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May 7, 2008

BoardBuzz was excited to see this story of some high school students who really know their stuff. This team of four high school students placed first in the National Science Bowl by correctly answering six graduate-level questions.

The event, sponsored by the Department of Energy, is a "competition among teams of high school students who attend science seminars and compete in a verbal forum to solve technical problems and answer questions in all branches of science and math." Like the spelling bee, but with science questions instead.

The winning team, from Santa Monica High School in California, beat out 66 other schools.

"They did not crack under pressure," said Coach Ingo Gaida, a science teacher at the school. "I'd been telling them all year long they had the potential to do this. This was the strongest team we've ever had."

The team began preparing for the bowl in September, and since January had been practicing daily in the fields of math, earth science, astronomy, biology, chemistry and geology. The level of difficulty of some questions in the final round was equivalent to graduate school, Gaida said.

The question that clinched the win: "For the Maclaurin series of the function e2x, what is the coefficient for the x4, in the simplest form?" Answer: 2/3.

"There were some close games, but I always felt like we had a good chance to win," said Dimitry Petrenko, 18, a senior who has been on the team for three years. "I feel satisfied, almost relieved like I've done my job and can graduate."

The other team members are Alexandre Boulgakov, 16, Marino Di Franco, 16, and Ian Scheffler, 17. The team won a trip to the International Youth Science Forum in London this summer, $1,000 for the school's science department and a 6-foot-high trophy.

To say that BoardBuzz is impressed would be a gross understatement! Congrats to the team. We can't wait to see what you're up to next!

Posted at 2:50 PM | Link to this story | Comments (0)

May 6, 2008

October will be here before you know it and along with that comes NSBA's T+L Conference. Registration opened today for what promises to be a conference chock full of great learning opportunities.

Held in Seattle from October 28-30, this year's conference boasts an impressive lineup, including keynote addresses from Stanford University professor and futurist Paul Saffo; education “revolutionary” Joe Caruso; and educator David Warlick.

You can read all about it on the T+L web site and in NSBA's press release.

We're also looking for leaders in education technology to be recognized as the latest group of "20 to Watch". You can learn more about it and submit an application here. Check out last year's group here.

Posted at 1:05 PM | Link to this story | Comments (0)

May 5, 2008

This is always one of BoardBuzz's favorite times of the year. No, not because the sun has finally come out and it appears that summer is right around the corner (although that helps). No, what really charges us up is the announcement of the Teacher of the Year, which happens every year right about this time.

And this year is no exception. The Council of Chief State School Officers has named Michael Geisen of Oregon as 2008 National Teacher of the Year. According to CCSSO's Web site,

Geisen, a science teacher at Crook County Middle School in Prineville, Oregon, is the 58th National Teacher of the Year. He will begin a year as a full-time national and international spokesperson for education on June 1, 2008.

“A great teacher,” he says, “is a unifier of ideas, a unifier of people, and a unifier of ideas with people. In my teaching I strive to bring together creativity and science, to unite my students into a community, and to help each person in this community connect with the big ideas of science.”

Working to keep textbooks to, as he describes it, 97 percent colorful wall decoration and 3 percent reference materials, this seventh-grade teacher strives consistently to keep all of his curriculum, labs, assignments, activities and evaluations hand-tailored.

As Geisen explains, “By doing so, I’m able to correlate them exactly with the Oregon standards, incorporate multiple levels of cognition, revise them when needed and keep them up to date with emerging science. Some of them are based on ideas that colleagues or students have shared with me, but many of them I simply dream up while in the shower or while driving to work. However they originate, I try to put a bit of myself, a bit of Prineville, and a good dose of humor and creativity into each activity, project or assignment. In fact, students even laugh during tests in our class."

And that's no laughing matter! Be sure to check out the full press release and the CCSSO's Web site for more information about what makes this teacher a stand out. You can also check out the teacher's of the year who were recognized in each state.

Posted at 4:38 PM | Link to this story | Comments (0)

May 1, 2008

Have you ever wondered what people are really thinking? As a principal, counselor, administrator, school board member, or teacher, a lot of faith is put into the idea that we are doing a good job and the people we work with feel the same way. But sometimes those perceptions are wrong, sometimes our perceptions aren't those of our key stakeholders, and sometimes the educators need to be educated.

NSBA's Council of Urban Boards of Education (CUBE) recently conducted a study led by Dr. Brian Perkins (along with recommendations from the PTA) regarding school climate. What We Think, surveyed more than 10,000 urban parents in 17 different states to find out their opinions about bullying; teacher/student respect; safety; and expectations, to name a few of the topics.

NSBA and CUBE have previously examined student perspectives on school climate (Where We Learn) and teacher and administrator perspectives (Where We Teach). The third study came to some interesting conclusions, including:

~ Slightly more female parents (76.7%) indicated visiting the school to support its activities than did their male counterparts (72%). ~ Parents overwhelmingly believed that their child was capable of high performance on standardized tests (84%).

~ Most parents felt respected by the teachers at their child's school (87%).

~ Parents with children in the middle grades (6-8) indicated that their children were bullied at least once per month more than parents at other grades (13%).

~ Generally, parents who used self-experience as their primary source of information about their school held more positive views about safety (76.1%), while parents who used the newspaper as their primary source of information about their school held more negative views about safety (12.5%).

Take a look for yourself. The study (as well as the first two) is available on CUBE's website and the results are sometimes surprising. Our friends at Education Daily and Public School Insights already have, and there's no disputing the fact that parents have an important insight into our schools and are crucial to their success.

Posted at 4:33 PM | Link to this story | Comments (0)

April 29, 2008

It was bound to happen. Someone found a way to make NASCAR educational. BoardBuzz kids you not. So for all you speed freaks out there, pay close attention to this story in the Atlanta Journal-Constitution. It seems that Alpharetta High math teacher Jane McAlister has found a way to make math "fun as well as educational" all by using NASCAR as a guide.

The course description in the 2008 Spring catalog reads: "If you think this is a simple-minded sport for rednecks, you are in for the ride of your life."

The class embraces all things speed, and looks at the big picture in a mathematical context.

Classroom discussions include the dimensions of a track, the measurements of a race car and how the two can work for or against the driver.

Keeping up with the NASCAR Chase for the Cup, and who is up or down in the complex points system, is all part of the curriculum. Homework assignments include watching Speed TV and weekend NASCAR and Indy car races.

The class is part of Alpharetta High's Talented and Gifted (TAG) program. Students take the class in addition to their regular course work, but don't get a letter grade for the extra seminar. Students who complete the class get a "gifted participation" designation on their high school transcripts, McAlister said.

The early inspiration for the class came when McAlister was still teaching math at nearby Milton High School. Michelle Theriault was a student.

"She'd come to me every now and then and ask for three weeks worth of assignments because she was going racing," said McAlister. "And I thought, 'If she's interested in this there have to be other teenagers interested.' "

Theriault, who started racing long before she had a driver's license, competes in various NASCAR and ARCA events and dreams of becoming a NASCAR champion.

