Education and the Election

This presidential election cycle is extremely chaotic. McCain started out slowly, but then overwhelmed his competitors and obtained control of the Republican delegates. Meanwhile, the Democratic Party is struggling between Clinton and Obama. Obama has a slight advantage with democratic delegates, but each requires “superdelegates” to clinch the party.

There are many issues that can help a voter decide who to support in this race, but I will bring a few points to light. Some of these points may help a voter to decide who to support. Whether this information may help primary voters within the Democratic Party or the full out presidential election in November, the candidates’ views on education may be surprising.

Regardless if one is a supporter of conservatives or liberals, the Republican Party or the Democratic Party, candidates across these spectra have something in common. This commonality should be of great interest to parents, teachers, and taxpayers. What is it? They all believe there is a need to bring change within education.

This change is not subtle, even if certain candidates do not boldly mention their intentions. Here are some of their views on education, in alpha order by candidate.

Hilary Clinton
She supports school choice, charter schools, and alternative routes to teacher certification (Clinton, 2008)

John McCain
He believes in vouchers, which would allow parents the ability to send schools to a variety of performing schools. He supports merit pay. This means he wants to reward teachers for extra effort. He also believes in homeschooling (The Des Moines Register, n.d.). He wants to assist math, science, and engineering education (The Des Moines Register, n.d.)

Barack Obama
He supports merit pay (Fitzgerald, 2007 & Davis and Miller, 2007 & Marcus, 2007).

All the candidates agree on one thing: No Child Left Behind needs to be changed. Some candidates feel more strongly about this than others. Some candidates want to alter or adjust it; other candidates want to throw it out and start fresh (Light, 2008).

Regardless of one’s choice for a candidate, business as usual is not on any of the candidates’ agendas. As an administrator, I find this to be refreshing. It is my personal hope that teachers who are directly in the trenches will acknowledge these sentiments for change. Consequently, there needs to be pedagogical shifts to propel education toward modernization.

When all of these candidates resonate on the need for change within schools, it is a clear indication of the electorate’s dissatisfaction. It must also follow that schools should unite in this purpose so as not to entirely forfeit what we know as public education. It is time for educators to stop thinking public education – at least the way it is currently constructed – will be immune to outside forces that are demanding reconstruction.

Be an informed voter. Study the issues and choose accordingly.

Resources
Clinton, H. (2008) Official Senate Website. Accessed March 8th, 2008 at: http://clinton.senate.gov/issues/education/index.cfm?topic=elementary

Davis, T. and Miller, S. (2007) Obama Bucks Party Line on Education: '08 Democrat Pushes Performance-Based Pay. ABC News. Accessed on March 8th, 2008 at: http://abcnews.go.com/Politics/story?id=3894699&page=1

The Des Moines Register (n.d.) John McCain: Education. YouTube. Accessed March 8th, 2008 at: http://www.youtube.com/watch?v=t8DUM4CwkiE

The Des Moines Register (n.d.) McCain on Education. YouTube. Accessed March 8th, 2008 at: http://www.youtube.com/watch?v=HXUar_RQ0JU&feature=related

Fitzgerald, T. (2007) Obama Tells Teachers He Supports Merit Pay. Accessed March 8th, 2008 at: http://www.philly.com/philly/news/8335627.html

Light, N (2008) Education Experts Critique Candidates' Policies. Kansas City InfoZine. Accessed March 8th, 2008 at: http://www.infozine.com/news/stories/op/storiesView/sid/27328/

Marcus, R. (2007) From Barack Obama, Two Dangerous Words. Washington Post. Accessed on March 8th, 2008 at: http://www.washingtonpost.com/wp-dyn/content/article/2007/07/10/AR2007071001304.html

Ramping Up Rigor

There has been a considerable amount of fervor concerning rigor within educational communities.

Educators have responded to the low ability and achievement of students in schools, ever since A Nation At Risk was released (NCEE, 1983). The report exposed problems such as dwindling career prep and vocational education programs, a low number of required hours of students in school, and textbooks used lack effective content.

Clearly, the report addressed a lack of rigor. Consequently, standards were adopted, benchmarks were set, and state boards of education implemented high-stakes tests.

