July 1st
6 WEEKS

This short semester has been full of fun, laughhter, knowledge and especially disagreements.  With that said our first class with the Dedicated to Discovery school district did not go according to plan.   We had a set of objectives that fell short because of all the different personalities in our class.  After the first class we gelled as a group.  Work began to get done and the project was finished.

June 29th
Test Driven Curriculum

Time's up.  Pencil's down.  How often have we heard those words?  For elementary and high school teachers in New Jersey, those words have become their mantras.  With the passing of President Bush's No Child Left Behind law, teachers in public schools have been inundated with workshops, literature, stratagies, and resources to prepare their students for the state's benchmark standardized tests.

With core standardsimplemented at every grade level, teachers have been revamping and revising their curicula.  If these tests play such an important role in grade level proficiences, induction into basic skills or gifted programs, a basis for teacher accountability, or district funding, then are teachers compelld to spend considerable time preparing their students to take the tests?  Or are curricula and resources aligned to core standads?

The content standards provide a framework for classroom instruction and curriculum development in public schools.   At each grade level, skills are developed so that all students can be actively engaged in the learning process and will ultimatly perform at proficient levels.  Is the curriculum  at memorial Elementary School (grads k-4) in Montvale test-driven?  The answer is yes. 

Since I began teaching at Memorial school, grade level teams of teachers have been collaborated and revising the curriculum in all disciplines so that they are aligned with New Jersey State standards.  Weekly team meetings provide the forum for teachers to discuss stratagies, activities and resources that are implemented into the classroom.  The director of curriculum and Development at Memorial stated, "The district now pursues the tera nove standarized tests for the lower levels and uses the test results to analyzae students performance in preperation for the states benchmark tests.  However, the curriculum is better aligned now to the standards outlined for each grade level that the Tera Nova test will noy be administered in the near future."  He frther added that this year, teachers were instructed to implement math skills in all disciplines including Physicl Ed., World Launguage, Art and Music.  It is apparent that the curriculum reflects core standards and that raising math scores at the school is the top priority.  When questioned, the the Language Arts specialist said that her teachers "were instructed to prepare their students on how to take a test, but classroom time is not blocked out and solely devoted to preppin gfor the tests.  Instead the test format s incorporated in teacher prepared assessments."  All amterials, textbooks and worekbooks used by the students are coordinated with New Jersey standards. 

Although I believe that there is some credibility for standardized tersting.  THese tests provide all schools with a universal scale in which to assess academic performance.  The state tests have raised the bar on what children should be learning at each grade level.  This is good.  Also, uniformity in curriculum across the state is another positive.  However, there is a downside when standardized testing becomes the ocal point for all classroom instruction. Personal experiences, artistic skills, and critical thinking skills, to name a few, seem to yake a backseat.  Matbe performance-based assessment in conjunction with standardized test scores will better determeine a students abitlitys and proficiencies?  It seems that the pendulum has swung the opther way and we, as teachers, need to find the center once again. 

June 28th
Developing Instructional Leaders

            In a time when curriculum standards, student performance and assessment, and accountability have become the cornerstones of educational reform, the role of the educational leader has changed.  The administrator is key to the operation of the school.  Developing school budgets, ordering supplies and materials, managing pupil transportation, managing facility maintenance, setting up pupil and teacher schedules, creating a rapport with the parents and the community, supporting staff with professional development, and dealing with the daily problems and issues that arise in the course of the school day are the responsibilities of an educational leader. By spending so much time on administrative tasks, many lose touch with their teachers, students, and learning that is going on in the classrooms  Are our administrators competently trained and do they have the skills needed to bring about the curriculum changes needed to improve our schools? 

            The instructional leader has influence over how educational programs are organized and operate. Often times, the lack of time and possibly not knowing the curriculum well enough hinders administrators from becoming strong instructional leaders.  However, all schools have a mission and vision.  Once this goal is articulated and accepted unconditionally by the school community, then curriculum, instruction and assessment will align with the core standards.  All of the administrator's decisions will have an effect on others, whether it is on the teachers, staff, students, parents, or community.  He/she should take on the role of facilitator who is involved in the process rather than dictating change from above.  By empowering teachers, it calls on them to be part of the decision-making process, which, in turn, will yield the professional development, personal stake and commitment needed to do what is best and necessary to meet the needs of the students. Through open communication and connections among the disciplines, everyone will be on the same page.     

