Friday, February 25, 2011

Rural or Urban Perspective

Perspective . . .

It has been a week since my return from New York City.

One theme that keeps entering my mind is that of perspective. As hard as it is for me to fathom what it must be like to teach in an inner-city school, I imagine it must be as difficult for inner-city educators to fathom a rural district. Much of the talk I hear and read about the condition of education in our nation centers around the urban schools.
Pondering this today prompted me to check a few statistics. . . by sheer numbers I can imagine why us rural folks must seem like a blip on the radar. For instance, in New York City alone there is a student population of 1.1 million in public schools. In Iowa, the number is 468,689 public school pupils as reported in October 2010. Wow. Perspective . . .

And then I wonder, does size matter? People are people, right?

But context does matter. Having a sense of place and knowing that place is central to our being. Certainly there are essential features that exist for educators that are the same no matter which setting of teaching and there are essential characteristics of students no matter which location they may be. But the subtle nuances that influence life in a city versus life in a community of eleven hundred people are distinct and matter; particular to those that live in these areas.

Teacher turnover is an issue I hear about in both urban and rural districts but I wonder how similar the reasons for the turnover might be? I heard those at the conference speak that in urban districts much of that turnover is due to burn-out and not being necessarily prepared for the realities faced in the classroom. That this becomes a retention (to the field) issue. In a recent conversation with an Iowa superintendent of a rural district where educators have two years of mentoring and induction before being permanently licensed, the issue is more of turnover due to wanting a life in a bigger community.

No matter the reason, no matter the location, turnover is an issue for the heart of education: our students. When turnover is high we lose consistency. Our children deserve better. So the vantage point of rural or urban perspective may not be heart of the matter at all. Instead, perhaps it is how we as educators embrace our context and offer our perspective to those we teach.

Wednesday, February 23, 2011

Promises and Pitfalls of Improving the Teaching Profession

This is the conference I attended coordinated by the Education Writer’s Association (and sponsored by the Carnegie Corporation) on February 18, 2011, in New York City.


One of the best resources to use to learn more about it, if you are interested, is the following:


http://bubbler.wordpress.com/2011/02/21/ewa-conference/#comment-17637.




For a "wide open spaces" type of girl, New York City was a stimulating, eye-opening experience.  My flight arrived shortly before 4 pm Eastern time.  When I stepped out of La Guardia to catch a cab the city felt strangely welcoming . . . perhaps it was the 4 pm sun and the promise of a date in Central Park. When I arrived at the Radisson at Lexington and 47th I checked into my 21st floor room and wasted no time in organizing my pack.  Armed with my map, phone, camera, and GPS (which didn't receive signals amongst the skyscrapers), I was off to Central Park.  I was blessed to be in NYC during unseasonably mild temperatures~by 5 pm when I reached the park I viewed a digital thermometer on the top of a skyscraper that read 57 degrees!  The walk was pleasantly easy although I was acutely aware of traffic~largely consisting of cabs~with an incessant and intermittent urgency of motion marked by nearly constant honking. . . almost like its own language.  Lining the perimeter of the park were the horse drawn carriages and then I welcomed the embrace of the green space and rock outcroppings.  I noted no bird life or squirrels in my few hours in the park which I found quite strange.


I walked 5th Avenue back to the hotel and I happened upon FAO Schwartz and I couldn't resist the opportunity to play "Big" on the piano there!  Then I ventured to "Josie's" where I met up with other educators attending the conference: Steve, Ken, David, Mark, Peggy and Ariel.  The conversation was good and the food was excellent!  (I had pumpkin ravioli with asparagus, mushrooms, leeks, tomatoes and shrimp in marsala cream sauce).


The next morning I went to Rockefeller Center and took in the Today Show for 45 minutes before the conference.  What an experience to see Al up close and to have Meredith and Matt wave from the studio as we peered in the window from the street!  Mom thinks she saw me and I am pretty certain I was on at 7:03 and 7:37.  Unfortunately, Erica, my Today show watcher at home, had to be at school for Envirothon practice and missed my debut!


Then the conference.  What an opportunity!  I took in every word and eventually found the opportunity to share my voice . . . that of the rural piece. 


Then after the conference I decided to walk to Times Square.  What a feast for the eyes and senses.  Not sure it was a delightful feast, though.  I was amazed as to the amount of police officers there . . . not sure I have ever felt so safe and vulnerable at the same moment.  Ask me about it sometime . . . 


Then I hailed a cab at 4 am the next morning to return home to the wide open spaces and prairies of Iowa.  There's no place like home . . .

Tuesday, February 22, 2011

Elevating the Prestige of the Teaching Profession

In light of what is happening in Wisconsin my mind wandered today to a comment shared by Kate Walsh, President of the National Council on Teacher Quality, at the EWA/Carnegie Corporation conference I attended Friday, February 18 in New York City.  The gist of her comment was "teaching is the only industry where we seem to downplay being smart as a desired quality in candidates" in reference to teacher preparation.

