Deanna Martindale is a 2014 PDK Emerging Leader and principal at Hebron Elementary School in Ohio. She recently took some time to share her thoughts on STEM learning, engaging curriculum, and preparing students for college-and-career.
Standards that Matter
This piece first appeared in the Washington Post. View the original here.
Public education for every child was an American idea, but it has always been a local and state responsibility. Even when Congress passed the Elementary and Secondary Education Act 50 years ago, the intended federal role was limited but clear: ensuring equal opportunity.
The act provided federal resources for states to level the playing field between schools in wealthy and poor districts. However, its 2002 reauthorization, which became known as No Child Left Behind, took the law off track by mandating that all students hit arbitrary scores on standardized tests instead of ensuring equal opportunities.
No Child Left Behind has failed. Now we have a chance to fix the law by refocusing on the proper federal role: equal opportunity. To do that, we must change the way we think about accountability.
Under No Child Left Behind, accountability has hinged entirely on standardized test scores, a single number that has been used to determine whether students graduate or teachers keep their jobs. The problem is, a single test score is like a blinking "check engine" light on the dashboard. It can tell us something's wrong but not how to fix it ...
What makes good public policy? Some analysts might respond with the phrase "evidence-based research." Unfortunately, policymakers can also be political agents, acting in the interests of outside forces and influences. A recent book, Show Me the Evidence, by Ron Haskins, heralds the Obama Administration's focus on using evidence to inform public policy solutions. Unfortunately, the administration’s current obsession with the use of value-added measures (VAM) to track student growth and account for their progress in teacher evaluations runs counter to this evidence-based emphasis. ...
By Amber Chandler, American Federation of Teachers member and 7th and 8th grade English Language Arts Teacher at Frontier Middle School in Hamburg, NY
About two years ago I decided that I knew the perfect way to get rich. I’d create a lesson planning platform that had a dropdown menu of Common Core Learning Standards (CCLS). It would only be a matter of time before I could hit the road schilling this amazing product and making money hand over fist. Unfortunately, I had no idea how to do this. And before I could get a new college degree, create an amazing product, and begin my worldwide tour, some other people thought of it! CommonCurriculum.com (my favorite, and the one I still use) LessonPlanner.com, Planboard.com, and many others beat me to it. I guess they already had their degrees. ...
The Learning First Alliance's Get It Right campaign spotlights states and communities working hard to get Common Core implementation right. Recently, we did a deeper dive into California's efforts to roll out the standards and are featuring educators' experiences with the process.
As part of this effort, we are pleased to highlight the perspective of Kathy Harris, a teacher in the Piner-Olivet Union School District (where she is currently a Common Core State Standards Implementation Coach with a focus on English Language Arts) for 28 years. From 1998 to 2009 she served as the Regional Director of the California Reading and Literature Project at Sonoma State University. She has done extensive study in the areas of reading, reading readiness, assessment, English language development, school reform, school leadership and professional development. She has also engaged in many field experiences with both teachers and principals, working to improve student achievement through effective professional development, technical assistance and school reform.
Harris has provided professional development in English Language Arts (ELA) and English Language Development for K-12 teachers and administrators throughout the state. She was re-appointed to the California Commission on Teacher Credentialing in November of 2013 and currently serves as Vice-Chair.
Q: When did you first learn about the Common Core State Standards?
Harris: My experience with the Common Core standards started in November of 2009, when I was teaching third grade. I joined the National Council of Teachers of English review panel. We reviewed the draft standards, collaborated with teachers from many states and gave our feedback ...
This piece was co-authored with Dean Vogel, President of the California Teachers Association. It first appeared in the Sacramento Bee. View the original here.
The new school year brings one of the biggest transitions our state’s elementary and secondary education system has ever experienced. As students settle into new classrooms, our teachers are adjusting their instruction to help students meet expectations of the new Common Core state standards. It’s our job – as parents, business leaders, students, community members and educators – to look beyond both the hype and hysteria to ensure that students benefit from thoughtful, locally driven implementation.
Part of the challenge we’re facing is a lack of clear information about what the standards are and aren’t. They emphasize critical thinking, problem solving and inquiry-based learning – what students need to thrive in college and in today’s global economy. Far from prescribing what should be taught or how, the new standards outline what students should know while giving teachers the flexibility to decide how to help each student get there. Under Common Core, there are actually fewer standards, allowing teachers to slow down and students to explore each topic in depth. ...
When we discuss the implementation of new college- and career-ready standards, such as the Common Core, we talk a lot about how teachers can adapt their practice to best help students achieve. And we talk a bit about the important role that principals, superintendents and parents will play in the process.
One stakeholder is rarely mentioned: The school counselor. Yet the adoption of new standards directly impacts their daily work, their pre-service training and their professional learning.