McAlister said Theriault's passion for her sport made her wonder if a class that studied racing would work.

And the rest, as they say, is history. It's innovative programming like this that keeps kids engaged and makes them want to learn. What kinds of creative curricula do you have in your district? Tell us about it by leaving a comment.

Posted at 11:41 AM | Link to this story | Comments (0)

April 21, 2008

This month marks the 25th Anniversary of A Nation at Risk, the government study that examined education and what needs to be changed to improve American education. The study was put together by a team of educators including school board members from urban districts, rural districts, state associations, presidents of universities, principals, a Nobel Laureate, and a teacher of the year (to name a few). It's widely regarded as "the" report on education, but for many of us in the daily grind of working in the world of education, we were merely school kids ourselves when the report came out.

USA Today took one side of the issue in Friday's edition, essentially saying that while we have a long way to go, there are improvements in education that should be emulated. In the other corner, Lawrence Mishel, president of the Economic Policy Institute, pits the problems in schools against other American problems such as poverty, the credit debacle, and a loss of industrial jobs.

Nothing in America operates in a vacuum, and education's problems often trickle down to other aspects of society, but can the schools solve a credit crisis? How about health care? Poverty? Shall we go on? Yes, education is the answer to many of our ills, but educational innovations are the key to the future. So much has changed, yet so much has stayed the same as the America we knew in 1983. Look at the facts--economic uncertainly in the U.S.--check. Uncertainty in the international community and it's view of the U.S.--check. Wages being stagnant--check. "Crisis" in education--check.

So what's a teacher, administrator, school board member, superintendent, or most importantly, a student to do? The ideas are out there, but just like those days in school in 80s, you're gonna have to do some homework (and the internet wasn't even being used by regular people yet). NSBA has some innovative ideas through the National Affiliate program, CUBE, TLN, and your state school boards association is always willing to help. Dig in. You'll find that the best answers are often in the depths of the web pages, but what's most important is that as we read about all the flaws and comparisons to the last 25 years, we realize that we still have work to do, and it is possible to have positive results.

Posted at 2:25 PM | Link to this story | Comments (0)

April 15, 2008

Do as I say not as I do? Not for the teachers at one Michigan high school. BoardBuzz is excited and inspired by a group of teachers at Orchard View High School who have implemented a wellness plan. This according to a posting on the Muskegon Chronicle's blog.

About a dozen teachers have banded together this school year to promote the importance of exercise and diet. Their efforts so far have included forming an after-school teachers' running club and successfully lobbying for healthier cafeteria food. They also hope to start a similar running club for students this spring.

As motivation for themselves, the teachers decided to compete in the Fifth Third River Bank Run, a popular race scheduled for May 10 in Grand Rapids.

"The first thing we did was form a health committee," said history teacher Nicholas Cole, one of four teachers who formed the committee last fall. "We realized that we had no programs directed at health and fitness for staff."

Nothing like leading by example! What's more, "With the support of the high school's food service director and a registered dietitian, new, healthier food was added to the school's menu. For example, whole wheat, whole-grain breads took the place of less nutritious 'sub buns.' Cookies and cheeses were replaced with reduced-fat versions. And lower-sodium recipes were created."

What's especially exciting about this is that the teachers have taken this initiative on their own. And that's what good leadership is all about. Run on, Orchard View, run on!

Posted at 4:45 PM | Link to this story | Comments (2)

March 14, 2008

BoardBuzz isn't sure where to begin. Let's start with the facts. Microsoft Chairman Bill Gates paid a visit to Capitol Hill on Wednesday to testify before the House Committee on Science and Technology. He presented a wish list that you may recognize from last year. Gates wants more money for math and science education, more funds for research, and more visas for skilled foreign workers. His testimony focused much on global competitiveness and the need for the U.S. to drastically reform its immigration program. As the Washingont Post reports:

In his last scheduled testimony to Congress before he retires, Gates said those provisions are necessary for the United States to maintain a competitive edge in technology innovation. He said some of the most talented graduates in math, science and engineering are temporary residents and cannot get the visas they need to take jobs with U.S. companies.

This perspective has incited much debate about immigration and the "offshoring" of jobs. However, Gates brings up an interesting point. "U.S. innovation has always been based in part on foreign-born scientists and researchers," he said. "The fact that their smartest people have wanted to come here has been a huge advantage to us, and in a sense, we're kind of throwing that away."

BoardBuzz is reminded that some of "America's" greatest minds were in fact foreign nationals at one time. Albert Einstein probably being the most prominent. However, there certainly is a difference between seeking to incorporate great minds into our workforce and simply sending jobs overseas.

The debate over this issue surrounds Gates's demand to increase the number of H-1B visas issued annually. Currently, only 65,000 visas may be issued, and that number is generally filled within the first day the visa process opens. H-1B visas allow employers to hire foreign workers with specific skills. Last year, Microsoft was not able to get visas for about one-third of its prospective foreign employees, claims Gates. Microsoft even went so far as to establish a Canadian outpost for these workers just across the border.

Critics have said the H1-B program takes jobs from Americans and pushes down wages. They are strictly opposed to any growth of the program. The Post illustrates some of the contention within Congress over this issue:

Rep. Steven R. Rothman (D-N.J.) asked Gates if he thought there should be any limit on the number of visas issued, and facetiously asked if IQ tests should be administered to determine who is worthy of earning permanent-resident status.

As Ars Technica summarizes:

It remains to be seen whether Gates will get the increase he has requested. Proposals to increase skilled immigration have been debated before, but the limit of 65,000 H-1B visas has not changed in recent years.

Education reform was also a major component of Gates's speech. Science and math education must be improved, says Microsoft. Gates praises Congress for passing the America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act of 2007 (America COMPETES Act). The America COMPETES Act contains provisions for training new teachers in STEM subjects and to provide additional resources to science, technology, and engineering research through the National Science Foundation. Now Congress must follow through by fully funding the legislation’s educational initiatives because only the government has the resources needed "to effect change on a broad scale," said Gates.

But Bill Gates has a less than optimistic view of our education system:

"Like many others, I have deep misgivings about the state of education in the United States. Too many of our students fail to graduate from high school with the basic skills they will need to succeed in the 21st Century economy, much less prepared for the rigors of college and career. Although our top universities continue to rank among the best in the world, too few American students are pursuing degrees in science and technology. Compounding this problem is our failure to provide sufficient training for those already in the workforce."

Gates cited low graduation rates and a lack of college preparedness as two troubling factors impacting students. Fewer than 40 percent of graduating high school students are prepared to enter college without taking remedial courses in material "they should have learned in high school," claims Gates. BoardBuzz suggests that you look to the Center for Public Education for the straight story on high school graduation rates.

