I had the pleasure of visiting the CLC Charter School on Friday, November 16. When I arrived I was surprised to see that the doors were unlocked and I walked right in. No one was in the office and the first thought I had was "Why aren't the doors locked? A stranger could walk in right off the street!" In the East Stroudsburg Area School district, you must ring the bell, sign in, state your purpose and go through security before going to the main office. As the school is located extremely close to the main road, I was actually startled on the lack of security.
Two of my daughters were with me, ages 14 and 11. We were staying the weekend because my youngest was competing in a State Soccer Shoot in State College. CLC was only five minutes from our hotel. Anyway, after standing in the lobby for approximately five minutes, we were greeted by an employee who directed us to the room that Mark was in. The students were discussing the book The Great Gatsby when we arrived. The class consisted of 7th and 8th Grade students. The first thing that struck me, and my children, was the relaxed atmosphere. Students were sitting on the floor, drinking drinks, sitting at tables with there feet up on chairs... As the discussion progressed, the students shared their insights on the characters. Mark asked open-ended questions to prompt the students. After discussing the 4th chapter of the book, the class settled down to watch The Pirates of Silicone Valley. A discipline problem was resolved by Mark having a student sit in front of the room. The class watched about 20 minutes of the movie. When the movie ended, the students discussed the movie. Afterwards they continued a project on their laptops until dismissal. Mark then sat with me and answered my questions. He then gave me a tour of the entire school.
As previously noted, the curriculum is project-based. Laptops and smartboards are evident in the classrooms. Report cards consist of the following categories - still developing, basic, proficient , advanced, making progress and not making progress. I asked Mark how the students adjust when they leave the charter school and reenter the traditional school system. I think I was surprised to hear that they do well when they attend "regular" school. One of the things I wondered, but didn't ask, was if the students minded being observed. Do they feel like they are in a fishbowl? Do they like being observed?
I was surprised to find out that CLC has a student population that is very diverse. There are 2 special education classes; ESL students and students with IEP's also attend this school, which can hold 200 students. As we were informed about the project-based nature of the school, I wanted to ask other questions of Mark. I asked about the turnover rate of teachers in his school. There is relatively no turnover. He said that to be a teacher at CLC, one must possess good technological skills. The teachers develop their own curriculum. (What freedom!) I asked how teachers' salaries are decided. Mark said that the teachers determine their own salaries and they are comparable with the district salaries. I also asked if the teachers belong to the union. Mark did not want to discuss this topic. I don't think he wanted to touch this question with a 10 foot pole. I think he would have a lot say about the subject. It seemed that he was against teacher unions. He said he had a very good relationship with the school board.
When the charter school opened he tried to do many things by himself - he was the janitor, builder, designer, teacher, principal... He wound up in the hospital. Now, he has learned to delegate and not wear so many hats.
I asked my children what they thought of the school. They were flabbergasted that students called their teacher by their first name. They also couldn't believe that the kids were allowed to sit in any position and anywhere they wanted. As my children are very involved in sports, I asked Mark if the school had any type of athletic team. The school does play dodge ball inhouse; however, if the students want to be part of an organized team, they must participate in their own school district. My children definitely didn't like that idea!
I asked my girls if they would like to attend the charter school. They both said that they are happy where they are. I think their concept of "school" and their prior experience in the school system was shaken. They are not ready to accept the relaxed atmosphere and informality that a charter school offers. They did like the technology that the school offered - the smart boards and availability of laptops. They (and I) liked the idea that the students' projects were hands-on and dealt with real-life tasks (creating a newspaper, stock market project, etc.) They also thought Mark was "cool" until he put on a funky hat and wore it for the rest of the day! I think they felt awkward and out of their element.
I enjoyed my visit to the charter school. I thought it was great that my children were able to experience another learning environment. I think that this school has teachers that collaborate for the benefit of the students (PLC) - how wonderful for a whole school to work as a team! Performing real-life tasks in the classroom is another positive. I am very happy that I was able to have this experience. I think it is a part of my continuing education on how to best benefit my students. Thank you for the opportunity, Beth. (I already thanked Mark.)
