Thursday, June 7, 2012
Cheating on Standardized Tests
It seems that I only get the bug to blog when I see a story on the news or somewhere in print that infuriates me! I was watching the news last night, when I saw a story about a very publicized principal in Denver. This person had "turned a low performing school around". They were featured nationally in stories touting how fantastic their curriculum, teachers, students, etc. were. (I am not saying anything negative about these people, trust me)...
So the story last night discussed how this principal was caught changing answers in multiple student test booklets. That is why their scores were so good and had grown so much...This person has been fired and, I am sure will have to pay back any "performance pay" that they had recieved in the past. What I find so interesting is that the news shows this story, and then cuts to children from the school who say they want this man back in the building, as he brought them all together and created a community of trust, and that he is a really good guy who they can't believe would do this. So what made him do this? Pressure maybe...Performance pay and standardized testing...Lack of community support?
What do you think will happen when teachers/administrators jobs are on the line in the future? Do you think this will be a one time occurance? Is everyone going to be honest???
As much as it pains me to say this, I really believe this is just the first of many stories that will start coming out due to the unrealistic pressures put on schools today. I believe schools are underperforming...But creating more pressure for teachers, in a society that does not value education seems ridiculous to me. There is little support at home. Period. Without support, teachers have very little hope of reaching all of these goals. Yes, teaching is their job. TEACHING. Not babysitting, not making sure kids are fed, not dealing with bullying...TEACHING. However, this is not what teachers are doing. They are babysitting, they are feeding and loving all these children, they are dealing with bullying...They are overstressed and underfunded. It is ridiculous to think they can do it all.
Wednesday, February 29, 2012
New Math Adoptions
Well, I know I haven't blogged in a while. I just haven't had any reason to. I am no longer active in the sales world for math. However, in the last 3 weeks I have received multiple emails from a district I used to work in. They are in the process of a math adoption. Any teacher knows that this is not a fun time. You have teachers who love each program, for their own reasons. And none of them are wrong. REALLY, they have reasons they like certain programs. Nothing that is said can change that. However, it is appalling to me that ease is a reason to keep a math program. "It will be easier, to keep the current program." Are you kidding me???? Seriously???
First off, the only reason to keep a program is if it is effective for your children. THE ONLY REASON. This means, test scores are going up, kids are becoming proficient, and math is flourishing in your building. If that is happening, keep the program...But odds are, if you are looking for a new adoption, that isn't happening.
Secondly, all adoptions are hard. It doesn't matter what program you choose. You are going to struggle implementing it. But I have always said at inservices or just talking with people, that the struggle is worth it. Those kids learning is the whole point of this process. Playing the safe route only benefits the teachers.
Third, do your research. Don't let the salesperson make your choice. It's there job to make their program sound perfect. NO PROGRAM IS PERFECT. NONE. If that was out there, everyone would be using it...There is a reason states are banning certain texts. There is a reason certain math programs are in the news. Read up. Look at the pros and cons. If you don't know how to do that, contact me or someone you know and trust to help with it. Really, our children are too important to take these decisions lightly.
And finally, don't let the few loud teachers make the choice. Everyone needs to be involved. Contact me if you need anything...PLEASE...
First off, the only reason to keep a program is if it is effective for your children. THE ONLY REASON. This means, test scores are going up, kids are becoming proficient, and math is flourishing in your building. If that is happening, keep the program...But odds are, if you are looking for a new adoption, that isn't happening.
Secondly, all adoptions are hard. It doesn't matter what program you choose. You are going to struggle implementing it. But I have always said at inservices or just talking with people, that the struggle is worth it. Those kids learning is the whole point of this process. Playing the safe route only benefits the teachers.
Third, do your research. Don't let the salesperson make your choice. It's there job to make their program sound perfect. NO PROGRAM IS PERFECT. NONE. If that was out there, everyone would be using it...There is a reason states are banning certain texts. There is a reason certain math programs are in the news. Read up. Look at the pros and cons. If you don't know how to do that, contact me or someone you know and trust to help with it. Really, our children are too important to take these decisions lightly.
And finally, don't let the few loud teachers make the choice. Everyone needs to be involved. Contact me if you need anything...PLEASE...
Thursday, February 17, 2011
Math-Singapore
I just finished talking with some teachers about math. It was an interesting conversation based mostly on the current topic of "Singapore Math". I am always amazed at how many teachers believe that bar modeling is Singapore Math. I have talked about this in a blog before, and multiple times in inservices, but feel obligated to restate some basic information about Singapore Mathematics.
The basis of true Singapore Mathematics is problem solving. Real world problem solving. I agree. This does include bar modeling. But it also includes mental math, number bonds, going from concrete to pictorial to abstract thinking, as well as geometry, algebra, and basic concepts including NUMBER SENSE.