Education reform was the final component of Gates's speech. To improve the competitiveness of our workforce, Gates advocated changes to public schools and colleges. He touted a number of initiatives undertaken by his foundation. Working with several nonprofit organizations, the Gates Foundation has funded programs to measure student achievement, improve graduation requirements, and recruit and retain effective teachers. He also highlighted three cases in which the Gates Foundation has directly supported the creation of new math- and science-focused schools:

• Texas: Beginning in 2005, the Bill & Melinda Gates Foundation partnered with the Communities Foundation of Texas, the Governor of Texas, the Texas Education Agency, and the Michael & Susan Dell Foundation to support the creation of 35 STEM schools and six regional resource centers across the state. Already, these efforts have helped attract technology businesses to the Austin area.
  
• Ohio: The Ohio STEM Learning Network has launched efforts to create a state-wide network of five STEM hubs and schools. Designed from a systems engineering approach, this network will scale to a state-wide system of innovative STEM schools with a $12 million grant from the Bill & Melinda Gates Foundation and with support from a public-private partnership that includes the Battelle Memorial Institute, the Ohio Business Roundtable, the Ohio Department of Education, the Ohio Business Alliance for Higher Education and the Economy, the Cleveland Clinic Foundation, and many other local partners. This project has already attracted over $210 million in public funding and represents unprecedented multi-sector partnerships.
  
• North Carolina: Governor Easley, the Department of Public Instruction and the New Schools Project launched the Learn and Earn program, designed to improve high schools, better prepare students for college and career, create a seamless curriculum between high school and college, and provide work-based learning experiences for students. The schools, located on two- and four-year college campuses, seek to have all students graduate with two years of college credit or an associate's degree. The goal is to have 75 of these schools in operation statewide by 2008. Forty-two schools have already opened and 30 are scheduled to open in the fall.

Finally, Gates emphasized the importance of basic research:

Federally funded research supports the education of the next generation of scientists and engineers, those who will largely determine whether the United States remains innovative and globally competitive, said Gates. Therefore, he asked Congress to increase federal funding, and to renew and make permanent the research and development tax credit, which allows private companies to write off research-related expenses. According to his written testimony, in inflation-adjusted dollars, federal funding for physical sciences research has been flat for two decades. This stagnation in spending comes at a time when other governments, such as in China and the EU, are increasing their public investments in R&D.

BoardBuzz thinks Gates is a great visionary and philanthropist, but we aren't sure what to make of his stance on immigration or his seemingly dim view of public education. Leave us a comment and tell us your opinion.

Microsoft offers a transcript of his oral testimony if you'd like to read it in full.

Posted at 2:21 PM | Link to this story | Comments (1)

February 15, 2008

BoardBuzz has heard the reports of parent discontent, and in some cases outright rebellion, against the amount of homework their children are receiving. However, according to The MetLife Survey of The American Teachers: The Homework Experience, these anecdotal reports are the exception rather than the rule. The survey found that the overwhelming majority of teachers, parents, and students do not believe too much homework is being assigned or cutting into family time. Although, they all agree that some of the homework is just busywork that is not related to what they are learning in school.

BoardBuzz is dismayed by the finding that most of the 25 percent of students who reported not having enough time to complete their homework were the lower achievers. As BoardBuzz learned from last year's Center for Public Education report, What research says about the value of homework, if a student is spending too much time on homework it may be that they are struggling with the material rather than the teacher assigning too much. That’s why the Center encourages parents who feel their child has too much homework to talk to the teacher to see what the problem may be. By working with a child’s teacher, parents and teachers can come to agreement on what is best for the child. Then maybe, just maybe, BoardBuzz won't hear about another homework rebellion.

For more, a summary of the results of the MetLife survey and information on the value of homework check out www.centerforpubliceducation.org.

Posted at 2:02 PM | Link to this story | Comments (0)

February 13, 2008

BoardBuzz caught this story out of Florida that made us go, "hmm." Apparently, a “middle school teacher in Jacksonville, Florida” duct taped a student to his desk. The teacher, Kasey Goodin, apparently “told investigators the taping incident was a joke.” Talk about a sticky situation.

The School Board took a different view. "It's just not funny for a child to be taped, whether it's in jest or it's a disciplinary measure," said school board chair Betty Burney. Uh, er, yeah.

But, according to Local6.com, the teacher was apparently all about the laughs, saying, "There was a light-hearted mood in the class as I walked to the supply closet and removed a roll of purple duct tape and a roll of masking tape … The class was laughing. I was laughing. The student was laughing." Adding, "This incident, was in reality, an opportunity to have fun with the students while getting a message to them.” More importantly, this left BoardBuzz wondering, where does one find purple duct tape?

But in all seriousness, what could possibly have been the message involved in taping a student to his desk? Perhaps the student was wriggling in the seat. Perhaps the ability of the student to rise at will was too much uncertainty for the instructor? Perhaps the teacher feared that without seat adhesion, the good order of the classroom was threatened? Say what? BoardBuzz is as befuddled as you, dear reader.

But, wait, then the teacher admitted acting inappropriately, adding, “Looking back, I know that it was inappropriate for me to break the lines of formality." Well, that makes BoardBuzz feel much, much better. It was the break in the lines of formality that was an issue. The act of taping the student? Not so much. Oh, we get it . . . okay, no we don’t.

The student involved has since been removed from the teacher's classroom and the teacher has been suspended without pay for 10 days. Good move. And, the School Board apparently is requiring the teacher to undergo counseling. Hello! And, some professional development, emphasis on professional, might not be a bad idea, either.

Posted at 11:34 AM | Link to this story | Comments (1)

February 11, 2008

BoardBuzz found this article in the Star-Tribune (Minnesota) pretty interesting. It seems that missing class affects student learning. And no, it's not what you think.

When students miss class, of course it affects their learning. But this editorial asserts that when teachers miss class, that also affects student learning. "The more time teachers spend away from their classrooms, the more student achievement suffers, according to recent studies. That means school officials and educators should take steps to reduce teacher absences and use substitutes more effectively."

As the article points out, everyone gets the flu and misses a day from class here and there, but:

Nationwide, school officials reported that the number of subs needed to fill regular teaching vacancies doubled between 1994 and 2004. Federal Education Department data shows that about 20 percent of public schools use substitutes to fill longer-term openings, often in subject areas where there are teacher shortages. And that makes it more likely substitutes will be asked to teach outside their areas of expertise.

Studies from the University of Washington and Duke University indicate that districts rely so heavily on temporary teachers that American students spend the equivalent of a full year with a sub in 12 years of schooling. Even as few as 10 days with a replacement teacher, according to the study, can lower student test scores.

And in these times where we are constantly striving to increase student achievement, every little bit helps. "Training and consulting with colleagues is important; teachers need continuing education for their jobs just like other professionals. However, given the impact on students, districts and educators should look for creative ways to offer training and minimize classroom absences." Districts in Minnesota are working hard to ensure that teachers miss as little class time as possible for professional development.

