State Superintendent Paul Pastorek, a person who has no experience administering a real school system and who has no actual teaching experience continues his arrogant bullying of experienced and dedicated educators. The proposal before BESE for implementing legislation to convert the school rating system to a letter grade system is the occasion for this latest snub of the recommendations of knowledgeable educators. (click on this link to the Advocate article)
UPDATE ON BESE ACTION !
This update is added to give you the result of the BESE action on the new school grading system voted on 12/9/10. Click here to see the Advocate article. Ignoring the wishes of the Accountability Commission, BESE adopted a motion by Chas Roemer that is even more punitive to struggling schools than that proposed by Superintendent Pastorek. The Roemer plan will penalize schools that have any decline in their SPS by assigning a minus to their letter grade. In addition, schools will get a plus added to their grade only if they meet the State Dept. growth target. The problem with this as I pointed out to Mr Roemer in an email, is that as we approach the year 2014 the growth goal for the low performing schools will become prohibitively high because the scoring system attempts to raise the SPS of all schools to 120 by 2014. The Roemer plan will be very discouraging to the hard working staffs of many schools serving high poverty communities.
Roemer has also been a major advocate of charter schools. I wonder what Roemer will propose to do about the Charter schools in his district that continue to perform at the bottom of the scale. At the same meeting BESE approved the Pastorek plan that will allow “successful” charter schools to indefinitely remain independent of their local school boards, contrary to the stated intent of the original Recovery School District legislation.
Many local Superintendents and other educators on the state Accountability Commission had recommended a system that would allow credit on the grading scale to be given to schools that had exceeded the average performance of schools in their general performance category. The idea was to allow a one letter grade bonus for schools that were showing the most improvement. This system would have allowed schools serving low income communities a chance to get recognition on the grading scale for showing good relative progress.
Superintendent Pastorek has asked BESE to overrule the Accountability Commission which is composed of educators and representatives of the general public, and instead adopt a grading scale that would make it more and more difficult for schools serving poor communities to get a bonus for improvement. His plan would only allow a letter grade increase if the school met the state accountability growth target. Such an improved grade would be listed as a minus grade to show that it was not on the same par as others. Such growth targets are very rapidly becoming more difficult for schools to achieve because they are calculated based on all schools reaching the same arbitrary SPS target of 120 by the year 2014. This means that as we get closer to 2014 the schools serving poorer communities will have very little chance of earning a bonus for improvement because the target SPS will be getting much higher. No matter that the arbitrary goal of 120 is inherently unfair to high poverty schools, Pastorek the politician (not educator) feels he can make more points with the uninformed public by bashing public education. The result of such a policy would be to continue to perpetrate the unfair criticism of teachers and administrators who are dedicated to working in our most challenging schools. How can the parents in these struggling communities who may be working with administrators and teachers to boost the performance of area students feel pride in their school if the goal is unrealistic?
BESE is scheduled to make a decision on which plan to approve at their meeing on Thursday, December 9. Please make your concerns known to your BESE member on this issue.
We cannot improve education in Louisiana by continuing to trash dedicated educators and the students they serve. Our students should not be used as political footballs to help politicians score points with those who would destroy public education.
Wednesday, December 8, 2010
Friday, December 3, 2010
The Most Important Factor In School Success
A new book by Matthew Syed, a columnist for the Times of London and former 3-time table tennis British Commonwealth National champion titled Bounce: Mozart, Federer, Picasso, Beckham and the Science of Success, has reminded me once again of the importance of motivation in the education of young people. (Click on this link to read its Amazon book reviews) This book is intended to show the importance of purposeful, intensive practice in the training of world class athletes and leaders in all fields of human endeavor. But to me, it demonstrates the overwhelming importance of motivation in the education of children in our public school systems. The author explains, with reference to recent scientific studies and specific case histories, the power of the brain to learn and direct the human body to master difficult concepts or skills and to constantly improve performance. He explains how dedication and training has transformed ordinary people into stars in every field of human endeavor.