Friday, December 7, 2007
Monday, November 26, 2007
Professional Learning Communities
As the chat stated, it is true that traditional Professional Development ideas always sound good, but hardly ever get implemented. I, myself, am guilty of that. I found the idea of Professional Learning Communities to be very interesting. I could understand how it may be difficult to implement for a variety of reasons. Many teachers are comfortable with their routine and may not want to share their ideas with others. Also, the amount of time required, time restrictions, different schedules, etc. can prevent a PLC from becoming a reality. I know that my grade level collaborates often, usually during lunchtime. However, the PLC is more structured and involved.
I think that they sound like a good idea, despite the extra time and effort. Student learning/ achievement would benefit from PLC's as all teachers in that grade level would be "on the same page." Testing, grading, etc. would be uniform, which, I think would give a better idea of how a child is performing in a certain grade. Many tests that are given are the same, however, some teachers administer additional tests. These tests would, of course, change a student's grade. I always felt that two heads are better than one and if someone could show me how to do something better, I would be more than willing to do it! However, through experience I also know there are those who think that they "know it all" and would be very resistent to change.
Many things need to be changed in a traditional school to foster PLC's. Common planning time, the willingness and desire of all members to participate equally, principal awareness and involvement, etc. are several major factors that are required. In reality, it could be done; however, I don't think it could be accomplished across the board. There are many teachers who are too set in their ways and would not be willing participants. What happens to student achievement when they go from a team of PLC teachers to a group of non PLC teachers?
I was impressed that low SES students improved their academic performance when PLC's were implemented. Could this change the trend that has existed for the past several decades?
I would like to know if the PSSA test scores were higher for students of PLC teachers. In this test driven society, what types of assessments were used in the classroom? Were they easier than the questions that would be on the PSSA? If the positive research results continue, in the future, do you think that PLC will be mandated instead of voluntary?
I think that they sound like a good idea, despite the extra time and effort. Student learning/ achievement would benefit from PLC's as all teachers in that grade level would be "on the same page." Testing, grading, etc. would be uniform, which, I think would give a better idea of how a child is performing in a certain grade. Many tests that are given are the same, however, some teachers administer additional tests. These tests would, of course, change a student's grade. I always felt that two heads are better than one and if someone could show me how to do something better, I would be more than willing to do it! However, through experience I also know there are those who think that they "know it all" and would be very resistent to change.
Many things need to be changed in a traditional school to foster PLC's. Common planning time, the willingness and desire of all members to participate equally, principal awareness and involvement, etc. are several major factors that are required. In reality, it could be done; however, I don't think it could be accomplished across the board. There are many teachers who are too set in their ways and would not be willing participants. What happens to student achievement when they go from a team of PLC teachers to a group of non PLC teachers?
I was impressed that low SES students improved their academic performance when PLC's were implemented. Could this change the trend that has existed for the past several decades?
I would like to know if the PSSA test scores were higher for students of PLC teachers. In this test driven society, what types of assessments were used in the classroom? Were they easier than the questions that would be on the PSSA? If the positive research results continue, in the future, do you think that PLC will be mandated instead of voluntary?
Monday, October 29, 2007
10/29 - Comments on Shared Technology
Lauren's comments on the Parent Portal were very interesting. Just like Progress Book in E. Stbg., it is a good source for parents to be aware of their children's current grades. Parents can then take appropriate measures to steer their children in the right direction. I was taken aback that all teachers had access to the students personal records. I don't know if this would be an invasion of privacy. Although it may be good for a teacher to be aware of potential problems in their classroom, you don't want to steretype students. This is a real catch-22. Are parents aware of this - could they possibly sue?
Shawna's articles on going to college without attending high school was also controversial. While you want to give all students an equal chance to succeed, those students that do follow the traditional path may feel that they are doing all of their work for nothing. Which is the correct path? I think the correct path is the one that works for that particular student.
Biofilms - unbelievable innovation. Its like the "Terminator" revisited. The germs kind of scare me - are they safe?