            Districts can help in the process.  Leaders must know what is going on in their classrooms and in their schools.  The only way this is accomplished is through interaction and visibility.  Prioritizing tasks so that instruction is first, time-management, and delegation of responsibilities, and sharing staff development and leadership are some ways that can help.  Districts have to support their leaders throughout the process.   It is important that leaders stay current and have a professional support group to discuss problems and collaborate on solutions.  Districts need to allow their leaders as well as their teachers to observe other school systems and meet with professional colleague from time to time.  Ongoing and sustained professional development programs for new and old is the only way that all educators stay fresh, revitalized, and current. 

June 27th
Outcome-based Eduction

June 21st
Whole-School Reform

Time and time again, school districts throughout the nation acknowledge the fact that many of their students are not achieving levels of proficiency in the academic disciplines. In order to remedy the situation, they would institute programs that would band-aid, not rectify, the problem of low student performance. After the implementation of standards based reform in the public schools, many districts were in need of a complete restructuring of their school programs and strategies for academic achievement. Whole-school reform was an innovative and different approach of initiating major educational improvements in schools around the country.

Is there one effective WSR program that is a paradigm for lower performing schools? The "one program fits all" approach to school reform is not the answer. Schools are not required to use one model; they can choose an established model or design one that meets the criteria set forth in the law. The New American Schools (NAS, begun in 1991), a private nonprofit organization, was formed to help schools around the country design and adopt a model that would meet their educational needs and thus improve student performance. Although there are many models to choose from, most share some common ground: their goal is to improve student academic performance; their approach about school organization, decision-making, staffing, teaching, curriculum, services, community relationships and resources is comprehensive yet untraditional; they target schools that mostly serve disadvantaged students; they provide support services and professional development for educational staff; and they continuously evaluate their programs to meet the changing needs of their students and community. (McChesney)

The effectiveness and success of whole-school reform programs rely on the commitment and leadership of educational community. Far too often, revamping a school structure is not researched thoroughly, is not discussed with administrators and faculty, and does not meet the changing needs of the students and the community. The program is doomed from the beginning. Seeking assistance from a design team is crucial to the success of implementing an effective model. It is imperative that the principal is knowledgeable about the program, committed to the program, and motivates his/her staff to align strategies to the goals of the program design. At times, teachers' input as to what is working or not working in the classrooms falls on deaf ears. Although boards of education allocate monies to programs, it is up to administrators and possibly the professional staff to see that the resources are used wisely in the areas of staffing, facilities, curriculum and services. Teachers are more committed to a program when they are personally and professionally invested in it. Teacher training and professional development should be an integral part of the reform. When a district initiates a whole-school reform program, parents, students and the community should be made aware of the reasons why a revamping of the school program is needed and the type of program that will be implemented. Since the children are the recipients, it is essential that they and their parents are supportive of the measures taken by the educational community. State monitoring of whole-school programs will oversee that allocated funding is used appropriately to provide a thorough and efficient education. Lastly, continuous evaluation by the school district will promote the necessary changes for effective reform programs. Research indicates that school systems that use whole-school programs are meeting with academic system. However, success does not happen over night. The struggle to provide equity in education for all students continues to be a challenge for many school districts.

Sources:
"A Decade of Whole-School Reform: The New American Schools Experience." RAND Research Brief. http://www.rand.org/publications/RB/RB8019/ (10/27/02).

McChesney, Jim. "Whole-School Reform." ERIC Digest, Number 124. http://www.ed.gov/databases/ERIC_Digests/ed427388.html. (10/27/02).

June 16th
Schools within Schools

Do smaller schools create an environment that is safer, is more student-teacher interactive, reduces violence, encourages innovative instruction, is more supportive, and enhances academic performance? As the research indicates, the answer is yes. So how do districts with larger school populations address this issue both educationally and economically?

