Group items tagged

Interesting that "Special Education" allegedly means higher-than-average and lower-than-average performing students. Yet the funding for some states does not even exist!

Germans do not use lay governance - This paper presents findings of a study that explored the governance and administration of elementary and secondary schools in Bavaria, in the Federal Republic of Germany. The sample included 12 Bavarian schools--3 each of the following 4 types of schools--elementary (Grundschulen) and secondary (Gymnasien, Realschulen, and Hauptschulen). Data were gathered from interviews with school principals or headmasters and some administrative staff, observation, and document analysis. Findings showed that the selection process for teachers in Germany is much more rigorous than in the United States. Principals are experienced classroom teachers with proven ability who continue to teach. In addition, the entire district apparatus is missing; there are no superintendents, lay boards of education, and so forth. Bavarian schools appear to function extremely well within a framework of fairly tight external control, while enjoying strong professionalism among educators and freedom from the micromanagement that all too often plagues their American counterparts. Findings underscore the need for fundamental and systemic reform in the United States; high student achievement must be preceded by advances in teacher professionalism.

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.

A very positive view of Teach for America and the ability of that organization to improve educational outcomes. George Will makes some bold claims and doesn't substantiate them. "Until recently...it seemed that we simply did not know how to teach children handicapped by poverty and its accompaniments - family disintegration and destructive community cultures. Now we know exactly what to do."

READ THIS - to help in understanding the question posed to us this week!

I really appreciated how the authors delineated at what level each of the functions should reside--e.g. they explained that books should be bought at the intermediate level because States are close enough to the schools to understand the unique needs of the local area but far enough away to avoid collusion. It helped to put things in perspective.

If everyone agrees that teachers are important... why do they think that demoralizing them will improve students' experience and performance in school?

Based on feedback from graduate students - most of whom are currently employed as full-time teachers; the stressors seem to be increasing in number and intensity

"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. "

Discusses what attributes are held by strong leaders based on evidence based policy. Mentions that leadership is heavily influenced by "the principal's core personal values and by the development of a shared orgaizational values base".

Seems like a great idea, but it might not be the best use of funds in a school district that has to cut back on programs that impact classrooms during normal school hours.

Latest research from Harvard indicates that pay-for-performance did not effect student achievement or other measures. Questions about the effectiveness of the design of the bonuses still linger.

These new guidelines from the Virginia Board of Education are a perfect example of passing the buck....when the board initially created these guidelines in January, they were very explicit and strict and there was a lot of backlash to it.(http://www.doe.virginia.gov/boe/meetings/2011/01_jan/agenda_items/item_j.pdf) Now if you read the March guidelines, you can clearly see that the board is now asking local boards to define and create policies regarding social networking interactions between students and staff. Seems similar to feds asking states to define mandates, doesn't it?

Scary...

I know the class is over, but this is a good one.

Sadly, they are everywhere. Thankfully, the McKinney-Vento laws protect them.

So the school boards and their constituents know that consolidation would reduce costs and the people don't want to pay higher taxes... yet there is reluctance to consolidate small districts (those with approx 500 students) because of unique needs (hmmm is this "code" for something?) and because the constituencies don't like the idea of a state mandate. So, let's see... whose interests are they protecting?

Gerard Robinson (the Secretary of Education in Virginia) joined Chiefs for Change... along with a number of other governors from the south. Oh, yes and Chris Christy.