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Brendan McIsaac

Teacher Evaluation Systems Not Fully Supported In Many States: Center For American Prog... - 0 views

www.huffingtonpost.com/...hlights-challen_n_2124293.html

EE4NJ

shared by Brendan McIsaac on 29 Nov 12 - No Cached
  • Most state reform statues have established hasty timetables for the implementation of new teacher-evaluation systems — timetables all states are struggling to meet. HPAds.adSonar(1523709,2259768,300,250); adsonar_placementId=1523709;adsonar_pid=2259768;adsonar_ps=-1;adsonar_zw=300;adsonar_zh=250;adsonar_jv="ads.tw.adsonar.com";Still, arguably the biggest challenge posed by these mandated evaluation reforms is that the majority of teachers do not teach in tested subjects or grades, and as a result standardized student achievement data is not available to be used in their ratings.
  • Furthermore, states must concentrate on providing what districts cannot, and education agencies should adjust their implementation timelines to align with the needs and resources of their particular state. Lastly, states must think long term about how to provide administrators with the training, technical expertise and field experience needed to address the current human-capital challenges affiliated with teacher evaluation reform. Loading Slideshow School Supplies<strong>91 percent</strong> of teachers buy basic school supplies for their students.Food<strong>2 in 3</strong> teachers <strong>(67%)</strong> purchase food or snacks to satisfy the basic nutritional needs of their students -- even ones who are already enrolled in their schools' free or reduced-price meal program. Clothing<strong>1 in 3</strong> teachers purchase clothing for children, including jackets, hats and gloves <strong>(30%)</strong> or shoes and shoe laces <strong>(15%)</strong>.Toothbrushes<strong>18 percent</strong> of teachers purchase personal care items, such as toothbrushes and sanitary products.Hygiene ProductsNearly <strong>1 in 3</strong> teachers <strong>(29%)</strong> purchase items such as toilet paper and soap that their school cannot provide enough of due to budget cuts. Field Trips<strong>More than half</strong> of all teachers have paid the costs of field trips for students who couldn't afford to participate otherwise.Alarm Clocks<strong>Several teachers</strong> reported purchasing alarm clocks for students. Due to work schedules or family circumstances, guardians were unable to wake their children for school, which led to absences and academic underperformance. Teacher Spending On Students1 of 8 Hide ThumbnailsAlamyNext Share TweetFullscreen1 of 8Play AllSchool Supplies91 percent of teachers buy basic school supplies for their students. Like Dislike8 Points10 likes, 2 dislikesAdvertisement× #hp-slideshow-wrapper-246322 .hp-slideshow-wrapper-loading-div{ font-family:Arial
  • Brendan McIsaac on 29 Nov 12
     
    This is the struggle I was outlining the other day
Tom McHale

Life Lessons Learned: The National Teachers Initiative : NPR - 0 views

www.npr.org/...e-national-teachers-initiative

shared by Tom McHale on 27 Sep 11 - No Cached
  • Tom McHale on 27 Sep 11
     
    StoryCorps is honing in on lessons about learning with a new project for the academic year, called the National Teachers Initiative. It'll feature conversations with teachers across the country - teachers talking to each other, students interviewing the teachers who changed their lives, and more. "I think there is no higher calling than being a public school teacher in this country," StoryCorps founder Dave Isay tells Weekend Edition Sunday host Audie Cornish. "Teachers are feeling under attack and underappreciated," Isay says. "We want to do our part over the next year to turn that around."
Tom McHale

So You Want to Create a Teacher-Powered School? Five Things to Know - Education Week Te... - 0 views

www.edweek.org/...-create-a-teacher-powered.html

shared by Tom McHale on 10 Feb 17 - No Cached
  • Tom McHale on 10 Feb 17
     
    " I finally took my first tangible steps toward exploring teacher autonomy by applying for an Ignition Grant to attend the Teacher-Powered Schools National Conference in Los Angeles in late January. The grant is for teacher groups who are interested in learning more about the teacher-powered model, which is defined as schools or programs in which teachers have the autonomy to make design and implementation decisions. Long story short: We received the grant and found ourselves immersed in a small sea of like-minded educators-educators who not only envision an educational approach more effective for their students, but have the courage, the heart, and the wisdom to make it a reality. Here are my top five takeaways from the conference."
Tom McHale