Although well intentioned, you can not change only one part of your math program and expect it to change how students think about math. You can't teach bar modeling only and expect your students to become proficient overnight. If it was that easy to do, I would tell you to do it. I am more concerned with student understanding than with selling products. However, it just isn't true. Students have to start out with a firm understanding of basic number sense. Using a program that teaches students about numbers is necessary. Teaching students and ensuring mastery is necessary to produce forward thinkers that are going to be successful in math.
The basis of true Singapore Mathematics is problem solving. Real world problem solving. I agree. This does include bar modeling. But it also includes mental math, number bonds, going from concrete to pictorial to abstract thinking, as well as geometry, algebra, and basic concepts including NUMBER SENSE.
Although well intentioned, you can not change only one part of your math program and expect it to change how students think about math. You can't teach bar modeling only and expect your students to become proficient overnight. If it was that easy to do, I would tell you to do it. I am more concerned with student understanding than with selling products. However, it just isn't true. Students have to start out with a firm understanding of basic number sense. Using a program that teaches students about numbers is necessary. Teaching students and ensuring mastery is necessary to produce forward thinkers that are going to be successful in math.
Monday, February 7, 2011
Colorado Literacy Conference
It was CCIRA time last week. The numbers were WAY down, but it was so exciting to still see a number of teacher's showing up to learn more about how to best educate children. This conference is not cheap, and many of the teachers I was able to talk with had to pay their own way. Remember that when you are joking about summers off...They might have summers off, but are paying for it in many different ways!
This year was a great time to catch up with new and old friends! I was able to talk with local authors, vendors, and teachers! I was given many tips, some I thought I should share!
Most teachers write stories everyday. Many dream about having books published. I took the down time this year to ask author Justin Matott about getting a book published. His words of advice??? Get an agent. Go to writing conferences and show your work. Make connections with people that write in the genre you are writing in.
Hope this helps any aspiring authors out there. At least it gives you a starting point if you are serious about it!
This year was a great time to catch up with new and old friends! I was able to talk with local authors, vendors, and teachers! I was given many tips, some I thought I should share!
Most teachers write stories everyday. Many dream about having books published. I took the down time this year to ask author Justin Matott about getting a book published. His words of advice??? Get an agent. Go to writing conferences and show your work. Make connections with people that write in the genre you are writing in.
Hope this helps any aspiring authors out there. At least it gives you a starting point if you are serious about it!
Friday, January 21, 2011
Required Reading
I woke up last night thinking about this topic, and decided I better write about it today, rather than put it off.
When I first started teaching, computerized comprehension testing was just taking off. You bought the tests on cd's and they were very expensive. It wasn't required that students read these books, but it was something we wanted them to try. We knew that students needed practice with comprehension, and these tests provided fairly good comprehension baselines. However, they offered very few books to test on, in comparison to what was available in the library and what kids were interested in reading. And although we have come quite far since then, not all books are included in these computerized comprehension programs still today.
You might wonder why I bring that up. But I've been wondering for MANY years about the effectiveness of requiring students to read books and take tests of items they aren't interested in. Now I'm not saying that kids should only read what interests them...We teach subjects all the time that kids aren't interested in. But I am saying that, in my experience, students do MUCH better taking these comprehension tests when reading books they are interested in.
For example, I know a second grader who consistently tests below grade level on all standardized tests. This child is advanced in spelling, can write at or just below grade-level, but struggles considerably with comprehension. Our school requires students to take a pre-determined amount of these comprehension tests each quarter. If this student is allowed to read books that are highly interesting to him, he has scored at 85% proficient on ALL tests. And what's more interesting to me, he reads books that are up to 4 grade levels higher than his current "reading level". This is just one example, I have seen it every year I have taught, with multiple students.
I guess I am wondering what to make of this data. Have other teachers seen this? Are you questioning some of your students' scores? I just wonder if we are putting to much emphasis on the amount of tests/points students are getting each quarter. When we should be focusing on the amount and types of books students are reading. I understand there is accountability in there. But don't we have reading blocks where we look at comprehension, fluency, inferences...Should we really be utilizing these computerized tests as part of their reading scores? If we are truly trying to raise lifelong readers, shouldn't we be encouraging young readers to read what interests them? Graphic novels (ie comic books), fantasy, sports, historical fiction, biographies, and science fiction, whether or not they are included in the computerized comprehension programs?
When I first started teaching, computerized comprehension testing was just taking off. You bought the tests on cd's and they were very expensive. It wasn't required that students read these books, but it was something we wanted them to try. We knew that students needed practice with comprehension, and these tests provided fairly good comprehension baselines. However, they offered very few books to test on, in comparison to what was available in the library and what kids were interested in reading. And although we have come quite far since then, not all books are included in these computerized comprehension programs still today.