Another way to address the problem is to prepare for times when substitutes are needed. Some teachers do an excellent job of planning, providing detailed lesson plans to assure that students don't miss a beat. That kind of preparation should be more widely practiced.

Reducing teacher absences alone is not the answer to all education woes. But giving teachers and pupils more time together is one of several factors that can improve student achievement.

As any teacher knows, planning is the key to classroom success, and planning for absences is just another crucial part of the equation. How does your school district effectively manage teacher absences? Leave a comment and tell us about it.

Posted at 1:37 PM | Link to this story | Comments (0)

December 6, 2007

BoardBuzz is, yet again, befuddled. CNN reports that police have arrested Wisconsin high school teacher, James Buss, for allegedly posting an anonymous comment on a blog “praising the Columbine [High School] shooters.” A fellow teacher apparently thought this meant that blogger was going to pull a Tony Montana (BoardBuzz loves the Al Pacino) and ask the faculty to “say hello to my little friend.” BoardBuzz hates to criticize, and would never dream of joking about violence in schools, since everyone's top priority is the safety of our students, but it now seems the police may have acted a little hastily, because the county prosecutor is still trying to decide “whether to charge Buss with disorderly conduct and unlawful use of computerized communication systems.”

Disorderly conduct? Unlawful computer use? You mean to tell us the police determined the blogger didn’t pose a real possibility of a viable danger when the blogger praised the Columbine shooters? And, they arrested him anyway? What?!! Could it be (as CNN reports) the blogger may just have been engaging in a “sarcastic attempt to discredit critics of education spending?”

Now, BoardBuzz is no lover of weapons in schools (unless they’re being held by School Resource Officers that know how to use them) but, it does seem to us that some times using the old noggin to do some critical thinking is a good thing. And, that holds especially true for controversial areas that are prone to knee-jerkism. Let’s examine the present case as reported by CNN:

The [blogger’s] comment, left under the name "Observer," came during a discussion over teacher salaries, after some writers complained teachers were underworked and overpaid. [The blogger], “a former president of the teacher's union, allegedly wrote that teacher salaries made him sick because they are lazy and work only five hours a day. He praised the teen gunmen who killed 12 students and a teacher before committing suicide in the April 1999 attack at Columbine High School.

They knew how to deal with the overpaid teacher union thugs. One shot at a time!

CNN reports that the folks over at the ACLU think this posting is about “somebody who is trying to mock the conservative view of teacher salaries." You mean this is about arresting someone for political satire? No, says the police chief, because some people were scared and he says, besides sometimes you just can’t say things. And, to prove his point he expounded on his understanding of the First Amendment, saying "What happens when you say 'bomb' in an airport? That's free speech, isn't it?" he said. "And people are taken into custody for that all the time."

Well, no. Yes? Maybe. Who knows? (BoardBuzz is no TSA minion). What CNN reports is that a prosecutor is now thinking about charging someone with a relatively minor nuisance violation instead of with the substantial charge for which he was arrested. Apparently, the police believed the blogger posed a viable threat to the safety of others when they arrested him. Does he no longer pose such a threat? Does a review of the facts indicate he never posed such a threat? Is that the reason for the lessening of the charges? BoardBuzz doesn’t know. We’re just asking questions. And we simply wonder whether a better approach might not be to actually look at the totality of the facts and make a determination on the ground about whether someone actually poses a threat and intends to carry out harmful acts. If that’s the case, then law enforcement should move forward deliberatively to prevent harm. But, acting simply as a reaction to someone’s fear without more intent poses lots of difficulties both for law enforcement, the accused, and the public’s safety. Ultimately unfounded knee-jerk reactions could dilute support for the real efforts necessary to combat public violence of this kind.

Posted at 9:37 AM | Link to this story | Comments (1)

November 13, 2007

Last week BoardBuzz told you about USA Today's list of all star teachers. This week we're putting out the call on behalf of the National Teachers Hall of Fame.

The Hall of Fame "is the only facility of its kind dedicated to recognizing career teachers, to preserving and promoting education, and to serving our country by inspiring others to enter the teaching profession." And now you can nominate a teacher you know to be a hall of famer too! Candidates must have twenty years of teaching experience, be a certified pre-K-12 teacher, teach or have taught in public or private schools, and have a minimum of a bachelors degree.

So if you know a teacher who deserves this honor, fill out the nomination form by January 2, 2008.

Posted at 2:27 PM | Link to this story | Comments (0)

November 6, 2007

Sure, we've all heard of teaching to the test, but teaching to the trial? That's just what one innovative seventh grade teacher is doing. Today's edition of USA Today carries the story of one teacher making his classroom come alive.

Jerry Parks, of Georgetown, Ky., uses mock trials in the Hammurabi Court ("based on the written laws of Hammurabi, king of Babylon in the 18th century B.C.") to excite his students and teach them critical thinking.

"I want to come in and get them excited," Parks says. "That's the fuel that keeps me going, watching the kids get excited."

In his 24 years of teaching, Parks has earned a reputation for his dedication to his students, his love of learning, his commitment to helping young teachers and his efforts to pass on what he knows by writing books, including Teacher Under Construction for new middle school teachers.

For him, the ultimate reward is "watching those eyes light up when something finally registers."

And it's the words of past students that echo in his memory. Tucked among the pictures of mummies and Greek statues that adorn his walls are the letters from former students. "Thank you for never giving up on me when everybody else did," one says.

"Former students are the best people on earth," Parks says. "When they come back, you know you did a good job."

BoardBuzz loves a warm fuzzy, that's for sure! And the best news of all is that USA Today has a whole bunch of stories about teachers doing great things on their Web site. You can even nominate a teacher that you think is outstanding for USA Today's All-USA Teacher Team.

Posted at 3:16 PM | Link to this story | Comments (0)

September 14, 2007

Check out this fun item from yesterday's Legal Clips, NSBA's school law e-newsletter, on a topic BoardBuzz has addressed before:
State encroachments on local decisions about the school calendar. Interesting collection of links there.

Seems more state lawmakers are getting the school board itch on this one, often at the behest of their tourism industry, according to USA Today. For fun, we should all carefully note the name of every lawmaker who thinks he or she knows better than school boards what school schedules should be, and then check whether that same lawmaker is prone to sanctimony about school accountability, achievement gaps, competitiveness, etc. As Legal Clips highlights, there are lots of considerations that have to go into a calendar decision—academic, operational, financial, and practical. All the more reason this needs to be a local call, as Pennsylvania School Boards Association executive director Tom Gentzel tells USA Today. And if ever an issue highlighted why you want a body whose sole mission is education making calls like this, here's a perfect example.