The American School Counselor Association (ASCA) is in the process of updating their Mindsets and Behaviors for Student Success, which identify and prioritize the specific attitudes, knowledge and skills that students should be able to demonstrate as a result of a school counseling program. This document is intended to serve as the foundation for classroom lessons, small group work and activities within a school counseling program, and its newest iteration will be aligned with the Common Core, as well as with other national, state and district level documents.
In a recent e-interview, ASCA Assistant Director Eric Sparks took the time to tell us more about this project and the important role that school counselors play in academic support, as well as how their work is shifting with the adoption of new college- and career-ready standards.
Public School Insights (PSI): What are the topline messages that those in the education community who are not school counselors – such as teachers, principals and parents – should know about the ASCA Mindsets and Behaviors for Student Success?
Sparks: The ASCA Mindsets & Behaviors for Student Success describe the knowledge, skills and attitudes that students need to achieve academic success, college and career readiness and social/emotional development. ...
By Anne Foster, Executive Director, Parents for Public Schools (PPS)
This is the 46th year for the annual PDK/Gallup Poll, a survey that wants to know what the public thinks about their public schools. As usual, there is a lot to absorb from the responses to the questions, and the answers raise more questions that must be answered. Because the poll revisits questions asked in previous years, it is a window to changing opinions about public schools. This year’s poll suggests that Americans aren’t sure they like the Common Core State Standards (CCSS) or even that the federal government should be involved in public schools. Everyone interested in improving public schools, and especially those who consider themselves “reformers”, should pay close attention to this poll – because public education is not something that is “done” to people. The people speaking are the people who own and pay for public schools and whose children are being educated in them. What they think and what they want matter.
Among the 33% of Americans who favor CCSS, they do so because these standards will help children learn what they need to know regardless of their zip code. Common Core was initiated as a way to bring consistently high standards to public schools across the country and to make sure that the quality of a student’s education does not depend on zip code or state ...
Today, the first results of the 2014 PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools were released.* The overall conclusion: Americans aren’t convinced that federal involvement will improve public education.
The report is called Try It Again, Uncle Sam, but some of the topline findings suggest that Get Out of the Way, Uncle Sam may better reflect the public’s views on the federal role in education – as the report notes, a majority of Americans do not support public education initiatives they believe were created or promoted by federal policymakers. Consider:
- 56% of Americans say local school boards should have the greatest influence in deciding what is taught in the public schools
- 60% of Americans who are aware of the Common Core State Standards (CCSS) oppose having teachers in their community use them to guide what they teach
In April, the Learning First Alliance issued a statement urging states to take the proper time to implement the Common Core State Standards. Believing in the potential that the standards have to transform teaching and learning, we worry about rushing to make high-stakes decisions (such as student graduation, teacher evaluation and school performance designation) based on assessments of the standards before they have been fully and properly implemented. So we – in a call that has been echoed by others – urged a transition period during which such high-stakes are removed. And we are pleased to see that places like New York and Washington, DC, are heeding that call.
But when we get that time, how should we best use it to get CCSS implementation right and help students achieve these higher standards?
Last week, we hosted a Twitter Town Hall – hashtag #CCSStime – to start exploring that issue. We were overwhelmed with the participation – more than 600 Twitter users sent out nearly 2,000 tweets during the hour-long event. To quote Eduflack's coverage:
It was the beginning of a very important discussion, all of which can be found at #CCSStime. Why was it so important? Mainly because it was a productive talk on how to get it right, not on urban legends or dreaming ways to short circuit standards that are not going away.
See below for highlights from the conversation ...
By Amber Jimenez, American Federation of Teachers member and ELL teacher in Colville, WA
I like to take the first few weeks of summer vacation to do some serious reflection. I think about the school year and my successes and failures. This helps determine which books I read and classes I attend to help me prepare for the next school year. For the last few years, though, I have also thought seriously about teaching as a profession, how we as teachers are perceived, and how decisions and trends policy makers make affect my teaching practice.
Accountability seems to be the big buzz word these days. Starting with NCLB when I was a new teacher, districts began to take a closer look at student subgroups and became accountable for their success. As an ELL teacher I was happy to see a greater focus on my students’ progress. Yet NCLB’s focus on punishment in the end hurt my students. Because they needed more support, my elementary students lost access to the arts and even core subjects of science and social studies in the push towards reading and math. My high school students also lost out on elective opportunities because they needed to take resource and support classes to improve their test scores. My students were not well rounded and for many of them, the “fun part” of school was lost. Race to the Top wasn’t much better. States are relying on waivers from NCLB to retain funding. My new home state even recently lost its waiver. Our accountability system is up in the air. ...
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!