Group items tagged

"A combined 63% of Americans want the federal government's role in education either maintained at its current level or increased. The figure is 72% among parents of K-12 schoolchildren. The fact that a majority of Americans are dissatisfied with the status of education today may give added support to an expanded federal role."

Gallup poll results reported Sep-2010 r.e. role of the federal government in education.

This surprised me. Interesting find...

I just wanted to see what would pop up when I Googled role of federal government in education. At the top of search list was link for ed.gov

History on the role of superintendents and perspectives of currrent superintendents on their roles. Emphasis on relational mentoring as an important factor for new superintendents.

Reduction in direct government activities-->more opportunities for students. Really?

An important read for the week on the role of school boards.

We shall see if their actions speak to their words

It is interesting that school board members are only "lukewarm" about certain "structural" changes such as school choice, charter schools, and year-round schooling.

"Some Republicans are so skeptical of the federal role in education that they want to abolish the Education Department." Obama wants to replace the federal metric of adequate yearly progress, known as AYP, with more flexible measures that reward student growth. Yet it remains unclear how the government would force improvement of low-performing schools while getting out of the way of those that excel. Obama wants to replace the federal metric of adequate yearly progress, known as AYP, with more flexible measures that reward student growth. Yet it remains unclear how the government would force improvement of low-performing schools while getting out of the way of those that excel.

"Given the experience to date with an overwhelming focus on student achievement scores as a basis for high-stakes decisions, policymakers would do well to pause and carefully examine the issues that make teacher assessment so complex before implementing an assessment plan. To facilitate such examination, this brief reviews credible research exploring: the feasibility of combining formative assessment (a basis for professional growth) and summative assessment (a basis for high-stakes decisions like dismissal); the various tools that might be used to gather evidence of teacher effectiveness; and the various stakeholders who might play a role in a teacher assessment system. It also offers a brief overview of successful exemplars."

Teacher evaluation is a big topic of our upcoming negotiations. What concerns me most is that some administrators don't complete the triennial evaluations now; how are they going to complete annual evaluations on all staff? So many questions...

This paper examines the roles that various levels of government play through legislation, policy, and other initiatives that support quality alternative education program store connect youth to education and the workplace ..It raises issues for policy makers at all levels to consider in facilitating the development of expanded alternative education pathways, which reduce the number of students dropping out of school and provide well-lit reentry points for those who leave school before obtaining a diploma.

This will be VERY relevant when we discuss the role of special interest groups...

There is no silver bullet...and everyone is looking for just one....money helps, that can't be denied, but until, as the author put it ...there is "hubris", it is all just a power play to be the one who "fixes it" - another addition to a CV or resume. Perhaps folks are looking for a legacy, that I can understand, but the politics of dissent will lead us nowhere.

Goodness gracious- what a mess! Training non-educators in six weekends- throwing money randomly at unresearched projects- coming up with a quick fix to cover up the quick fix that didn't work?!?!? What are they THINKING!?!?

"Like Gates, we feel the US must address the inadequacies in our education system, specifically those that propagate inequalities in our society. However, we caution using global competitiveness as an impetus for education reform - not because we do not believe in maintaining our forward thinking leadership role on the world stage. But rather because such language edges education dangerously close to being about the production of a marketable workforce serving corporate interests instead of about the cultivation of a critically thinking global citizenry serving the advancement of humanity. In place of the language of competition, we would suggest a language of equal opportunity and cooperation."

From the Brown Center on Education Policy at Brookings, a think tank, a group of researchers review the accessibility of data on charter schools and the federal government's recent push towards this growing trend.

Defines the role of the General Assembly within the DOE and lists all Bills and Resolutions. Searchable database.

VA's Code of Virginia's explanation of the role of the Attorney General in educational reform - opinions may be only asked on him/her in writing by specific members of the Commonwealth

I'm not sure how I feel about this blog. Part of me says "Oh no!" while the other part says that we need to make education accessible but we would be better served to go with a more individualized approach. Right now it feels as though we often cater to the lowest common denominator which is not fair to anyone. Can we learn something from the operations concept of mass customization? Educators--feedback please!! I'd love to hear what your experience tells you r.e. these issues.

I am intrigued if not in full agreement with this piece by Kolb. He makes good points about a national baccaulaureate exam...it's true, algebra is algebra, grammar is grammar, in all 50 states. Some of our colleagues would disagree that we need primarily focus on the best and the brightest and that those who are not ready to learn should be sequestered until they are (paraphrasing here). He says, "We really aren't serious as a nation when it comes to education," but I think that we are fast approaching a time when (I hope) it becomes a primary focus of our political debate (from Candy).

What we can learn from England - Findings of a longitudinal study that explored the impact of recent educational reforms in England on the nature of the relationship between headteachers and lay school governors. Recent legislation has increased governors' and consumers' power and reduced the power of the "producers" of education. Governors are members of school governing bodies who have volunteered to work with headteachers in school administration. Findings indicate that the governor/headteacher relationship is not a consensual one. Factors inhibiting the development of a partnership include the micropolitical nature of school governance; the emerging organizational cultures of governing bodies; the loose coupling of governing bodies to schools; the differences between heads and governors about power; the complex and ambiguous nature of reform legislation; and cultural factors, such as race, gender, and ethnicity. The question is raised whether community involvement should extend to nonprofessionals taking a key role in educational decision making and policy formation.

Research syntheses r.e. a superintendent's role in education policy by REL-NEI

The author questions Cathie Black new role as NYC chancellor. Raises argument of who is better suited to lead schools based on previous career experiences. Perhaps the most objectionable aspect of the corporate takeover of public education is the implicit assumption that business leaders know what they're doing and the rest of us don't.

Details about research on the impact school performance has on how people vote for school board members. The authors conclude "If voters do not cast out incumbents when local school performance is poor, they forfeit that opportunity. As debate continues over components of NCLB, policymakers should consider whether it is realistic to assume voters will in fact use the polls to drive school improvement."

"five factors as either a moderate or great barrier in their pursuit of the superintendency: (a) absence of "old-boy network," support systems, or sponsorship; (b) lack of awareness of political maneuvers; (c) lack of role models; (d) societal attitudes that Blacks lack competency in leadership positions; and (e) no formal or informal method for identifying Black aspirants to administrative positions. "

Another article on the same topic posted below. Micropolitics certainly plays a role in how people choose to define "seniority."