Speaking of local calls, an eye-popping quote by presidential contender Fred Thompson caught BoardBuzz's attention. But first, some serious caveats: We will be giving attention to other candidates, we do happen to believe the federal government has important responsibilities to public education, we know nobody's about to turn back the clock on accountability, and NSBA is one of the groups occupying the middle ground in the No Child Left Behind debates (mend it, don't end it).

Even so, given how enthusiastic some folks are for ever more federal mandates, we can't help but take note of Thompson's answer to a question about his ideas for education:

"It's your responsibility. If you don't like what's going on, don't get in your car and drive by your school board and maybe drive by the capitol and get on an airplane and fly to Washington and say, 'I don't like the way the school down the street is being run."'

Posted at 4:01 PM | Link to this story | Comments (1)

September 13, 2007

Should teachers be paid for performance? That's the question pondered in editorials in today's edition of USA Today. BoardBuzz has covered this subject before here.

USA Today is for merit pay, telling the story of Meadowcliff Elementary in Little Rock, which began offering bonuses three years ago. The bonuses were meted out to staff when student test scores increased.

Increasingly, cafeteria workers sat with students to chat about school work. Even more startling, the janitor began taking his breaks in the cafeteria reading a book, just to serve as a role model.

And when test scores arrived at the end of the year showing improvement, Carter heard whoops of joy from teachers whose bonuses would help pay off their college bills. The better each of their students did, the bigger their bonuses. The janitor and other support staff were rewarded for the school's overall gains.

Such is the power of "merit pay," a concept long opposed by teachers and their unions.

And a member of the opposition is Reg Weaver, president of the National Education Association, who expresses his dissenting view alongside USA Today's opinion. Weaver rejects merit pay as it applies to the reauthorization of No Child Left Behind (read BoardBuzz's piece on the subject from earlier this week here).

The No Child Left Behind Act expires this year, and the National Education Association has proposed positive changes in the law. These include expanding early childhood education, smaller classes and extra help for children who need it. But these priorities have been overshadowed by a proposed federal mandate that would base teacher pay on student test scores.

Districts in dozens of states are experimenting with plans that compensate teachers partly based on test results. Local teachers unions have helped create such programs in Denver, Minneapolis, and Columbus, Ohio.

Weaver points out that local groups, with teacher buy-in can create programs that work to the advantage of schools, students, teachers, and their communities. He also argues that the public "pay teachers for the knowledge and skills they gain, provide incentives to teach in hard-to-staff schools, and offer salaries competitive with other professions that require a college degree." Paying teachers as professionals? A noble concept.

His argument is strong.

Federal mandates that tie compensation to test scores can't substitute for a working environment high on trust and meaningful work. And it can't replace a perverse pay scale where teacher wages have fallen 12% since 1993 compared with workers with similar education and skills.

We should invest precious federal dollars in giving all teachers competitive salaries, quality professional development and better working conditions. Too often, it is simpler to tinker with bonuses than to exercise the political will necessary to reform teacher quality at its core.

But USA Today counters it well.

At Meadowcliff, a poor urban school, tests scores rose about seven percentage points compared with similar schools lacking merit pay, says University of Arkansas professor Gary Ritter. Though it's too soon to tell whether the gains can be sustained over time, it's not too soon to declare that merit pay has earned a chance to succeed.

This discussion is sure to simmer as the NCLB reauthorization process continues. What's your take on teacher merit pay? Leave a comment here and tell us about it.

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September 12, 2007

Those of us a certain age can remember watching the movie To Kill a Mockingbird in school after finishing the book. For many of us, and certainly for students now, films are used to supplement all different kinds of lessons. But the film choice, and the lesson it supplements, can present a slippery slope for educators. This article from Edutopia magazine (published by the George Lucas Foundation) notes that using film as a teaching tool "may be a lot trickier than it seems. It can also get downright explosive."

The article cites recent incidents where schools and school districts had to limit what was shown in classrooms.

Earlier this year, for instance, in a suburban Seattle high school, the film An Inconvenient Truth got even more inconvenient when parents complained that the school didn't present a balanced perspective about the film's warning of global warming. School district policy states that films presented must be accompanied by a "credible, legitimate opposing view."

The Federal Way Public School District, in Federal Way, Wash., imposed a temporary moratorium on the film; after two weeks of criticism in the local and national scenes, the school board still insisted that opposing views be considered.

Meanwhile, the Chicago Board of Education was sued in May after a substitute teacher showed the R-rated (and Oscar-winning) film Brokeback Mountain to an eighth-grade class. The lawsuit claims student Jessica Turner suffered psychological distress after viewing the movie at Ashburn Community Elementary School. The film, according to the lawsuit filed in Cook County Circuit Court, was shown without permission from parents and guardians.

But film can be a valuable teaching tool. So where do school districts draw the line? Filmmakers have their own ideas.

These concerns have some prominent filmmakers worried. "The one thing that each and every one of us uses every day is our creativity," says John Lasseter, an Academy Award-winning American animator and director of such films as Toy Story, A Bug's Life, and Cars. "Teaching film is not the issue; we're teaching creativity. We want to show kids how to imagine and create. We can use filmmaking to do that. We need to help kids nurture their creative side."

It's a particularly important issue to Lasseter, whose mother spent thirty-eight years as an art teacher at Bell Gardens Senior High School, in Los Angeles. "As a child, I saw the French film The Red Balloon in class. I still think about that afternoon to this day."

Francis Ford Coppola, another Oscar-winning director, whose work includes The Godfather and Apocalypse Now, has an idea: "Maybe we should trade the secretary of education position for a secretary of youth," he says. "We should be thinking not just about educating students, but about inspiring them."

What's the policy in your school district? Leave a comment and tell us about it.

Posted at 5:14 PM | Link to this story | Comments (2)

September 11, 2007

File this tidbit from Education Week under Huh? It turns out, according to a report in the Journal of Educational Research, "Kindergarten teachers typically underestimate the intellectual abilities of boys who are shorter than their classmates." As if being really short wasn't bad enough.

All kidding aside, the report ...

... found that kindergarten teachers systematically perceived boys who were shorter than average—or even just shorter than the other boys in their class—to be less skilled in reading, mathematics, and general knowledge than their test results indicated.

What’s more, the gap between teachers’ perceptions and pupils’ test scores remained even after the researchers attempted to account for the children’s other background characteristics that could also lower teachers’ expectations for pupils, such as whether the boys were younger or poorer than average.

Try telling that to such diminutive dynamos as Danny DeVito (5'), Prince (5'2"), Paul Simon (5'2"), and Willie Shoemaker (4'11").

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August 8, 2007

More than 21 years after teacher Christa McAuliffe was to have made history being the first teacher to visit space aboard the ill-fated Challenger Shuttle, another teacher is set to make history by blasting off. Barbara Moran, the runner up to the 1986 Teacher in Space contest will be launched into space tonight.

It's been a long 22 years in the making for Morgan. The Chicago Tribune tracks her long journey in this article.