It's Time to Rethink School Schedules, Report Says - Teacher Beat - Education Week - 1 views

blogs.edweek.org/...t_its_time_to_rethink_sch.html

shared by Tom McHale on 13 Sep 18 - No Cached
  • Tom McHale on 13 Sep 18
     
    "Much of a teacher's day is devoted to instruction, with precious little time set aside for collaborating with colleagues, planning lessons or reflecting on practice, according to a new report from the Center for American Progress. The authors of "Reimagining the School Day" point out that U.S. educators spend far more time teaching lessons and less time planning them than educators in other top-performing countries. In a typical work week, U.S. teachers spend about 27 hours delivering lessons, compared with their counterparts in Singapore, who teach 17 hours each week, or to teachers in Finland, who log 21 hours a week. The authors cite a survey of 120 U.S. school districts that shows that just 45 minutes of a typical teacher's 7.5-hour workday is dedicated to planning. What's more, the authors say, teachers could benefit from observing each other, but there's no time built into the school day to do such observations. Unless, that is, schools begin to rethink the school day. The report highlights five schedules that aim to revamp how teachers spend a typical school day. All the schedules include more time for teachers to work together to plan lessons, flexible instruction blocks that allow teachers to tailor instruction to students' particular needs, and opportunities for small-group instruction and student-directed learning."
Brendan McIsaac

Education Week Teacher: Grade Changes: Using Marks to Motivate Students - 1 views

www.edweek.org/...tln_kinser.html

teacher grade students measures achievement

shared by Brendan McIsaac on 06 Dec 12 - No Cached
Jessica Long liked it
  • There is often truth to these statements. But I have come to believe that great teachers accept responsibility for motivating their students. The most effective educators establish an environment where kids not only want to succeed but feel that they can. Here are several ideas teachers can implement to transform grading practices for motivational purposes while protecting the rigor of instruction:
  • Brendan McIsaac on 06 Dec 12
     
    A few years ago, my principal called me into his office and explained that too many students were failing my honors language arts class. I deflected his comments as no fault of my own. "They're not putting in the effort it takes to master the content," I said. "It's an honors class." How many teachers have had similar conversations and responded defensively like I did? But I taught the material! The kids aren't trying … don't have the basic skills … didn't meet deadlines … need to learn responsibility. And so forth. There is often truth to these statements. But I have come to believe that great teachers accept responsibility for motivating their students. The most effective educators establish an environment where kids not only want to succeed but feel that they can. Here are several ideas teachers can implement to transform grading practices for motivational purposes while protecting the rigor of instruction:
Tom McHale

Seven Steps to Make Your Classroom More Like a Google Workplace - Teaching Now - Educat... - 0 views

blogs.edweek.org/...t_can_teachers_learn_from.html

classroom culture

shared by Tom McHale on 03 Feb 17 - No Cached
  • Tom McHale on 03 Feb 17
     
    "What can teachers learn from the workplace culture of companies like Google? A new paper suggests that one way to improve students' happiness and performance is to revamp the classroom to look more like one of the United States' top companies.  Heather Staker, an adjunct researcher for the Christensen Institute, a nonpartisan think tank that focuses on innovation, authored a white paper that gives teachers a guide to creating higher-performing, happier classrooms in seven steps. The 81-page "playbook for teachers" includes three case studies-a mixed-income public school, a low-income charter school, and an independent affluent school-that show how teachers from all backgrounds and of all grade levels can make their classrooms look more like the highest-ranked workplaces."
Tom McHale