A recent ACT’s report, called Rigor At Risk (2007), provided shocking information. Of the grade 11 students who took core courses and were tested in 2006, only 26% of those students met all four benchmarks: English, mathematics, social science, and natural science. 19% of these same students did not meet the benchmarks in any of these areas.

Research indicates educators must be careful how they respond to the reports gained from high-stakes tests.

“When high schools attempt to raise pass rates with skill-and-drill remedial routines geared narrowly to the test, conditions that nurture high levels of motivation and engagement are eliminated” (Grubb & Oakes, 2007).

Research by Brewster & Fager (2000) can be used to address motivation and engagement. They provided information on what needs to be done in classrooms and school districts. Their work includes allowing teachers to create student-centered learning opportunities, making students feel welcomed and supported, and developing a school climate that encourages creativity.

Grubb and Oakes’ (2007) work further invite educators to reinvent schools so that they no longer reflect the 19th Century model that exists all too commonly today. They suggest pathways for students to follow. Whether occupationally or non-occupationally theme-based, student interest can be bolstered as instruction becomes geared toward real-life problems and situations.

To enter into a mindset supportive of the research, one should reflect on Daggett’s Rigor and Relevance Framework (2006). This structure indicates learning should be geared toward students creating work that reflects real-world situations and open-ended problems. As explained by Armstrong (2007), this matches advances in cognitive psychology. Learning involving the creation of products is a great motivator and it addresses higher order thinking.

According to Muller and Chait (2006), rigor is, “…an educational experience that leads to a common outcome – that all students are well prepared for post-secondary education, career and civic life.” Muller and Chait also add that rigor is to include a high level content and instruction and an alignment of requirements with post-secondary education and work.

It appears to be apparent how rigor is to be increased. When approached within the context of real-world problems imbedded within school structures that support themes, rigor can be sustained and grown. Rigor is not an isolated variable that can be improved upon without also creating a sustaining habitat for it.

Resources
ACT (2007) Rigor At Risk: Reaffirming Quality in the High School Core Curriculum. Accessed online on December 15th, 2007 at: http://www.act.org/path/policy/pdf/rigor_report.pdf.

Armstrong, P. (2007) Bloom’s Taxonomy. Accessed online on December 25th, 2007 at: http://www.vanderbilt.edu/cft/resources/teaching_resources/theory/blooms.htm.

Brewster, C. & Fager, J. (2000) Increasing Student Engagement and Motivation: From Time-on-Task to Homework. Accessed online on December 15th, 2007 at: http://www.nwrel.org/request/oct00/textonly.html.

Daggett, W. (2006) Rigor/Relevance Framework. Accessed online on December 15th, 2007 at: http://www.daggett.com/rigor.shtml.

Grubb, W. & Oakes, J. (2007) ‘Restoring Value’ To The High School Diploma: The Rhetoric And Practice Of Higher Standards. Accessed online on December 15th, 2007 at: http://epsl.asu.edu/epru/documents/EPSL-0710-242-EPRU.pdf.

Muller, R. & Chait, R. (2006) Defining Rigor in High School. Prepared for the National High School Alliance. Accessed online on December 15th, 2007 at: http://www.hsalliance.org/_downloads/NNCO/RigorFrameworkTool.pdf.

National Commission on Excellence in Education (1983) A Nation At Risk. Accessed online on December 15th, 2007 at: http://www.ed.gov/pubs/NatAtRisk/index.html.

Protesters or Hostage Takers?

Recent events at Morton West High School in Berwyn, Illinois have many people concerned. Some students are facing lengthy suspensions and the possibility of being expelled due to their participation in a protest. The protest occurred within the school and during school hours on November 1st.

Are students receiving proper consequences? Have students been properly educated on how to voice their views? Do students have productive outlets for their views? What should the roles of parents be concerning how they need to support their children?

Let it be known, this blog does not entitle me the ability to exercise my right to freedom of speech so that I can voice my personal views on this topic. In fact, no one within the field of education has the right to use their position to inform others on what to think. Parents may be obligated to instill values within their children, but educators must tread carefully here. Parents who want to impose their personal beliefs upon schools would be equally operating without caution.

