Group items matching

in title, tags, annotations or url

"The New York Regents are the masters of the non-response response.  The day after they published their recommendations entitled Adjustment Options to Common Core Implementation, this was the Newsday headline: Pullback on Common Core: Regents Delay Tougher NY Test Requirements for High School Students Until 2022. That headline on Tuesday came from the Regents' third recommendation: "Give students more time to meet the Common Core standards." That sounds impressive until you discover that nothing was pulled back at all."

The National Education Association recently passed some kind of resolution to oppose TFA sending corps members to cities that are not suffering teacher shortages. This, of course, was the original intention of TFA. We are not supposed to take jobs away from people who are planning to become career teachers - just to go where we are most needed.

We know, as administrators, we set the tone in our buildings or districts. Some of us set a positive tone and others set a rather negative one. We all have tough jobs where we have to communicate effectively with parents, students and teachers. The level of difficulty increases depending on the size of our student population, age of students, and whether you are in an urban, suburban or rural setting. Although I understand the life of an administrator, I worry that we have not been communicating well enough with those who control our fate through high stakes testing.

This links to a Word file.

Los Angeles Unified Supt. John Deasy addresses administrators and says they must take more responsibilities; he also promises to help free them from bureaucratic restraints.

In trying to improve American public schools, educators, policymakers, and philanthropists are overselling the role of the highly skilled individual teacher and undervaluing the benefits that come from teacher collaborations that strengthen skills, competence, and a school's overall social capital

This message from Commissioner King looks more in-depth at the Common Core, data-driven instruction, educator practice, and network teams.

In "It's Poverty, Not Stupid" I proved that we should seek to raise the achievement of all students, but that our national focus should be on our poorest, under-resourced schools and students, who are the reason for our "average" international ranking. The following post includes excerpts from an article by Marcus Pohlman in the Washington Post and by my personal experiences leading two high-poverty schools