Responding to Student Writing - and Writers | Harvard Graduate School of Education - 2 views

www.gse.harvard.edu/...ng-student-writing-and-writers

shared by Tom McHale on 13 Feb 17 - No Cached
  • Tom McHale on 13 Feb 17
     
    "Sommers has been researching teacher response to writing for decades. "If teaching involves leaps of faith," she says, "responding is one of the greatest leaps because we have so little direct evidence of what students actually do with our comments, of why they find some useful and others not." Her key advice? A teacher's response to a student's work can play a leading role in the student's development as a writer - but to leverage that potential, a teacher needs to understand where and how much to comment, and how to engage the student in the feedback process. GETTING IT WRITE: SIX WAYS TO TEACH THROUGH COMMENTS To avoid these issues - and to stave off comment overload - Sommers suggests that teachers begin by asking themselves, "What do I want my students to learn, and how will my comments help them learn?" A teacher can write seventeen comments on a short draft, but a student probably won't learn seventeen different lessons. Sommers advises teachers to:"
Tom McHale

I Lie About My Teaching - The Atlantic - 0 views

www.theatlantic.com/...375099

shared by Tom McHale on 21 Mar 17 - No Cached
  • Tom McHale on 21 Mar 17
     
    "Teachers self-promote. In that, we're no different than everyone else: proudly framing our breakthroughs, hiding our blunders in locked drawers, forever perfecting our oral résumés. This isn't all bad. My colleagues probably have more to learn from my good habits (like the way I use pair work) than my bad ones (like my sloppy system of homework corrections), so I might as well share what's useful. In an often-frustrating profession, we're nourished by tales of triumph. A little positivity is healthy. But sometimes, the classrooms we describe bear little resemblance to the classrooms where we actually teach, and that gap serves no one. Any honest discussion between teachers must begin with the understanding that each of us mingles the good with the bad. One student may experience the epiphany of a lifetime, while her neighbor drifts quietly off to sleep. In the classroom, it's never pure gold or pure tin; we're all muddled alloys. I taught once alongside a first-year teacher, Lauren, who didn't grasp this. As a result, she compared herself unfavorably to everyone else. Every Friday, when we adjourned to the bar down the street, she'd decry her own flaws, meticulously documenting her mistakes for us, castigating herself to no end. The kids liked her. The teachers liked her. From what I'd seen, she taught as well as any first-year could. But she saw her own shortcomings too vividly and couldn't help reporting them to anyone who'd listen. She was fired three months into the year. You talk enough dirt about yourself and people will start to believe it. Omission is the nature of storytelling; describing a complex space-like a classroom-requires a certain amount of simplification. Most of us prefer to leave out the failures, the mishaps, the wrong turns. Some, perhaps as a defensive posture, do the opposite: Instead of overlooking their flaws and miscues, they dwell on them, as Lauren did. The result is that two classes, equally well taugh
Tom McHale

Rethinking Data: How to Create a Holistic View of Students | MindShift | KQED News - 0 views

ww2.kqed.org/...te-a-holistic-view-of-students

shared by Tom McHale on 10 Feb 17 - No Cached
  • Tom McHale on 10 Feb 17
     
    "Most teachers make an effort to get to know their students, and many regularly distribute surveys at the start of each school year to speed up that process. The problem is, most teachers read these surveys once, then file them away. Sure, they might have every intention of returning to the surveys and reviewing them later, but far too often, that time never comes. We rely on our day-to-day interactions for relationship building, and although we get to know some students quite well this way, others just fade into the background. A 360 Spreadsheet is a place for teachers to store and access the "other" data we collect on our students, giving us a more complete, 360-degree view of each student. It's a single chart that organizes it all and lets us see, at a glance, things we might otherwise forget. Many teachers already keep track of students' birthdays. Think of this as a birthday chart on steroids. Figure 10-1 is just one possible version of a 360 Spreadsheet:"
Tom McHale

Good teaching, poor test scores: Doubt cast on grading teachers by student performance ... - 1 views

www.washingtonpost.com/...3-bda1-9b46b2066796_story.html

shared by Tom McHale on 15 May 14 - No Cached
  • Tom McHale on 15 May 14
     
    "In the first large-scale analysis of new systems that evaluate teachers based partly on student test scores, two researchers found little or no correlation between quality teaching and the appraisals teachers received. The study, published Tuesday in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association, is the latest in a growing body of research that has cast doubt on whether it is possible for states to use empirical data in identifying good and bad teachers."
Tom McHale