When teachers discuss history, conflict, critical thinking, and acts of civil disobedience, teachers must present balanced views. They must indicate how laws work, share the rights we have as citizens, and impart a vision of the potential consequences student actions can produce. When teachers address these issues in such a manner, they provide students with opportunities to lead successful, independent lives.

This doesn’t mean educators can't address values. Teachers can draw from current events, literature, texts, experiences, and fiction to help students understand the world around them. Character traits which can assist students to operate in the 21st Century and also change it are within their charge. However, doing so is less of a prescription but more like helping someone undergo a personal journey.

On issues of controversy, teachers must present balanced lessons. Imagine not. Imagine an educational system that does otherwise. We could allow schools to tell children what to think as opposed to how to think. We could tell student which jobs to pursue and train them accordingly. We can narrow their choices and views by our own standards, but at what cost to our schools and our democracy?

On another front, some people charge school authorities of delivering punishments that are too severe. If that is the case, appeals and hearings will draw out those issues. Authorities such as me do not make decisions in a vacuum. We reflect upon time honored rules and protocols, drafted from thoughtful councils, when determining consequences.

Our democracy is not absent of such an adherence to guidelines. There are laws, ordinances, and amendments. The First Amendment may entitle all of us to freedom of speech, but not at the expense of the Fourteenth Amendment, which entitles children and adolescents an education as a property right.

Consequently, school authorities must balance these rights. A responsibility to provide an educational environment that suits the needs of all students, not merely the First Amendment rights of a few students, is the intended goal.

Of the approximate 3,400 students who attend Morton West High School on a daily basis, we must ensure there are procedures in place to help all of them. These procedures include rules for students to follow so that order and safety can be secured.

Therefore, if students are to be educated, parents and teachers must inform them in such a way so as students will understand what consequences are at stake when they protest. I cannot imagine a school that would encourage and allow students to disrupt the educational rights of other students via loud protest. Fortunately, it appears many parents are in agreement with this requirement. Some parents may be disputing the severity of certain charges, but this is not uncommon within the realm of administering discipline.

As Morton West High School progresses through appeals and hearings, dialogue must be ongoing and process must be followed. Teachers must use their creativity to provide students positive outlets of expression. Parents must teach their children of the responsibilities of adulthood. Students must carefully choose which activities they engage themselves.

School leaders will continue to provide crucial programs to guide student engagement. Those programs will include classes and experiences enabling students to pursue a future in the trades, attend college, and enlist in the military. We will continue to provide these opportunities and allow students the ability to make these choices for themselves, not matter how disconcerting this freedom of choice may sit with a few.

Students, parents, teachers, and administrators have a right to personal beliefs but they do not have a right to use their classrooms as indoctrination zones. Personal beliefs must not override a true educator's judgment and cause a lapse in discipline. We could easily allow discipline to be waived under the pretense of good intentions, but what good would come from it? We might be tempted to allow pro-life demonstrating students a pass when they protest. We may allow anti-nuclear protesters a pass. What about students who want to protest less serious matters, like students who want to amass crowds over cold mashed potatoes?

We cannot afford to release our schools to students and parents of students who hold strong political views, one way or the other. We respect the rights and thoughts of students who are pro-war, those who are anti-war, and those who have yet to come to their own conclusions.

Let it not be lost on all of us to respect the educational rights of the majority of students who demand their daily dose of mathematics, science, English, and physical education. We must not allow protesters to take schools hostage, for whatever purpose, no matter how we may personally feel about the issue.

IMSA -- Great Minds Program

The Illinois Math and Science Academy in Aurora, Illinois held its Great Minds Program on October 20th, 2007. This specific program was centered on "Learning and the Brain: Where Are We and Where Do We Need to Be?”

There were distinguished presenters who provided information on cognitive brain research. Find details about their work by following the link below.

MATHguide: News for October 28th, 2007

PSAE -- Prairie State Achievement Test

The PSAE is a test that Illinois high schools give to all of its juniors in April. It is a big deal. The scores of these tests are used to compare one school against the other and schools against state standards.