Larger schools do offer opportunities to their students that are sound and advantageous. Patricia Harvey, Superintendent of Saint Paul Public Schools, explains that comprehensive high schools have "diverse course offerings, extraordinary facilities, and a full menu of extracurricular activities." Regardless how diverse a larger educational facility is when it comes to curriculum, facilities, programs, and services, more and more members of school communities are initiating reforms that design "schools within schools." By doing this, larger schools are downsized into smaller, more personal learning communities that better address the needs of all the students within the school.

Proponents of small schools advocate that "smaller schools, on average, provide a safer place for students and a more positive and challenging environment, higher achievement, higher graduation rates, fewer discipline problems, and much greater satisfaction for families, students, and teachers." (Nathan and Febey) In addition, smaller learning communities create a sense of belonging for students; they aren't lost in the crowd. Teachers have the ability to work cooperatively with their colleagues and teachers have more meaningful contact with their students. Parents seem to be more involved in their child's education and in the learning process. Economically, smaller schools spend less money per student because students perform better academically thus reducing the need for additional programs, resources and services.

One way of creating smaller schools is redesigning larger schools to house schools within schools. Small schools may be created as separate institutions, but often, existing large schools are divided into autonomous subunits. There are several plans of small school structures that have been successful alternatives. Some of the popular models include the following. Academies are sub-groups within schools that are organized around particular themes. The Bergen County Academies in Hackensack provide programs for academically talented students in the following areas: Business and Computer Technology; Engineering and Design Technology; Medical Science Technology; and the Advancement of Science and Technology. House plans divide students in a large school of several hundred either across grade levels or by grade levels. Each house usually has its own discipline plan, student government, social activities and other extracurricular activities, although students may participate in activities of the larger school. Students take some or all courses with their house members and from their house teachers. Charter schools operate with freedom from the regulations of traditional public schools. They are accountable for academic results and fiscal practices to several groups (sponsors, parents and public that funds them). Magnet schools have programs that have a core focus such as math, science, creative arts, or a career theme. Advisory systems have adults personalize the high school experience and support academic achievement by working with small groups of students. At Risk or Alternative Schools are models that are designed to work with students who cannot achieve in traditional educational settings. Academic teaming organizes groups of teachers who teach different subjects into a team that shares responsibility for curriculum, instruction, evaluation of a particular group of students

The research for schools-within-schools reform tips the scales in favor of providing a positive, challenging, and supportive learning environment that better meets the needs of the student population. But with every school reform program, there are drawbacks. Opponents feel that intimate settings often coddle students and do not prepare them for the obstacles that they will encounter in college settings or the "real world." Teachers also have concerns about downsizing. Course offerings and scheduling of courses might limit students' choices for classes. One cannot ignore that money is always a factor. Elitism and segregation can result if careful thought, assigning and planning are not factored into the equation.

Sources:
Nathan, J. and K. Febey. "Smaller, Safer, Saner, Successful Schools." http://www.hhh.umn.edu/centers/school-change/doc/facility.pdf. (11/07/02).

Kacan, George M. and Michael K. Schipp. "Shrinking High Schools." American School & University, November 1, 2000. http://asumag.com/magazinearticle/asp?magazinearticleid=32975&;magazineid=134&mod. (11/07/02).

McAndrews, Tobin and Wendell Anderson. "Schools Within Schools." ERIC Digest, Number 154. http://eric.uoregon.edu/publications/digests/digest154.html. (11/07/02.)

June 15th
School Size

The primary goal of a school is to meet the educational needs of its students by promoting quality educational experiences for all children. One factor that may influence the achievement of this goal is the size of the school. Over the years, there has been debate about the advantages and disadvantages of small vs. large school populations. Research indicates that school size does impact on student achievement, student attitudes and behavior, extracurricular activities, curriculum, attendance, the roles of administration, faculty and parents, and finances.