Innovations - I learned a new word "quirte." Innovation Adoption Rate - s curve - innovators, early adopters and early majority, late majority and laggards. I could apply these terms to my own personal experience using Progress Book in school. One out of six teachers used the program immediately. Right now three other teachers have joined in keeping their gradebooks in Progress Book (PB.) Two teachers do not want to use it and want to keep records of student grades in a record book. In PB, report cards can be completed at the click of a button. Even after shown this feature, several teachers are still wary about using this technology. They want to wait until it is required by the district, and will continue to complete the report cards one skill at a time. I did try it this year, so I guess that makes me part of the early majority. As far as education goes, the "hold-outs" are just as educated as the adopters and early majority. I think they are just set in their ways. They are not currently taking any graduate or undergraduate classes, yet the ones who are trying the program have taken at least one class within the past year. Interesting fact!!
Shawna's articles on going to college without attending high school was also controversial. While you want to give all students an equal chance to succeed, those students that do follow the traditional path may feel that they are doing all of their work for nothing. Which is the correct path? I think the correct path is the one that works for that particular student.
Biofilms - unbelievable innovation. Its like the "Terminator" revisited. The germs kind of scare me - are they safe?
Innovations - I learned a new word "quirte." Innovation Adoption Rate - s curve - innovators, early adopters and early majority, late majority and laggards. I could apply these terms to my own personal experience using Progress Book in school. One out of six teachers used the program immediately. Right now three other teachers have joined in keeping their gradebooks in Progress Book (PB.) Two teachers do not want to use it and want to keep records of student grades in a record book. In PB, report cards can be completed at the click of a button. Even after shown this feature, several teachers are still wary about using this technology. They want to wait until it is required by the district, and will continue to complete the report cards one skill at a time. I did try it this year, so I guess that makes me part of the early majority. As far as education goes, the "hold-outs" are just as educated as the adopters and early majority. I think they are just set in their ways. They are not currently taking any graduate or undergraduate classes, yet the ones who are trying the program have taken at least one class within the past year. Interesting fact!!
Sunday, October 14, 2007
10/14 Homework - Articles & Video Response
I read the article entitled "New Orleans School Chief Tackles Rebuilding Shattered System" and watched the video "Starting Over in Oakland." In my opinion, there are several things that schools experiencing tough conditions can do to make positive changes happen. High expectations, positive and sincere educator and community involvement are the major factors that can lead to positive change. Strong leadership and the willingness to work hard and lead by example seems to be the predominant theme in the New Orleans article. Despite the hardships suffered in New Orleans and the unkept and dangerous conditions in Oakland, the educators were motivated to make positive changes in their schools. In the video, the principles had to "sell"their vision for new schools. All of the principles had a "hands-on" approach to changing the system. Despite some pessimistic opinions, these educators pursued their dream of making positive changes.
It is difficult for children to learn when their basic needs are not being met. According to Maslow, basic needs such as survival (food, water, shelter, warmth) and safety (to be free of physical and emotional threats) must be satisfied before moving on to the next level. Students who are hungry, tired, or homeless should have these needs met before they can concentrate on learning. Students who are afraid for their safety (fighting in school, drug-infested areas, gang violence, etc.) also can not concentrate on the process of learning. It is obvious that these needs were a priority in the New Orleans situation. On the first day of school, only 40% of the students showed up. In Oakland, the feeder school only had 24% of their students at grade level.
Both the New Orleans and Oakland schools were dealing with economic disadvantages. New Orleans due to the devastating effects of Hurricane Katrina, and Oakland due to the low SES/funding and social condition of the local schools. Although both areas suffered hardships, many of the educators portrayed wanted to make a change. Perhaps the extent of dissatisfaction of the conditions was enough to promote action to change. There were some doubting Thomases, who believed that these high expectations were unrealistic due to the community's social condition, yet many of the featured educators continued to maintain their optimistic visions.