The PSAE is a two-day event. On day one, students take the ACT, which is a a college aptitude test. On day two, students take the WorkKeys test, which is a readiness to work test. The combination of the two -- college and work preparedness -- gives educators, parents, and students a strong idea of how systems and students are performing and are preparing students for the world they will face after high school.

Despite criticisms of standardized tests within teaching communities, the PSAE is a tool for measuring student success. The curriculum throughout all high schools have been aligned around a set of benchmarks. To measure whether or not schools are meeting the benchmarks, PSAE questions are aligned to the same benchmarks.

Consequently, PSAE reports are very valuable. They can be used to assess individual, school and state progress toward the standards. It can help schools modify curriculum and adjust programs. The test lends itself as a litmus test to student learning.

Since the PSAE shows no signs of going away, schools need to prepare students for it. Educators need to build programs and learning activities to meet the challenges of the PSAE. The below strategies can be used to address the PSAE within every school.

• Teachers can start every class with a PSAE-like question.
• Classroom tests can be made to have PSAE questions embedded within them.
• Teachers can explain test-taking strategies to students.
• Since one of the tests within the PSAE is timed as 60 minutes per 60 problems, math teachers can create quizzes with the same ratio: 10 problems/10 min, 15 problems/15 min, ...
• Teachers can start with a WorkKeys type of problem and then use it to approach an ACT type of problem. Moving from concrete problems to abstract problems by changing problem parameters or modifying the original problem can invite students to participate in higher order thinking. This helps students with the overall PSAE.

Another way to prepare for the PSAE is to have teachers and students visit web sites that offer sample PSAE questions. To find those sites, visit http://www.mathguide.com/services/MathAssess.html#PSAE.

Evaluating Teachers

I have a number of tutorials to help educators become more skilled and informed. They are offered free to the Internet community in order to help push educators to be better at what they do and help students receive quality instruction.

My latest tutorial is called, Evaluating Teachers. This tutorial is designed to help teachers understand the need to undergo continuous reflection for the purpose of enhancing instruction. Danielson's framework of teaching is discussed. The roles of evaluator and evaluator are also addressed in order to create a process for sustained growth that leads to better learning.

This tutorial can be viewed at...

http://www.mathguide.com/services/Evaluation/

However, to gain a synopsis of all tutorials, view the following webpage...

http://www.mathguide.com/services/Tutorials.html

The Educational Technology Continuum

Math education is an important part of a child's growth. It helps a child perform critical thinking, decision-making, and problem solving, which are part of every imaginable job and daily activity. An informed and educated populace also can positively affect our economy.

The reader should investigate the following four sites in addition to http://www.mathguide.com/:

Teachers and Administrators
http://free.ed.gov/
http://illuminations.nctm.org/ActivitySearch.aspx

Students
http://www.cut-the-knot.org/Curriculum/index.shtml
http://www.pbs.org/wgbh/nova/hotscience/

I could have easily pulled up more sites using Google and strategic keywords, like “interactive, math, science, demonstration, explanation, tutorial, …” This is sufficient evidence that there is instructional media available to help math and science education. I encourage more educators, parents and students to investigate along these lines to find sites of their own.

It is clear that the pursuit of math education is no longer like it was. Comparing math education to what it was 15 years ago is an eye-opener to where we have come. Not taking advantage of all the dynamic interfaces that are available online and with modern calculators would be a sure fire way of not operating and one’s true potential.

I’ll leave the reader to entertain these questions to determine where their school is on the educational technology continuum.

Teachers should ask themselves:
Do I have a blog?
Do I encourage my students to have their own blogs?
How can I use modern technology to stimulate my students?
Is there a better way of teaching my curriculum than how I taught it in previous years?

Students should ask themselves:
How much time do I spend outside of the classroom actively furthering my own education?
How can I use the Internet in addition to other avenues to help myself be a better student?
When I plan entertainment with friends, are games involved?
Are there books I would like to read?

Administrators should ask themselves:
Is there a way I can encourage teachers to use technology to enhance their lessons?
Do my teachers utilize lessons that are both engaging and relevant to students?
Are the activities and learning experiences my teachers are using going to prepare students for our technological world and life after high school?How can I help teachers become metacognitive facilitators?