As student populations have been increasing over the years, naturally schools have been getting bigger. Proponents of large schools argue there are several advantages. They include: more cocurricular and extracurricular activities; more and diverse curriculum offerings that better prepare students for college; more technical, business, or vocational programs for the non college-bound students; exposure to multiculturalism promoting tolerance and acceptance; more available resources for students; higher school performance in affluent districts; and they are more economically efficient.

However, majority of the research indicates that smaller schools are more beneficial to all students, especially disadvantaged students. The Matthew Project clearly implies that "small schools help to thwart threats that poverty imposes on school performance." (Howley) On average, "an effective size for an elementary school is in the range of 300-400 students and that 400-800 is appropriate for a secondary school." (Williams) In defense of small schools, advocates cite the following arguments. In a small school every student is needed to fill activity offices, clubs, and teams and that even marginal students have the opportunity to get involved. As for cost-effectiveness, smaller schools do not need large staffs to control the number of students. Student attitudes toward school are more positive and incidents of violence, vandalism, aggressive behavior, drugs, gangs, truancy and classroom disruptions are far less than in the larger schools. Although larger schools offer more varied activities, students in small schools are involved in a greater number of activities where they receive more satisfaction from their participation and they hold positions of responsibility in those activities. (Cotton). A key argument for smaller schools focuses on the sense of belonging and the supportive environment created by the teachers, coaches and administrators. Teachers, many of whom live in the community, have more of a vested interest and participate in bringing about change in curriculum and policy. Parents also are more involved in the school community and its activities.

Can larger schools restructure themselves to become more like small schools? There are several plans on school-within-a-school (SWAS) that have been proposed by Cawelti although the research on the effects is not extensive. One type of organization is a vertical house plan where students (in groups of a few hundred) are assigned to "houses" which are autonomous when it comes to disciplines, activities, government and social events. A second is a ninth grade house plan where ninth grades are segregated within a larger high school with smaller classes and their own teachers. Special curriculum schools are organized based on interests or needs. Charter schools have been growing over the past few years. The bottom line according to Meier is "that a small school must be a small school and not a school-within-a-school."

Sources:
Howley, Craig, Marty Strange, and Robert Bickel. "Research about School Size and School Performance in Impoverished Communities. ERIC Digest. http://www.ed.gov/databases/ERIC_Digests/ed448968.html.

Irmsher, Karen. "School Size." ERIC Digest, Number 113. http://www.ed.gov/databases/ERIC_Digests/ed414615.html.

June 7th
Problem˙ãBased Learning

How do teachers get their students to learn, think and retain information? Approaches to learning and teaching have changed since I began school. As a student, I was educated in the parochial, rigid method of assign, study, recite, and test. In the traditional classroom setting, instruction is didactic; information is presented by the teacher to the students, who in turn "learn" or acquire the knowledge by memorizing the material and then are evaluated on the recall of that information. Students are exposed to a vast amount of material, which seems irrelevant, and they cannot connect it to anything outside the walls of the classroom. This transference of information to passive students has been the norm for generations. In time, students become bored with the routine. Traditionalists emphasize subject matter as distinct disciplines and seek to tailor the students to the curriculum. Since education is a preparation for life, it is the school's responsibility to ensure that the child is prepared with the knowledge and skills he/she needs to perform a function in society later on. This essentialist approach to learning adheres to the belief that if material is thoroughly mastered, it can be retrieved when needed even if it is not used regularly.

Although I find value in the traditional approach to learning for the mastery of certain skills, as an educator I am more inclined to use the method of learning by doing. Getting students actively involved in the learning process is more rewarding for both the teacher and the student.

PBL begins with a relevant problem for students to solve or learn more about. How does a teacher go about creating and selecting problems? Basically it is working backwards by taking the end result of the unit or chapter and making cases or problems out of them which are presented to the students who will then work cooperatively in groups. "First the problem, then the content." It is not a free for all, unguided, unstructured approach. On the contrary, the teacher is now a facilitator and guide who poses an authentic problem. After assessing the students' prior knowledge about the topic, the subject matter is organized around the problem, not the discipline. Students are now engaged in the learning process. The teacher/facilitator motivates them to question, investigate and seek alternatives to problems, encourages students to work cooperatively as a team to achieve a common goal and take responsibility for their learning. After the students have researched and applied their knowledge to the problem, they relate it to prior problems and anticipate how it might help with future problems. At the conclusion of the project, students assess themselves individually and then present their findings often times orally to the class for formal assessment. (Savoie and Hughes)

As an Physical Education and Health teacher, I have implemented several PBL into many of my lessons. In the words of John Dewey, "Education is not a preparation for life; education is life itself."