Revolving Door Of Teachers Costs Schools Billions Every Year : NPR Ed : NPR - 0 views

www.npr.org/...dden-costs-of-teacher-turnover

shared by Tom McHale on 01 Apr 15 - No Cached
  • Tom McHale on 01 Apr 15
     
    "Ingersoll studies teacher turnover and retention at the University of Pennsylvania. One of the reasons teachers quit, he says, is that they feel they have no say in decisions that ultimately affect their teaching. In fact, this lack of classroom autonomy is now the biggest source of frustration for math teachers nationally. I spoke with Ingersoll to ask him about his research and what schools can do to fix the problem."
Tom McHale

5 Powerful Ways to Save Time as a Teacher | Cult of Pedagogy - 0 views

www.cultofpedagogy.com/40hour

shared by Tom McHale on 08 Jan 16 - No Cached
  • Tom McHale on 08 Jan 16
     
    "It's called the 40-Hour Teacher Workweek Club, developed by my friend, Angela Watson, an outstanding education blogger and consultant who can be found at The Cornerstone for Teachers. She has created a systematic approach to help teachers shave hours off of their work week and get a whole lot more balance in their lives."
Tom McHale

The Five-Paragraph-Theme Blues and Writing for Real | Teachers, Profs, Parents: Writers... - 0 views

writerswhocare.wordpress.com/...eme-blues-and-writing-for-real

writing

shared by Tom McHale on 10 Mar 17 - No Cached
  • Tom McHale on 10 Mar 17
     
    "Forty-four years later, I wonder how he would have responded to my paper, and I am still singing the five-paragraph-theme blues, having fought the template's rigid lessons ever since.  I also know, from what scores of college students have reported to me (and from students Jennifer Gray interviewed), that it also gets in the way of other writers. Conversely, students tell me that what interests them in writing is teachers engaging them in real composing problems: Giving choice in topic; experimenting with different kinds of writing for a variety of audiences and purposes; and providing opportunities for thoughtful, in-process feedback from multiple sources-teachers, parents, peers, and others. (See post by  Ken Lindblom for more suggestions.) And the more students are interested in writing, the more motivated they are to improve, just as my neighbor who spends hours, weeks, and months on his skateboard wants to get better at his skateboarding skills-falling off, sometimes dramatically, but always getting back up and trying again.  He's interested in skateboarding, is willing to concentrate on that, and has gotten pretty good.  In the same way, if we get our students interested in their writing, they too will develop their writing skills.  From amazing teachers like Donald Graves and Donald Murray, Nancie Atwell, Kelly Gallagher, and Penny Kittle, we have a wealth of ideas about how schools can nurture joy and purpose in novice writers and how we can bring authentic writing experiences into our classrooms."
Tom McHale

4 Things Great Principals Don't Do - Teacher-Leader Voices - Education Week Teacher - 0 views

blogs.edweek.org/...things_great_principals_d.html

shared by Tom McHale on 15 Oct 17 - No Cached
  • Tom McHale on 15 Oct 17
     
    "The true beauty in leadership is being able to discern when to pull back and not give teachers things they don't need. There is a balance that great principals learn, and because of that balance, they generally have happy teachers in their classrooms. My favorite principals have intentionally held back four things that I never wanted or needed. "
Tom McHale

It's Teacher Appreciation Week. Why some teachers don't exactly appreciate it. - The Wa... - 1 views

www.washingtonpost.com/...ers-dont-exactly-appreciate-it

shared by Tom McHale on 03 May 16 - No Cached
  • Tom McHale on 03 May 16
     
    "What teachers say they really need isn't free food and a once-a-year exercise in flattery. What they want, they say, is for their profession to be respected in a way that accepts educators as experts in their field. They want adequate funding for schools, decent pay, valid assessment, job protections and a true voice in policy making."
Tom McHale