Every educator could benefit from a better understanding of the almost unlimited potential possessed by all students as described in this interesting book. The many successful case studies provided by Bounce should give us real hope that students, if properly motivated could achieve much more academically. The capacity of the human brain to be trained to learn and hone skills critical to success in life has great implications for education. If educators could harness the tremendous power of motivation that goes into the training of star athletes, or chess-masters, or superb musicians, there are almost no limits to improvements that could be made in the academic achievements of our students!
This book demonstrates that the missing ingredient preventing many students from excelling in educational achievement is proper motivation. Many of our students today are greatly handicapped because their life experiences lack positive role models and adults who can serve as mentors to provide the motivation to excel in school and to prepare for rewarding careers. Many of our students never get to experience the spark that ignites their motivation to excel either in sports, art, or in successful careers.
So who is responsible for the proper motivation of students? When I started teaching over 40 years ago teachers thought their primary responsibility was to present the curriculum material in an appropriate manner. After the concepts or grade level expectations (GLEs) were presented and students given an opportunity to practice and absorb the material, the teacher would test the class and assign grades to each student. It was the student's responsibility to master the required concepts in a particular course to the satisfaction of the teacher. The grade achieved in a particular course and even passing or failing was the student's responsibility, not the teacher's.
Today the responsibility for student achievement is shifting more to the teacher. The state no longer trusts the teacher to set the standards for passing a class or for promotion to the next grade. Also, politicians and some new leaders in education are taking the position that if teachers are paid to teach, then they should be also responsible for the achievement of students. No matter that in the educational process “it takes two to tango”. That is, if a student is not motivated to learn the required curriculum content, no amount of teaching pedagogy or work by the teacher will result in the intended learning by the student! Nevertheless, in today's political environment, it seems that teachers alone are being held responsible for educational results.
Fortunately, there is scientific evidence, also recently documented by learning research, that curiosity about our surroundings is one of our basic human drives. Some scientists believe that all children are born with an internal motivation to learn about the world around them. Unfortunately this does not automatically mean that students are motivated to learn that which the curriculum guide dictates must be learned by all students. If educators cannot make school work relevant in the minds of students, the motivation necessary for success in school will not happen. The students' drive to learn may focus instead on computer games or social media, on cell phone texting, or on other ways of achieving status in the peer group. Often just at the time when engagement of students in school is most critical, (around the middle school level) parents and teachers seem to lose any meaningful influence on the aspirations of many of our students. All students may be ready and able to learn, but not always what educators wish to teach!
The author of Bounce also cites studies by Dweck conducted in 1978 that demonstrate how parents and some educators have unknowingly used counterproductive motivational techniques. The most glaring example of bad motivation is the improper use of praise. These studies show how well meaning parents and teachers in an effort to boost self esteem in children have sometimes resorted to using every opportunity for complimenting children on their superior abilities. The idea is that students confident in their abilities will accomplish more in school. Instead, Dweck's studies show that children who regularly received this kind of unearned praise often became fearful of failure, and as a result applied themselves less and avoided challenging subject matter that could have helped them excel! On the other hand, students who were praised for actual effort and hard work developed a healthy work ethic and performed better over the long run in school and in life.
Experienced educators know that a school's educational climate or culture can have a huge impact on student motivation and performance. I once taught at a high school that was in the process of being converted from a pure magnet school to a combination community school and magnet school. The new plan adopted by the school board allowed any area student to enroll in the school while the school continued to maintain its magnet component. The school had never had to contend with motivation problems and with discipline issues because most students meeting the magnet entrance requirements were properly motivated to succeed and were not interested in disruptive behavior. Unfortunately the school administration and teachers were not prepared to deal with the flood of poorly motivated and often disruptive students that now poured in from the inner city local community. Very quickly the entire atmosphere at the school changed from one with a positive learning environment to one dominated by classroom disruptions, fights and disrespectful behavior toward teachers followed by deteriorating academic performance. It has now been 12 years since the change and the school has lost most of its magnet students and academic performance is now consistently mediocre. In this case, the school board and the administration of the school system have never taken the firm steps necessary to reclaim a positive learning environment at the school, and cannot blame the parents for pulling their students out.