Sources:
Torp, Linda and Sara Sage. "Problems as Possibilities." http://www.ascd.org/readingroom/books/torp98book.html. (11/25/03).

June 5th
Block Scheduling

June 1st
Education Reform and Students at Risk

President Bush's No Child Left Behind law promises that all young people will receive a quality education. However, legislators and educators recognize that certain conditions put children at risk of not acquiring the knowledge, skills, behaviors, and attitudes necessary for success in school and in the world beyond the classroom. Research indicates that poverty is a key factor most likely to put a child at risk for drug abuse, teen pregnancy, child abuse, violence, and school failure. Often times we, as a society, look at at risk children, their families, and cultures in a biased way. We begin to stereotype, discriminate, and expect less academically from these children. We lose sight of these children's strengths, talents, and positive contributions to their home, school and social environments.

In addition to poverty, there are other conditions that could impact on a child's decision to drop out of school before graduation. Researchers concur that living in high-growth states, unstable school districts, low academic skills, single parent homes, negative self-perceptions and low self-esteem, speaking English as a second language and parents who are not high school graduates are characteristics that are associated with being at risk. (Druian and Butler) Although the school cannot do much about the socioeconomic conditions of these students and their families, there are things that are very much under the school's control.

The school community that includes administrators, teachers, parents, and representatives of the business community can take measures to engage learning and success for at risk students. Educators need to question if the techniques and procedures that work in most schools today will also work with at risk students. It is possible that at-risk students need a different kind of experience. Can all students really receive a quality education? If the school is the place for learning, then we have to create a climate where at risk children will be challenged, expected to behave, and feel safe, supported and validated. It is safe to say that the educational goal of students at-risk is probably not college. It is crucial then to combine training in the skills with work-related projects. In this way, a correlation between education and work becomes clear and these students will be motivated to come to school and do well. Many at risk students have been in a failure-chain for most of their educational experience. By alienating them from the student body, putting them in slower track classes (even though this track may not be reflective of their intelligence), and reinforcing the message that not much is expected from them bring about the expected  negative behavior, poor grades, truancy, and eventually dropping out. It is crucial that the principal, teachers, and the entire school community focus on a common vision and goal involving cooperation, recognition, respect, teamwork, purpose, trust, communication and caring. (Irmsher)

Successful prevention programs do not throw caution to the wind and allow students to do whatever they want. It is important that all individuals are responsible for their actions. Tough but fair programs of discipline must be implemented. Students must be made aware of the repercussions that will occur when there are infractions against school policy. It is critical that parents become involved in the educational process. Many times this is easier said than done especially with students who are at risk. The school must communicate with the home, daily if necessary. When the principal and teachers show that they are truly concerned about the well being and success of all their students, then perhaps the child and parent will put faith into the school again. Schools can also provide families with agencies and services that can help with their individual circumstances.

Many school districts indicate a decrease in their dropout rate. It is evident that prevention programs are working. However, if the traditional school setting cannot meet the needs of the student at risk, then alternative school programs should be explored and designed. All students must receive a quality education and it is our responsibility as members of the school community to make that happen.

Sources:

Benard, Bonnie. "Turning It Around for All Youth: From Risk to Resilience." http://resilnet.uiuc.edu/library/dig126.html

Druian, Greg and Jocelyn A. Butler. "Effective Schooling Practices and AT-Risk Youth: What the Research Shows." School Improvement Research Serieshttp://www.nwrel.org/scpd/sirs/1/topsyn1.html.

Irmsher, Karen. "Education Reform and Students at Risk." ERIC Digest, No. 112. http://www.ed.gov/databases/ERIC_Digests/ed405642.html.