Sometimes I have that impression but I know there are those of us that do not make that true.  And then I cringe when I think of how many in the profession I have met that share comments like, "I went into teaching because I wanted to coach" or "since I didn't get into med school I figured I might as well just teach" . . .  (sigh)

As a parent I truly want only the best of the best messing with the minds of my child. Teachers have a large part of shaping the minds of young learners and I do not want just anyone offered the privilege to do so.  As a teacher I recognize the awesome responsibility placed upon me to work with the minds of those learners in which I interact.  As a citizen, just as I do not want an ineffective or inexperienced brain surgeon allowed to perform surgery on me or a loved one, I also do not want an ineffective or inexperienced teacher facilitating instruction of students.

So what is our role of educators to promote the profession and push for high standards?

Some of my thoughts include the following:

  • advocating for quality mentors and mentor training for early year teachers
  • encouraging IHE and P-12 conversations to ensure that what goes in is what is needed coming out
  • demanding teachers receive uninterrupted, sufficient periods of time to collaborate
  • respecting ourselves as a profession and promoting a positive image to the public
  • continue to learn professionally each day
  • intentionally planning time to be reflective about our practice
Please join in with your thoughts on what we can do to elevate the prestige of our profession so that we offer the best to our children, the reason we became teachers in the first place . . .

Monday, February 21, 2011

Just What is Effective Teaching?

On Friday, February 18, I had the opportunity to participate as one of 13 educators in the Education Writers Association (EWA) seminar entitled "The Promise and Pitfalls of Improving the Teaching Profession".  I stumbled upon the following tweet on January 11, 2011:

Jason E. Glass
Would be great to have IA represented: RT @: Talking teacher effectiveness in NYC. . FREE!

Three things caught my eye: 1) effectiveness (which is what our TQP grant is designed to develop and ultimately measure)  2) Iowa representation (encouraged and hoped for by our new Department of Education Director)  and  3) FREE!   So I followed the link; learned that Linda Perlstein was seeking education bloggers to attend; and applied.  Shortly thereafter I learned that I was selected to attend.

In addition to the 13 educator bloggers as mentioned above, also attending were representatives from the Carnegie Corporation (sponsoring organization) and Education Writers Association, 38 journalists, and representatives from a variety of organizations as panelists.  With journalists representing such places as the Washington Post, San Antonio Express-News, Wilmington News Journal, Baltimore Sun, the Associated Press, Seattle Times, New York Times and the Harvard Education Letter and educators from New York City, Philadelphia, and Washington, D.C., it was clear me to that I was the only voice for rural education in the room.  Initially I felt I may be even the only Midwesterner but was happy to learn that there were journalists from the Milwaukee Journal Sentinel and the Catalyst Chicago.

Although I am still reflecting on assimilating all the information shared that day, as well as intertwining it with my first-ever visit to New York City, I have a few tidbits to share.
 
The national arena seems to have shifted the conversation about teacher quality (a certified and qualified teacher in every classroom) to teacher effectiveness without necessarily defining what is meant by an effective teacher.  Studies have shown that the single most important element in improving student learning and achievement is the teacher.  The Carnegie Corporation asserted in their opening remarks that the "excellent" teacher is what is sought.  So what is this elusive teacher (whether we use the word quality, effective, or excellent)?
For the work of our grant we have been viewing the definition in "Approaches to evaluating teacher effectiveness: A research synthesis" by Goe, Bell, Little  http://www.tqsource.org/publications/teacherEffectiveness.php 
This asserts that Effective Teachers:
  • Have high expectations for all students and help students learn
  • Contribute to positive academic, attitudinal, and social outcomes for students
  • Use diverse resources to plan and structure engaging learning opportunities; monitor student progress formatively, adapting instruction as needed; and evaluate learning using multiple sources of evidence
  • Contribute to the development of classrooms and schools that value diversity and civic-mindedness
  • Collaborate with other teachers, administrators, parents, and education professionals to ensure student success
Our review of literature asserts that there may be emerging attributes beyond this which we are attempting to incorporate into our model (see previous blog, "Emerging Attributes of Effective Teaching")
 
Throughout the day various people spoke about and around teacher effectiveness.  At the same time I never felt the sense that we all had the same definition from which we were operating.  To me, this is a tragedy.  Not one that cannot be overcome, but one that does not serve the teaching profession well.  The era of measuring effectiveness is upon us.  Until we, as educators, can agree on measurable ways to evaluate our performance and not merely those of our students, then I am not certain we are acting as the true professionals we purport to be.  The time is now for us as educators to clearly articulate what it is that effective or excellent teachers do, before this definition or measurement is thrust upon us from outside.

I welcome your feedback and hope that a discussion can ensue around this notion. 

Wednesday, February 16, 2011

Past, Present and Future Models

Yesterday I posted about the models our research team has developed in hopes of gaining feedback.  The photo I posted in the blog was taken from a PDF developed to create a 4'x4' poster for our initial presentation.  The models are very small in that image so I am posting screen shots taken from each of the three models in hopes that you can see and read these more clearly.