Examples like this all over the state show that if a school is to improve its effectiveness, a large emphasis must be placed on positive discipline and proper student motivation. Educators must connect with parents and students to insure that excellence in academics is the prevailing attitude in the school. We must make certain that all students see school work as extremely relevant in their lives and future success. All schools must build in a program of constant reinforcement of academic goals and of connection of school to life and careers. The school must use goal setting to encourage attainment of important steps toward success in school and in life, and excitement about the achievement of educational goals. Most schools can do a pretty good job of staging pep rallies around sporting events, but how many can create an enthusiastic pep rally promoting academic achievement?
It can be done. But educators need the help of the entire community. Responsibility for student achievement must be shared by everyone in the community including the parents and students themselves. Judges and law enforcement officials must assist in enforcing the mandatory attendance laws. We must provide our students with proper role models, mentors, tutoring and job shadowing. Some schools in Louisiana have created successful school campaigns to accomplish higher scores on the LEAP test, or to improve the ranking of their school on the state school performance scores. One idea that can be borrowed from some of the more successful charter schools is a daily or weekly motivational assembly to emphasize good attendance, good behavior and the attainment of academic goals. There is no reason why the natural enthusiasm and energy of young people cannot be channeled to focus on success in school.
I believe that school motivational efforts are so critical that many of our under-performing schools can never become successful without a major push to change the climate of the school to one that is truly motivating for success. I call on the readers of this blog to send me examples of successful school transformations and motivational campaigns in their local schools so these can be publicized and shared with others. Just send your email comments and suggestions to louisianaeducator@gmail.com
Every educator could benefit from a better understanding of the almost unlimited potential possessed by all students as described in this interesting book. The many successful case studies provided by Bounce should give us real hope that students, if properly motivated could achieve much more academically. The capacity of the human brain to be trained to learn and hone skills critical to success in life has great implications for education. If educators could harness the tremendous power of motivation that goes into the training of star athletes, or chess-masters, or superb musicians, there are almost no limits to improvements that could be made in the academic achievements of our students!
This book demonstrates that the missing ingredient preventing many students from excelling in educational achievement is proper motivation. Many of our students today are greatly handicapped because their life experiences lack positive role models and adults who can serve as mentors to provide the motivation to excel in school and to prepare for rewarding careers. Many of our students never get to experience the spark that ignites their motivation to excel either in sports, art, or in successful careers.
So who is responsible for the proper motivation of students? When I started teaching over 40 years ago teachers thought their primary responsibility was to present the curriculum material in an appropriate manner. After the concepts or grade level expectations (GLEs) were presented and students given an opportunity to practice and absorb the material, the teacher would test the class and assign grades to each student. It was the student's responsibility to master the required concepts in a particular course to the satisfaction of the teacher. The grade achieved in a particular course and even passing or failing was the student's responsibility, not the teacher's.
Today the responsibility for student achievement is shifting more to the teacher. The state no longer trusts the teacher to set the standards for passing a class or for promotion to the next grade. Also, politicians and some new leaders in education are taking the position that if teachers are paid to teach, then they should be also responsible for the achievement of students. No matter that in the educational process “it takes two to tango”. That is, if a student is not motivated to learn the required curriculum content, no amount of teaching pedagogy or work by the teacher will result in the intended learning by the student! Nevertheless, in today's political environment, it seems that teachers alone are being held responsible for educational results.
Fortunately, there is scientific evidence, also recently documented by learning research, that curiosity about our surroundings is one of our basic human drives. Some scientists believe that all children are born with an internal motivation to learn about the world around them. Unfortunately this does not automatically mean that students are motivated to learn that which the curriculum guide dictates must be learned by all students. If educators cannot make school work relevant in the minds of students, the motivation necessary for success in school will not happen. The students' drive to learn may focus instead on computer games or social media, on cell phone texting, or on other ways of achieving status in the peer group. Often just at the time when engagement of students in school is most critical, (around the middle school level) parents and teachers seem to lose any meaningful influence on the aspirations of many of our students. All students may be ready and able to learn, but not always what educators wish to teach!