Morgan has been looking forward since 1985, the year she was runner-up to McAuliffe in NASA's Teacher in Space program. She trained with McAuliffe and would have been on Challenger had her friend been unable to fly.

Instead, Morgan was on the ground when Challenger broke apart. As she consoled those around her, she had no clue that her NASA profile was about to change.

Morgan would become one of NASA's chief ambassadors--the teacher and dreamer who supported the agency even as its fatal missteps became a matter of public record.

She ultimately joined the astronaut corps, becoming a mission specialist and enduring another shuttle tragedy in 2003. Whenever she was asked about her commitment to the program, Morgan talked about her students.

"Kids were watching to see what the adults do in a terrible, terrible situation," she said in a NASA preflight interview. It was "important for kids to see ... that we figure out what's wrong, we fix it, and we move on and we keep the future open for our young people."

Although she's no longer merely an elementary school teacher, but also a trained astronaut, Morgan remains committed to McAuliffe's original goal: to be the first teacher in space.

[Her husband] said he thinks she's "carrying on" for her friend McAuliffe and other lost crew members. She feels connected to astronauts she has known and shares their values. She wants to honor teachers, especially those who make sacrifices every day.

"Some teachers -- and their students -- face physical risks just showing up at school in some of the more dangerous neighborhoods in our country," he said. "In comparison, astronauts live very safe lives, except when they fly in space shuttles, once every few years."

Hats off, Barbara Morgan, as you blast off into space.

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August 3, 2007

We've all heard the stories about classrooms becoming zoos. For one school in Texas, the classroom did, in fact become a zoo, but not in the way you might think. According to an article in USA Today, in this innovative approach to teaching science, fourth-graders were taken on a virtual field trip of the Lee Richardson Zoo in Garden City, Kan.

The students in the class were able to see, via video conferencing, "such zoo denizens as an owl, a snake and a bearded dragon lizard." And Lee Richardson Zoo isn't the only zoo offering this unique service to schools. In fact, "more than 15 of the 216 members of the Association of Zoos and Aquariums (AZA) have video-conferencing programs to reach schools that don't have the time or money for field trips. Together, they connected with more than 85,000 students last year."

This approach "puts students in touch with experts they wouldn't normally be able to be in touch with." While visiting a virtual zoo is not the same as being there, "Zoo educators and teachers agree that distance learning is a new resource that should complement rather than replace traditional trips."

You can learn about other creative ways technology is touching classrooms at NSBA's T+L Conference in Nashville. The conference, which will be held October 17-19, offers a sessions from experts in education technology, innovators from school districts across the country, and the brightest creative minds from various fields.

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June 22, 2007

The National Commission on Teaching and America's Future (NCTAF) has released a study on teacher turnover and created an interactive cost calculator to determine just how much it costs when teachers leave.

From the Web site:

In 2007, the National Commission on Teaching and America's Future (NCTAF) completed an 18-month study of the costs of teacher turnover in five school districts – Chicago Public Schools (Chicago, Illinois), Milwaukee Public Schools (Milwaukee, Wisconsin), Granville County Schools (Granville, North Carolina), Jemez Valley Public Schools (New Mexico), and Santa Rosa Public Schools (New Mexico).

The selected school districts varied in size, location, and demographics enabling us to explore how these variations affected costs. We examined the costs of recruiting, hiring, processing, and training teachers at both the school and district levels. Our findings indicate that the cost of turnover does vary from district to district, largely dependant upon the size of the district and the types of induction programs the district implements -- but in all cases, the cost of teacher turnover is substantial.

The study and calculator offer some interesting information, especially considering that the estimated cost of teacher turnover nationally is more than $7 billion a year.

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June 4, 2007

BoardBuzz always likes an article that can combine urology and education, as this story in USA Today does. We've covered the subject of bathroom breaks before here.

Seems bathroom policies are making quite a splash (pun intended, natch) in classrooms across the country. Striking a delicate balance is a teacher's need to maintain control and minimize disruptions and a student's need to answer nature's call.

"Students make requests frequently to use the restroom when they really have intentions to do other things," says Peter Reed, associate director of professional development services at the National Association of Secondary School Principals. "The real key is for every student to expect, when he or she is in (a teacher's) class, that the full amount of time needs to be devoted to the learning activities for that day. You don't have time for anything else."

But some urologists worry about the consequences of waiting too long between trips to the bathroom. Christopher Cooper, director of pediatric urology at the University of Iowa Children's Hospital in Iowa City, says he has seen many elementary-age "normal children who have developed bad habits." They arrive at his office with urinary tract infections, incontinence and damaged kidneys, often as a result of infrequent trips to the bathroom.

Staying out of the fray are school board members. NSBA's own General Counsel, Francisco Negrón says, "You likely would not find a policy anywhere in this country that deals with bathroom breaks. School boards as a rule just don't involve themselves in that level of classroom-management detail."

What do you think about this dilemma?

Posted at 2:31 PM | Link to this story | Comments (0)

May 15, 2007

The San Francisco Chronicle carried a story on Monday which stated that a federal appeals court said that “essentially” public school teachers do not have free-speech rights.

BoardBuzz understands all about having a good hook. You know, attracting the reader with powerful and sassy lines that grip? BoardBuzz uses them all the time. So, while we can’t disparage using a hook, we can disagree with the substance of the bait.

First, let’s be clear. The court did not rule that teachers have no free-speech rights. As the article goes on to point out, the court said, “”The Constitution does not entitle teachers to present personal views to captive audiences [did anyone mention these were elementary school youngsters?] against the instruction of elected officials.””

And, second, the court’s opinion reflects that reality of public schools, because, as NSBA General Counsel Francisco Negrón states, teachers are “not at liberty to design a curriculum.” That is the job of the school board, né “elected officials.” Some school boards may want to give greater latitude to their teachers to express personal beliefs. But, because teachers hold positions of authority with the ability to influence and sway young minds, considerations of appropriateness to grade level and age are also relevant.

And, as Negrón points out in an era of high-stakes testing and federal naggi…, er, accountability, making sure teachers stick with the program is more important than ever. For more on NSBA’s position checkout NSBA’s brief here.

But, even this oh-so-sound logic escapes the Chronicle, which appears convinced by the voices of legal analysts claiming the ruling is “a stark reminder that the law provides little protection for schoolteachers who express their beliefs.” It seems to BoardBuzz that the best way for teachers to engage their school administrations, school boards and, indeed, their communities in curricular matters of interest is openly and frankly. They can speak publicly at school board meetings, voicing their professional and personal concerns on academic choices. They can petition their elected officials. They can rally. Now that’s free speech in action. But, preaching to captive students about one’s personal views? That ain’t free speech. It’s cheating students of their right to an education free of personal drama.