Model of the Past


Model of the Present


Model for the Future




Hoping to hear some feedback!  :)  
      Thank you~





Tuesday, February 15, 2011

Emerging Attributes of Effective Teaching

On Friday, February 11, the Office of Sponsored Programs at UNI offered the 2011 Symposium on Research, Scholarship and Creativity.  Our Teacher Quality Partnership research team created a poster to share during the poster session on the synthesis we are in the midst of preparing that will provide a foundation for our future work with the grant.

You can view a smaller version of the poster here:




What we particularly seek feedback on is the three models arranged at the top of the document.  The review of the past literature about the relationship between student and teacher is reflected in the first.  The second shows what we feel represents the current (in contemporary leadership classrooms) scenario.  The third reflects what we see beginning to emerge as what teaching and learning needs to become.

If you can take the time to offer your thoughts we welcome them here or by commenting at our webpage www.uni.edu/tqp

Monday, February 14, 2011

Bloom where you are . . .

When I arrived at my office this morning I was surprised to find a rock sitting on my mousepad.  This wasn't just any rock but rather one with the words "Bloom where you are" in calligraphy.  Interesting Valentine's Day gift.  And a very intriguing gift considering some of the inner turmoil I have been feeling about my current work and professional growth.

This leads to the question running through my mind . . . a coincidence that this shows up now or was it strategically placed there by someone trying to send a message of reassurance.  The answer is not clear to me but the question has flitted in and out of my mind throughout the day.

Last Friday it was announced that fifty people would have their contracts terminated at Grant Wood AEA, my former place of employment prior to accepting this position in October.  Some of those people I knew and can only begin to wonder what they must be feeling.  My family has inquired about what might that have meant for me had I been there . . . my response is always, when one door is shut, another is opened.  Opportunities arise all the time . . .

So back to the "bloom where you are" . . . Indeed, I do believe I bloom where ever I am.  Sometimes the brilliance of the bloom may depend on the prairie diversity in which you find yourself or from which perspective the viewing is occurring.  Blooming relies on nurturing and nutrients as well as timing.  And for those that refuse not to bloom, transplanting is also an option.

The mild temperatures the past few days does have my mind wandering to the blooming that soon will occur in the spring.  As I sit in my perch (chair) overlooking campus I can see deciduous trees that invariably are readying there buds to burst and I note that the grass, though dormant now, will soon be ready to grow.  It makes me wonder if the skunk cabbage and pasque flowers are blooming and then this leads me to thinking about the hikes I have taken with friends to specific Iowa locations to see these in bloom.

Yes, it is a good thing to bloom where you are.  Happy Blooming to you!

Tuesday, February 8, 2011

Collaboration

Yesterday I was invited to join in a conversation with other UNI grant project leaders about what our grants entailed and anticipated outcomes.  With the loss of earmarks it has been decided that strategic transitioning planning will offer greater opportunity for the university and in the long run may allow us to tear down our silos.  (Paraphrase from Christie Twait).

It was a very interesting meeting and I could see the excitement swell in the eyes of the participants as they saw interconnections and similarities that may offer us all a way to pool resources.  Some of the areas that have potential for this sharing just after the short meeting include: performance assessment methodology, platform for storing electronic data, web design, literacy coaches, survey development.

There are many exciting projects on campus that have potential to effect the effectiveness of education in a variety of ways.  Some of those represented or suggested for inclusion in further discussions were: the Jacobson Center for Comprehensive Literacy, SOAR, Early Childhood Special Education, and CEE STEM.

It is my hope to have many more of these discussions in the future.

Tuesday, February 1, 2011

Engaging Screenagers

"Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school."


I ran across this quote today online in Educational Leadership. . . I could not find to whom to directly attribute this thought, but I know I like it.  This is so true!


Many kids have found engaging ways of learning by experimenting with a variety of online formats and tools.  These "screenagers" are digital natives that have little fear and are willing to spend hours upon hours discovering in front of a screen.


Today happens to be a snow day for many screenagers in the state of Iowa.  With several inches of snow on the ground, more on the way and the winds blowing, the blizzard and winter storm warnings have kept many at home.  To be captivated in a profession that allows me the luxury to work from home is splendid.  Sure there are a few distractions when the kids are home as well, but there are also insights.


For example, take my three children.  They each are absorbed in their own form of screen learning today.


Child one:  Good Morning America, History Channel, Food Channel, Discovery.  From the sound bytes I have caught she now knows about sites to visit in Washington DC, a new meal to try for supper, and what is happening in Egypt.  Hope supper is good!


Child two:  Three friends over competing on some XBox game.  The silence of focused concentration is intermittently broken by giggles, strategy discussions and surprises uttered about onscreen moves. Definitely a social event and team planning as well.


Child three:  Reading a book with iPod in hand for music and Facebook interactions.


Maybe after work I can gather them all together for a game of Monopoly or Yahtzee . . . but they will probably talk me into Wii bowling or Scene It.  The grasp of the digital allure  . . . how best to capture it and engage our teens?  Let them do the talking and the answers may be surprising.


Enjoy your snow day~