Students Learn Best from Inquiry, Not Interrogation - 0 views

www.middleweb.com/...from-inquiry-not-interrogation

inquiry questioning

shared by Tom McHale on 10 Feb 17 - No Cached
  • Tom McHale on 10 Feb 17
     
    "Inquiry or interrogation? What if you asked your students which of these best describes their experience with classroom questioning? How do you think they would respond? My colleague Beth Sattes and I have posed this question to a wide range of students. The majority choose "questioning as interrogation" as the best fit for their experience. What makes them feel this way? Many believe that teachers ask questions to surface "right" answers, which students fear they don't know. Others think teachers ask questions mostly to find out who is paying attention - or not! Almost all students view follow-up questions as attempts to keep them on the "hot seat" and embarrass them for not knowing. And most perceive classroom questioning to be a competition that pits students against one another - Whose hand goes up first? Who answers most frequently? Very few students understand questioning as a process for collaborative exploration of ideas and a means by which teachers and students alike are able to find out where they are in their learning and decide on next steps. This is one of the primary themes running through our work."
Cathy Stutzman

Writing Center - CHSN English Department - 2 views

sites.google.com/...writing-center

writing WritingCenter CHSN

shared by Cathy Stutzman on 02 Feb 11 - No Cached
  • Cathy Stutzman on 02 Feb 11
     
    This is the site for a student-staffed writing center at Clarkstown High School in NY. It began as a teacher-staffed center, but it became too burdensome for teachers alone to help the high volume of kids, so they brought in peer tutors. Now it is almost entirely student run. Now there is at least one teacher in the center at lunch and after school, but he or she works as a mentor to the student tutors. 
Cathy Stutzman

BTR | Shows & Blogs - 0 views

m.blogtalkradio.com/profile.aspx

writing WritingCenter NWP

shared by Cathy Stutzman on 02 Feb 11 - No Cached
  • Teachers and writers together: A look at student-staffed writing centers Join us for the first of two programs where we take a look inside student-staffed writing centers from schools around the country. We’ll hear about what makes a writing center work and visit with guests -- including students -- who will ... 60 Min  10/28/2010   listen: play   comments (0)
  • Cathy Stutzman on 02 Feb 11
     
    The first program on the list, "Teachers and writers together: A look at student-staffed writing centers" is a great resource for peer tutoring from the National Writing Project. Offers suggestions and strategies for bringing students onto the staff at our writing center. Also shares benefits for peer tutors.
Tom McHale

5 Movement Strategies That Get Students Thinking - 1 views

www.teachthought.com/...rategies-get-students-thinking

shared by Tom McHale on 11 Dec 15 - No Cached
  • Tom McHale on 11 Dec 15
     
    "I know that as a former English teacher, movement found its way into many of my "special" lessons, but it was often a missing ingredient of daily instruction. When the main focus of a lesson was reading and writing (as many are in the English classroom), movement was minimal. I've included some strategies that teachers of any content area can use to integrate movement into lessons.  When you have a lesson that looks "sedentary," integrating one of these strategies will surely increase students' learning and engagement."
  • Tom McHale on 11 Dec 15
     
    "I know that as a former English teacher, movement found its way into many of my "special" lessons, but it was often a missing ingredient of daily instruction. When the main focus of a lesson was reading and writing (as many are in the English classroom), movement was minimal. I've included some strategies that teachers of any content area can use to integrate movement into lessons.  When you have a lesson that looks "sedentary," integrating one of these strategies will surely increase students' learning and engagement."
Tom McHale

Lawsuit Seeks Disclosure in Red Scare Purges of Teachers - NYTimes.com - 0 views

www.nytimes.com/...16teachers.html

Crucible nonfiction

shared by Tom McHale on 23 Jun 14 - Cached
  • Tom McHale on 23 Jun 14
     
    "Fifty-seven years later, Irving Adler still remembers the day he went from teacher to ex-teacher at Straubenmuller Textile High School on West 18th Street. It was the height of the Red Scare, and the nation was gripped by hysteria over loyalty and subversion. New York City's temples of learning, bursting with postwar immigrants and the first crop of baby boomers, rang with denunciations by interrogators and spies."
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