In the past, school heads could luxuriate in a Mr. Chips-like existence, focusing primarily on education. Today, they have to be schmoozers who raise funds to pay for costly programs, construction titans who dream up new facilities, and managerial stars who keep students, parents, alumni and teachers mixing smoothly.
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in title, tags, annotations or urlThe Yes Men - 0 views
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Several of Region's High-Profile Private Schools Are Changing Leadership - washingtonpo... - 0 views
www.washingtonpost.com/...AR2009092001805.html
Independent Schools Head of School Superintendent Search
shared by Joellen Kriss on 21 Sep 09
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These are the people that hire the teachers that teach the chilrden. It's an interesting cause and effect kind of relationship: people are less willing to leave their old jobs because they can't hire their own kind of people in the next position, meaning the job will be harder and less of their own. It adds a whole additional dynamic.
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making teachers slower to retire and less likely to shift jobs, and also making it harder to lead a school than in the past.
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This is a really interesting statement and 100% true. School culture after a while becomes a given, so when a new head of school, whether they be of a private school or the superintendent of a public school district, comes in, that hiring board (of directors or of education) needs to now put it out on the table and naturally, things are reassessed in some way. It's kind of a thought provolking idea.
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"A lot of what has been implicit in school culture has to become explicit" when the schools start meeting candidates,
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Branch's total compensation from Georgetown Day, including benefits and expenses, was $442,097 for the year that ended in June 2008. At Bullis, Farquhar's total compensation including benefits and expenses was $336,222. Total compensation for public school superintendents in the Washington region, including benefits and perks, averaged $350,078 in fiscal 2007-08, according to a 2007 Washington Post analysis.
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Paul B. Weinstein | Movies as the Gateway to History: The History and Film Project | Th... - 5 views
www.historycooperative.org/...weinstein.html
film social studies history teaching film in the classroom movies and history movies film and social studies movies and social studies film and history how to use film how to use movies
shared by jbdrury on 09 Oct 09
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Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
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Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
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Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
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Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
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Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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, a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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, a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
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These shortcomings, however, can actually be turned to advantages when students and instructors utilize film as a gateway to history.
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Every student receives a pamphlet I have developed, "History Written With Lightning," outlining the rationale for using commercial film as a historical tool and describing specific elements to be examined for accuracy, such as costumes, sets, chronology, and behaviors (see Appendix B).
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This is a common argument made by those advocating the use of film or TV in the classroom; however I feel it is an extremely valid point. I hope I don't offend anyone here, but FOX news is a great example of why students should be provided with critical thinking skills that are applicable to moving images.
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This assignment I have outlined can be adapted to suit the specific goals of any instructor at college or secondary level. For example, students could be required to consult one or more primary sources as part of their research, or the instructor could assign one or more specific readings to be studied in conjunction with a film. At one time, I matched films with chapters in the course's anthology reader as the starting point for research.
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Because we are so accustomed to the moving image, we sometimes become indifferent to the hidden messages, social content, and meaning of what we watch. In other words, we do not view from a critical perspective.
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Griffith confidently predicted that "in less than ten years...the children in the public schools will be taught practically everything by moving pictures. Certainly they will never be obliged to read history again."
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Presentism is a serious flaw in any film that seriously aspires to present a believable picture of the past.
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Paul Weinstein wrote this article primarily geared towards undergraduate history professors, and how they might use film in their classroom. However, much of this is still applicable for us as secondary social studies teachers. In particular, his Appendix B has a sort of study guide he provides for each of his students at the beginning of the semester to get them thinking about how to analyze film for its historical perspective.