These articles made me think - can I make a positive change in my school? Can I increase parent involvement? Am I doing enough? I don't know. Am I one of those doubting Thomases? In the past, I have tried to involve parents in our activities, it just seems like it's the same parents who volunteer all the time. The students who really need the extra help and attention are those whose parents do not get involved. Then there are those parents who really care, but they have full-time jobs to make ends meet and arrive home from work too late to participate in school activities. I feel I already put alot of extra time into my students - I'm always bringing school work home. I also participate in school-run functions (teacher-night at McDonalds, faculty chorus, tutoring, etc.) Sometimes I feel like I am neglecting my own family! Many of the teachers in the article and video seemed like they made the school and the students their main priority in life. They should be commended. This is wonderful for the students they teach, but I can't make that 24 hour a day commitment. With three children, a husband, five pets and a house to run, I feel like I don't have the time (or energy) to make major changes. I do the best that I can for my students and try to make learning the curriculum fun. I care for each and every one of them. I give them encouragement and support and I hope that is enough.
It is difficult for children to learn when their basic needs are not being met. According to Maslow, basic needs such as survival (food, water, shelter, warmth) and safety (to be free of physical and emotional threats) must be satisfied before moving on to the next level. Students who are hungry, tired, or homeless should have these needs met before they can concentrate on learning. Students who are afraid for their safety (fighting in school, drug-infested areas, gang violence, etc.) also can not concentrate on the process of learning. It is obvious that these needs were a priority in the New Orleans situation. On the first day of school, only 40% of the students showed up. In Oakland, the feeder school only had 24% of their students at grade level.
Both the New Orleans and Oakland schools were dealing with economic disadvantages. New Orleans due to the devastating effects of Hurricane Katrina, and Oakland due to the low SES/funding and social condition of the local schools. Although both areas suffered hardships, many of the educators portrayed wanted to make a change. Perhaps the extent of dissatisfaction of the conditions was enough to promote action to change. There were some doubting Thomases, who believed that these high expectations were unrealistic due to the community's social condition, yet many of the featured educators continued to maintain their optimistic visions.
These articles made me think - can I make a positive change in my school? Can I increase parent involvement? Am I doing enough? I don't know. Am I one of those doubting Thomases? In the past, I have tried to involve parents in our activities, it just seems like it's the same parents who volunteer all the time. The students who really need the extra help and attention are those whose parents do not get involved. Then there are those parents who really care, but they have full-time jobs to make ends meet and arrive home from work too late to participate in school activities. I feel I already put alot of extra time into my students - I'm always bringing school work home. I also participate in school-run functions (teacher-night at McDonalds, faculty chorus, tutoring, etc.) Sometimes I feel like I am neglecting my own family! Many of the teachers in the article and video seemed like they made the school and the students their main priority in life. They should be commended. This is wonderful for the students they teach, but I can't make that 24 hour a day commitment. With three children, a husband, five pets and a house to run, I feel like I don't have the time (or energy) to make major changes. I do the best that I can for my students and try to make learning the curriculum fun. I care for each and every one of them. I give them encouragement and support and I hope that is enough.
Monday, October 1, 2007
October 1 - Review on Powerpoint Presentation
Graduation and Dropout Rates - the statistics for dropout rates are startling. There are many reasons for this. It seems that socio-economic status, race and gender are major contributing factors. You would think that our nation would have closed the gap, yet all studies so far have yielded the same results. I agree that education is in trouble becauses of the reasons stated. I wonder when the testing will change to meet the needs of all students? Standardized tests are not a one fits all solution. We have to keep in mind that just about every statistic can be debated.
High School PSSA Scores (School Location) - proficiency levels in reading and math higher in rural setting. Ethnic students tend to live in the cities. Location has a great effect on how students perform. This presentation made me think that most teachers do try their best to teach their students - the teachers that I know are very dedicated to their profession. Socioeconomic status often dictates where one lives, so where a student lives would have an effect on PSSA scores. I still feel education is in crisis. Regardless of the reason why, minority students are still performing below the other ethnic/race groups.
Reading Scores 9-13-17/Graduation Rates - Stats are relatively the same since 1971. Scores are higher, but we live in an age of information. Graduation rates - more males drop out than females (breadwinner?) Black females in the northeast have the lowest graduation rates. White and Asian females have the highest grad. rates. White males have the highest grad. rates. American Indian males the lowest. We are 16th in grad rates around the world. US has more students in HS than other countries - are we really that far behind?