The author of Bounce also cites studies by Dweck conducted in 1978 that demonstrate how parents and some educators have unknowingly used counterproductive motivational techniques. The most glaring example of bad motivation is the improper use of praise. These studies show how well meaning parents and teachers in an effort to boost self esteem in children have sometimes resorted to using every opportunity for complimenting children on their superior abilities. The idea is that students confident in their abilities will accomplish more in school. Instead, Dweck's studies show that children who regularly received this kind of unearned praise often became fearful of failure, and as a result applied themselves less and avoided challenging subject matter that could have helped them excel! On the other hand, students who were praised for actual effort and hard work developed a healthy work ethic and performed better over the long run in school and in life.
Experienced educators know that a school's educational climate or culture can have a huge impact on student motivation and performance. I once taught at a high school that was in the process of being converted from a pure magnet school to a combination community school and magnet school. The new plan adopted by the school board allowed any area student to enroll in the school while the school continued to maintain its magnet component. The school had never had to contend with motivation problems and with discipline issues because most students meeting the magnet entrance requirements were properly motivated to succeed and were not interested in disruptive behavior. Unfortunately the school administration and teachers were not prepared to deal with the flood of poorly motivated and often disruptive students that now poured in from the inner city local community. Very quickly the entire atmosphere at the school changed from one with a positive learning environment to one dominated by classroom disruptions, fights and disrespectful behavior toward teachers followed by deteriorating academic performance. It has now been 12 years since the change and the school has lost most of its magnet students and academic performance is now consistently mediocre. In this case, the school board and the administration of the school system have never taken the firm steps necessary to reclaim a positive learning environment at the school, and cannot blame the parents for pulling their students out.
Examples like this all over the state show that if a school is to improve its effectiveness, a large emphasis must be placed on positive discipline and proper student motivation. Educators must connect with parents and students to insure that excellence in academics is the prevailing attitude in the school. We must make certain that all students see school work as extremely relevant in their lives and future success. All schools must build in a program of constant reinforcement of academic goals and of connection of school to life and careers. The school must use goal setting to encourage attainment of important steps toward success in school and in life, and excitement about the achievement of educational goals. Most schools can do a pretty good job of staging pep rallies around sporting events, but how many can create an enthusiastic pep rally promoting academic achievement?
It can be done. But educators need the help of the entire community. Responsibility for student achievement must be shared by everyone in the community including the parents and students themselves. Judges and law enforcement officials must assist in enforcing the mandatory attendance laws. We must provide our students with proper role models, mentors, tutoring and job shadowing. Some schools in Louisiana have created successful school campaigns to accomplish higher scores on the LEAP test, or to improve the ranking of their school on the state school performance scores. One idea that can be borrowed from some of the more successful charter schools is a daily or weekly motivational assembly to emphasize good attendance, good behavior and the attainment of academic goals. There is no reason why the natural enthusiasm and energy of young people cannot be channeled to focus on success in school.
I believe that school motivational efforts are so critical that many of our under-performing schools can never become successful without a major push to change the climate of the school to one that is truly motivating for success. I call on the readers of this blog to send me examples of successful school transformations and motivational campaigns in their local schools so these can be publicized and shared with others. Just send your email comments and suggestions to louisianaeducator@gmail.com
Friday, November 19, 2010
Education Funding Battles
It is absolutely critical that educators in large numbers make contact with the Governor, state legislators and members of Congress in an effort to maintain adequate funding for public education. Funding for education is an investment in the future of our state and its citizens, especially its young people. If we allow education funding such as the recent edu-Jobs fund to be transferred to other purposes in the state budget, our children and grandchildren will suffer.
The article in The Advocate points out that Senator Landreu has sent a letter to Governor Jindal requesting that the Edu-Jobs fund be used only for the education purposes described in the legislation. The idea is that present funds going to the MFP should not be removed and supplanted by this new money. That defeats the purpose of the legislation. We applaud Senator Landreu for making this effort. Also, if necessary, local school systems should consider legal action to stop this misappropriation of federal money.
