucky to have a wonderful autism specialist working with them who had children of her own on the autism spectrum. The advice she gave us seemed so much more significant since she had actually lived it and put her knowledge into practice. That is exactly what I hope to share with others!

I currently work full time at Sheridan High School as the After School Program site coordinator. I wear many different hats and do many different tasks, but my favorite part of the job is engaging a constantly changing group of students after school everyday. It's fascinating to have conversations with them about all the issues in their lives and then talk with them through their different choices and options.  It amazes me how many students jump from emotion to reaction with out stopping to take part in the critical thought process. I also enjoy conversations about where students hope to be after they graduate. My personal goal is to help all the students I interact with to have a goal for themselves in life and to discuss with them some of the steps they will have to take to acheive their goals. 

In addition to my roles as a student and teacher, I am also a wife and mother. I spend my spare time at football practices and games, assisting with homework, and running errands. Life is busy and chaotic, but I wouldn't have it any other way!