Reading Scores - 5th Grade 2003/04 - Our group focused on "Are PSSA Tests Fair to All" - We feel that there is so much diversity in the student population & learning styles that standardized testing is not a true measure of a student's ability. We spend too much time "teaching to the test," yet we differentiate our teaching in the classroom to meet the needs of our students. This is such a discrepancy!! All students cannot possibly be 100% proficient.
How these presentation relate to the formula discussed in class was extremely interesting. Will be dissatisfied enough to change the system? Some people believe changing the president will change everything, but I feel it is a socioeconomic issue.
High School PSSA Scores (School Location) - proficiency levels in reading and math higher in rural setting. Ethnic students tend to live in the cities. Location has a great effect on how students perform. This presentation made me think that most teachers do try their best to teach their students - the teachers that I know are very dedicated to their profession. Socioeconomic status often dictates where one lives, so where a student lives would have an effect on PSSA scores. I still feel education is in crisis. Regardless of the reason why, minority students are still performing below the other ethnic/race groups.
Reading Scores 9-13-17/Graduation Rates - Stats are relatively the same since 1971. Scores are higher, but we live in an age of information. Graduation rates - more males drop out than females (breadwinner?) Black females in the northeast have the lowest graduation rates. White and Asian females have the highest grad. rates. White males have the highest grad. rates. American Indian males the lowest. We are 16th in grad rates around the world. US has more students in HS than other countries - are we really that far behind?
Reading Scores - 5th Grade 2003/04 - Our group focused on "Are PSSA Tests Fair to All" - We feel that there is so much diversity in the student population & learning styles that standardized testing is not a true measure of a student's ability. We spend too much time "teaching to the test," yet we differentiate our teaching in the classroom to meet the needs of our students. This is such a discrepancy!! All students cannot possibly be 100% proficient.
How these presentation relate to the formula discussed in class was extremely interesting. Will be dissatisfied enough to change the system? Some people believe changing the president will change everything, but I feel it is a socioeconomic issue.
Wednesday, September 26, 2007
Reflection on Group Powerpoint
I thought Group 1 presented very well. I thought it was interesting that after over 30 years of testing, the results for reading are still relatively the same - white students perform better than most minority groups;, girls perform better than boys. My group found the same results in our findings. I feel that education is in crisis - 30 years ago, most students did not have IEP's, therefore, there score was included in the general population. Today, IEP scores can be viewed as a separate category, yet the scores aren't much different! What are we doing wrong - or - are we doing anything wrong? Is this just the "nature of the beast" - some students excel in academics (and/or testing) and some have a limited ability!
Group 2 had a very good presentation. You could obviously see that they had previous powerpoint experience. The background and sounds were appropriate for the content. It was interesting that the local school districts had similar results. Whether IEP's affect a school's AYP, I think, is debatable. My question is what happens in a few years when all students are supposed to be 100% proficient? How do students with IEP's meet this goal? Whether a student has an IEP or not, I don't think most schools would be capable of achieving this.
Group 2 had a very good presentation. You could obviously see that they had previous powerpoint experience. The background and sounds were appropriate for the content. It was interesting that the local school districts had similar results. Whether IEP's affect a school's AYP, I think, is debatable. My question is what happens in a few years when all students are supposed to be 100% proficient? How do students with IEP's meet this goal? Whether a student has an IEP or not, I don't think most schools would be capable of achieving this.
Sunday, September 23, 2007
Comments on Powerpoint, Excel, Webquest
How interesting all of the projects were! Being a first grade teacher, I thoroughly enjoyed the SHAPES powerpoint. I thought it would also be appropriate for the first grade level. It is a good review for the students. I also have ELL's in my class and it would be a good activity for computer center time. For the Excel spreadsheet, I am looking forward to incorporating a QUESTION OF THE DAY. Students used the spreadsheet to indicate what there favorite color was, how they came to school, etc. This is a good activity that would also be appropriate with 1st graders. As graphing is a required skill, this would be good daily practice for the children. Finally, I liked the RAINFOREST webquest. The pictures were absolutely beautiful! I could see utilizing a webquest for a topic in our curriculum, such as color, light or air.
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