Unfortunately there will be many more battles in the months and years to come to defend the funding of public education, and it is up to those of us who have dedicated our careers to the education of children to fight this battle at every opportunity. Because of the budget and political climate we face, these battles will be especially difficult.
A large part of the problem we face was caused by the partial repeal of the Stelly Plan a couple of years ago by legislators who acted for political reasons rather than for the good of the state. The Stelly Plan passed in the first part of this decade was designed to restructure Louisiana's taxes removing some of the sales tax burden on citizens for purchase of food and medicine and replacing these revenues with a slightly higher income tax. The plan was originally revenue neutral but by its nature was designed to be more of a growth tax to allow Louisiana tax revenues to keep up with inflation pressure on the cost of state services. One example is the increased cost of school employee and teacher retirement, which has been an increasing burden on local school systems. By repealing the growth part of the Stelly Plan, the legislature guaranteed that the state will not be able to properly fund local school systems in the coming years. Thank you to Senator Nevers for suggesting that the Stelly plan tax revenues should be restored to their original level for at least the next few years.
In addition to normal growth of costs, the legislature every year adds unfunded mandates such as the recent law requiring formal evaluations of all teachers each year with the inclusion of student testing results as 50% of the evaluation. Mark my word, this will end up being a totally unnecessary financial burden on all local school systems in Louisiana. This plan will do nothing at all to improve education, and can actually be counterproductive, because it is not based on solid principles of good teaching. With the renewed emphasis by voters to get big government out of our lives, it does not make sense for the State to dictate how teachers should be evaluated by local school boards.
Please for the sake of the children we teach, all educators must maintain constant contact with our governor, legislators, and members of congress to insure adequate funding of education and to prevent the addition of unfunded mandates that do not advance education.
The article in The Advocate points out that Senator Landreu has sent a letter to Governor Jindal requesting that the Edu-Jobs fund be used only for the education purposes described in the legislation. The idea is that present funds going to the MFP should not be removed and supplanted by this new money. That defeats the purpose of the legislation. We applaud Senator Landreu for making this effort. Also, if necessary, local school systems should consider legal action to stop this misappropriation of federal money.
Unfortunately there will be many more battles in the months and years to come to defend the funding of public education, and it is up to those of us who have dedicated our careers to the education of children to fight this battle at every opportunity. Because of the budget and political climate we face, these battles will be especially difficult.
A large part of the problem we face was caused by the partial repeal of the Stelly Plan a couple of years ago by legislators who acted for political reasons rather than for the good of the state. The Stelly Plan passed in the first part of this decade was designed to restructure Louisiana's taxes removing some of the sales tax burden on citizens for purchase of food and medicine and replacing these revenues with a slightly higher income tax. The plan was originally revenue neutral but by its nature was designed to be more of a growth tax to allow Louisiana tax revenues to keep up with inflation pressure on the cost of state services. One example is the increased cost of school employee and teacher retirement, which has been an increasing burden on local school systems. By repealing the growth part of the Stelly Plan, the legislature guaranteed that the state will not be able to properly fund local school systems in the coming years. Thank you to Senator Nevers for suggesting that the Stelly plan tax revenues should be restored to their original level for at least the next few years.
In addition to normal growth of costs, the legislature every year adds unfunded mandates such as the recent law requiring formal evaluations of all teachers each year with the inclusion of student testing results as 50% of the evaluation. Mark my word, this will end up being a totally unnecessary financial burden on all local school systems in Louisiana. This plan will do nothing at all to improve education, and can actually be counterproductive, because it is not based on solid principles of good teaching. With the renewed emphasis by voters to get big government out of our lives, it does not make sense for the State to dictate how teachers should be evaluated by local school boards.
Please for the sake of the children we teach, all educators must maintain constant contact with our governor, legislators, and members of congress to insure adequate funding of education and to prevent the addition of unfunded mandates that do not advance education.
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