Posted at 3:12 PM | Link to this story | Comments (1)

May 11, 2007

Wrapping up our week of celebrating teachers, BoardBuzz takes a different twist on teacher heroes that we think is worthy of discussion. Our friends over at Teacher Magazine have scratched the surface of some teacher discontent over the exposure of teachers who save the world a la Erin Gruwell, portrayed in Freedom Writers, and Ron Clark, portrayed in the Ron Clark Story.

This apparently began when Tom Moore, who teaches history in a Bronx high school, published a recent op-ed in the New York Times in which he said, "The great misconception of these films is not that actual schools are more chaotic and decrepit. ... No, the most dangerous message such films promote is that what schools really need are heroes. This is the Myth of the Great Teacher." Extended excerpt here.

In his piece, Moore "finds it difficult to recognize himself or his students in recent films about teaching post-desegregation urban poor; describes decrepit conditions, poor security and student misbehavior that is far worse than anything on screen; objects to teachers being blamed for what system does not provide; and says no maverick teacher in real life can create safe, adequately staffed school with highest expectations for all students."

His opinion got teachers to talking and Teacher Magazine, in partnership with the Teacher Leaders Network, has published some of these comments here.

Asked one Michigan teacher: "How do we find a way to portray what life in a real classroom does look like? How do we find a way to be everything to our students without sacrificing our own lives?" A teacher from Atlanta noted: "I am frustrated with the mythology of the 'great teacher' who sacrifices his or her entire life for the kids. I tell new teachers all the time: Your job is not your life. Your job is your job... Healthy, well-adjusted teachers fit teaching into their lives, not life into their teaching."

Interesting, no? Talk amongst yourselves and let us know what you're thinking.

Posted at 3:54 PM | Link to this story | Comments (3)

May 10, 2007

NSBA's Past President Jane Gallucci shared a story of an amazing teacher during her remarks at NSBA's Annual Conference in San Francisco last month. This story comes from U.S. Rep. Carolyn McCarthy (D-NY), whom she heard speak at a New York State School Boards Association breakfast at NSBA's Federal Relations Network Conference in Washington, D.C.

In her youth, Rep. McCarthy had always wanted to be a nurse because she’d had a boyfriend who was seriously ill, and she knew she wanted to make a difference. But Carolyn found that she couldn’t pass the math course she needed to get into nursing school. She took the class over and over every year up to her senior year in high school, but she still couldn’t pass it. During her senior year, she got Mr. Reinhart as her teacher. Mr. Reinhart got to know Carolyn and knew how much she wanted to be a nurse. He worked with her and encouraged her. He even affectionately nicknamed her Cookie.

She worked hard and took the final, but when she finished, she knew she had not passed. Then, Mr. Reinhart stepped in. He called her up to his desk and told Carolyn that he knew she knew the math, even though her test didn’t reflect it. Carolyn was one of those students that we all have in our districts who was just terrible at taking tests. Mr. Reinhart saw something special in Carolyn and passed her anyway.

Carolyn went on to go to nursing school and achieved her dream of becoming an RN. One night, while on duty as a charge nurse, she received a patient on her floor who had had a heart attack and was brought into the hospital dead on arrival. The doctors had revived him, but he didn’t have much hope of survival. However, the man did hang on until the morning, only to have another cardiac arrest. Throughout the night, Carolyn used all her nursing skills to try to save her patient.

When the patient woke in the morning, he later told Carolyn that he saw an angel come to him and save him. He looked up into her face and said, “Cookie, you are my angel.” Carolyn looked back at him and said, “Yes, Mr. Reinhart, I saved your life. And now I think we’re even.”

One teacher can make a difference--imagine the difference all of them can make. Tell us the story of your one teacher by leaving a comment.

Posted at 12:43 PM | Link to this story | Comments (0)

May 9, 2007

A teacher BoardBuzz knows shared this tidbit:

Last week, one of Miss Weaver's kindergartners, Nina, told her, "Miss Weaver I think you are the smartest person in the whole world. Do you know why? Because you think up all these fun things we do in kindergarten. You must really work your brain."

Work her brain indeed. To Miss Weaver, and all the other teachers who work their brains every day to teach the children of this country, thank you!

Keep 'em coming. We've got two more days of teacher tales to share. Leave a comment and tell us about your favorite teacher.

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May 8, 2007

In honor of Teacher Appreciation Day, BoardBuzz shares this story from a teacher we know.

Vince was a seventh grader in Ms. Grady's English class. He was pleasant, polite, and he could barely read. When Ms. Grady talked to his other teachers, they suggested she just "move him along" because just getting him to graduate would be enough. Unable to accept that, she worked tirelessly with the school's reading specialist to make sure that Vince progressed that year.

He improved by leaps and bounds that year, and was almost on grade-level by June. Ms. Grady was sad to lose such a hard-working student, but as teachers do at the end of every year, she wished her students, including Vince, a happy summer. The next year, Vince continued his studies, and continued to improve. Ms. Grady always followed his progress, and even after he left the middle school, she always knew what he was up to.

Vince became a star in high school: captain of the football team, singer in the show choir, and a dedicated student. When he graduated from high school, Ms. Grady was there to see her former student walk across the stage. After the ceremony, as Ms. Grady was making her way through the crowd to leave, she heard a voice she didn't recognize calling her name. It was Vince, now a very tall, very big young man.

"Ms. Grady, I'm so glad you're here. I want you to meet my parents," Vince told her. When Vince introduced her to his parents, it was then that she knew the difference a teacher could make. "Mom, Dad, this is Ms. Grady, from middle school. If it weren't for her, I wouldn't be here today. She made sure I could read." Vince's parents remembered Ms. Grady and the extra time she took to work with their child when he was struggling to learn. Vince had not only "moved along," he had become a stellar athlete and student who earned himself a full scholarship for college.

One teacher can make a difference--in fact, they do it every day. Do you have a teacher success story? Are you a teacher making a difference? Is there a teacher who changed your life? Leave a comment and tell BoardBuzz about it!

Posted at 5:15 PM | Link to this story | Comments (0)

May 7, 2007

This week marks Teacher Appreciation Week, with tomorrow being National Teacher Appreciation Day. And do you know what most teachers want? Chocolates? Flowers? A new Mercedes? Not even close. All they want, according to a National Education Association online poll, is for someone to say "Thank You."

NEA and the National PTA have made it easy enough, with the "Nation's Largest Teacher Thank You Card" where you can log on to send a card to your favorite teacher. All submissions will be compiled into a larger-than-life card that will be unveiled in Spring 2008 and travel to major cities throughout the year.

So take a minute, log in, and tell the teachers who have touched your life "Thanks for all you do!" And share a great teacher story with us, too! We'll run them all this week right here in BoardBuzz.

Posted at 5:31 PM | Link to this story | Comments (0)

April 9, 2007

As more schools move towards random student drug testing, school districts find themselves in an interesting dilemma. What should policies cover in drug testing students? How far can a school go to keep its students safe, yet protect their privacy? Find out to navigate through the quagmire by tuning into NSBA's online discussion on the legal implications of student drug testing. The discussion will take place during NSBA's Annual Conference, Sunday, April 15, at 6 p.m. ET/3 p.m. PT. NSBA Staff Attorney Lisa Soronen will provide expert information and answer your questions. Plan to join the discussion during the live hour or post your questions now.

Another factor that is critical to the success of our students is school climate. In a recent groundbreaking study, “Where We Teach,” by NSBA’s Council of Urban Boards of Education (see previous BoardBuzz coverage here), teachers and administrators candidly expressed their perceptions on safety, expectations for student success, professional judgment, parent involvement, and bullying. Principal Investigator and CUBE Chair Dr. Brian K. Perkins will share why all schools need to pay attention to school climate and will discuss the study’s most important findings on Monday, April 16, at 3:30 p.m. ET/12:30 p.m. PT. Plan to join the discussion during the live hour or post your questions now.

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April 3, 2007

Do children learn more when their teachers get incentives and bonuses? According to this article from Education Week, researchers at Vanderbilt University are putting merit pay "under the microscope."

With a five-year, $10 million grant from the U.S. Department of Education’s Institute of Education Sciences, the newly established National Center on Performance Incentives has put together an ambitious agenda to study such efforts in Nashville, Tenn., across the state of Texas, and in two other locations yet to be named.

Center investigators say their Nashville project is the first randomized experiment in the United States to test the merit-pay idea, although field trials in Chile, Kenya, and Israel have done so, with mixed findings.

The center’s researchers hope to shed light on whether teachers behave differently when the prospect of bonuses is dangled before them, whether student achievement improves as a result, and whether the existence of such programs will ultimately attract a different mix of teachers into the field.

And surprisingly, the unions are on board with the research plans. Jamye Merritt (ironic, isn't it), president of the Metropolitan Nashville Education Association, pointed out that the research component of this plan "will benefit everyone to once and for all know if this will make a difference." But she also argues that she doesn't think it will make a difference because "teachers are already working as hard as they can." What do you think? Is merit pay all it's cracked up to be? Leave us a comment.

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March 27, 2007

Above, principal investigator Brian Perkins
discusses a new climate survey released today at
the National Press Club in Washington, D.C.
NSBA's Council of Urban Boards of Education released a new survey today in which teachers and building administrators shared their candid thoughts about how they're feeling about their school climate. While not always painting a rosy picture, the teachers and administrators are optimistic overall. The survey, "Where We Teach," surveyed 12 urban districts in 10 states (Alabama, Arizona, California, Connecticut, Illinois, Maryland, Nebraska, New York, Ohio, and Texas), representing 127 schools, 4700 teachers and 267 administrators.

Some of the major findings included:

• A significant number of teachers have low student expectations. Nearly a quarter of teachers surveyed agreed that most students at their school would not be successful at a community college or university. Only 7 percent of administrators, on the other hand, agreed with this statement. Likewise, nearly 29 percent of teachers agreed that students at their school are not motivated to learn, while nearly 16 percent of administrators agreed.
• Teachers and building administrators judge students differently. In another measure of student expectations, 77 percent of teachers agreed that students at their school are capable of high achievement on standardized exams, while nearly 95 percent of administrators agreed with the same statement.
• Student race still influences expectations and success. Over half of teachers disagree that students will be successful in their school based on race. However, three-quarters of teachers disagree that racial barriers to educational and economic opportunity no longer exist in the U.S.
• There is a disconnect between teacher and administrator perceptions around the issue of professional judgment. Eighty-six percent of administrators feel that teachers at their school exercise good professional judgment while only 76 percent of teachers believe that administrators at their school trust their judgment.
• A gap exists between teacher and administrator perceptions of parent involvement. While 81 percent of administrators agree that parents support their school and activities, only 57 percent of teachers agree with that perception.
• Safety perceptions about school also differ between teachers and administrators. While nearly 94 percent of administrators agree that their school is a safe place in which to work, only 82 percent of teachers agree with that statement.

Today's report was released at a press event at the National Press Club in Washington, D.C. USA Today covered the report in today's edition. Authored by Dr. Brian K. Perkins, CUBE's steering committee chair and a school board president in New Haven, Conn., the report is a follow up to last year's landmark report "Where We Learn," a student-focused survey. NSBA partnered with the American Federation of Teachers, National Education Association, National Association of Secondary School Principals, and National Association of Elementary School Principals to collaborate on the recommendations included in the report.

To view the complete report, click here. To view Perkins' powerpoint presentation from the media event, click here. To download communciations guidelines to help school board members, superintendents, and school district communications directors talk with school staff, students, communities, and media about the survey report, click here.

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March 13, 2007

BoardBuzz hasn't had a warm fuzzy for awhile--maybe it's the winter blues--but since the weather seems to be "springing" out of the doldrums, we've got a sunny little number for you. The Associated Press is carrying this story (via CNN) of an 88-year-old school teacher who's still got it.

Rose "Mama G" Gilbert, in the Los Angeles Unified School District, still teaches high school English full time at the age of 88. And she's not the type to sit at her desk while the students read quietly to themselves, either.

"I want them all to just live literature, love poetry and love life--not just get caught up in grades," Gilbert says.

Gilbert effortlessly connects with her pupils--she affectionately calls them "bubbelahs." She engages and challenges them. A wrong answer or a student who tries to get away with something is likely to get a quick rebuke: "That's bunk," Mama G will say.

Pupils usually don't start out liking poetry, so Gilbert eases them in with love poems by E.E. Cummings. "It's very sexy," Gilbert says.

Gilbert is the oldest teacher in the Los Angeles Unified School District ... but not by much. Two other female teachers, both 87, also work full-time in the district, the second-largest in the nation where there is no mandatory retirement age.

So for those of you who are counting the days to retirement (and you know who you are), think of Mama G., who's still got it (and still flaunts it) for the students she loves.

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February 26, 2007

BoardBuzz told you before about the Center for Public Education's research packet "What research says about the value of homework," and now the Center is taking it to the next level.

The Center will host an online chat on Thursday, March 1, at 2 p.m. ET. The session will delve into such questions as whether homework helps or hinders student learning--and which students, under what conditions, it helps or hinders. The session will also ponder whether students get too little or too much homework--and how can parents tell?

You can submit a question now or during the discussion. And be sure to log on for the live discussion on Thursday.

Posted at 5:16 PM | Link to this story | Comments (0)

November 28, 2006

You've heard it for 40 years: "I can't get no satisfaction." But now, where teachers are concerned, satisfaction is just what they've got. According to the MetLife Survey of the American Teacher 2006: Expectations and Experiences, public school teachers are more satisfied than they have been in 20 years.

A summary of the survey from the Center for Public Education notes that a "greater number of educators and adults have a high opinion of the teaching profession." But despite this promising news, "the percent of teachers planning on leaving the profession has remained steady" over the past 20 years.

The survey notes some reasons teachers