You might wonder why I bring that up. But I've been wondering for MANY years about the effectiveness of requiring students to read books and take tests of items they aren't interested in. Now I'm not saying that kids should only read what interests them...We teach subjects all the time that kids aren't interested in. But I am saying that, in my experience, students do MUCH better taking these comprehension tests when reading books they are interested in.
For example, I know a second grader who consistently tests below grade level on all standardized tests. This child is advanced in spelling, can write at or just below grade-level, but struggles considerably with comprehension. Our school requires students to take a pre-determined amount of these comprehension tests each quarter. If this student is allowed to read books that are highly interesting to him, he has scored at 85% proficient on ALL tests. And what's more interesting to me, he reads books that are up to 4 grade levels higher than his current "reading level". This is just one example, I have seen it every year I have taught, with multiple students.
I guess I am wondering what to make of this data. Have other teachers seen this? Are you questioning some of your students' scores? I just wonder if we are putting to much emphasis on the amount of tests/points students are getting each quarter. When we should be focusing on the amount and types of books students are reading. I understand there is accountability in there. But don't we have reading blocks where we look at comprehension, fluency, inferences...Should we really be utilizing these computerized tests as part of their reading scores? If we are truly trying to raise lifelong readers, shouldn't we be encouraging young readers to read what interests them? Graphic novels (ie comic books), fantasy, sports, historical fiction, biographies, and science fiction, whether or not they are included in the computerized comprehension programs?
Thursday, January 20, 2011
Let's Talk Jobs
Sorry I have been missing in action for a while! I decided to let my reader's choose the topic this week. I have had quite a few people ask me for advise on finding/landing a new job in eduction. With the economy the way it has been for the past couple of years, teaching jobs are rather hard to come by. Whether you are a teacher at the elementary level or college level, my advise to you it to apply for any and all jobs that look promising to you. This is probably the most redundant statement you have heard, but if you don't apply, you won't get hired.
Most preschool, elementary, and secondary teaching positions are posted (or applications are accepted) starting in February or March. Districts all have their own rules for applying, but most in my area have applicants fill out application packets that are held in the district office until an opening occurs. Then principals look through the applications and decide who should be granted an interview. From there you may need to send in more information to the specific school, or bring it to the interview. Look on the district website for specific rules and requirements for teaching jobs. But it's important to remember, these application packets are more than likely your one chance to get a principal's attention. Make sure you highlight your accomplishments and background, and have recommendations from prior teachers and administrators.
College positions are listed throughout the year. Just today I searched for college jobs and found multiple opportunities! These positions are filled through online applications. Search the area near where you live for all college opportunities. Just because there are no large colleges in your area does not mean that there are no jobs for you to do from home. Online colleges are a huge deal right now. They are always looking for staff members that work from home.
As for landing a position, I don't have a magic answer. I don't think there is one. I have sat on numerous hiring committees in the elementary setting. Each building principal is different and is looking for different types of teachers. You may be the perfect fit in one school, but not in another. Sometimes an applicant looks great on paper, but after a meeting it's decided employment wouldn't work.
Some advice: Don't lie anywhere on your application or in your resume. You might not think it is a big deal to say you were the "head of special educators anonymous" during your college career. But it only takes one phone call to prove that statement wrong. And if a potential employer finds something that isn't true, you have just lost the position, even if you were the best fit.
And we really do call references :) Let them know they are a reference for you, so that they are prepared with what they need to say. Also make sure they WANT to be a reference for you. Just because you worked together for 4 years, does not mean they would give you a glowing recommendation! Choose carefully! And make sure to update your letters of recommendation every couple of years. You may have been a fantastic teacher's aide 15 years ago, but I'm more interested in what you have been doing in the last 3 years or so...
Finally, be yourself. Do not try to be what the school wants you to be, or what you think they want you to be. You will be unhappy, and that will carry over to your students. If you don't fit, you don't fit. There is a position you will be a fit for somewhere. It might be disappointing, but that's how it goes.
And just a small final note, if there are no schools hiring in your district, and then all of a sudden one building is hiring 10 new teachers (and it isn't a new building) be leery. Find out why there is a turnover. Did the teachers all quit? Did they get reassigned to new buildings? Is there a new administrator, or some other type of shakeup? Ask around, you don't want to be surprised when school starts!
Good luck in your endeavors!
Most preschool, elementary, and secondary teaching positions are posted (or applications are accepted) starting in February or March. Districts all have their own rules for applying, but most in my area have applicants fill out application packets that are held in the district office until an opening occurs. Then principals look through the applications and decide who should be granted an interview. From there you may need to send in more information to the specific school, or bring it to the interview. Look on the district website for specific rules and requirements for teaching jobs. But it's important to remember, these application packets are more than likely your one chance to get a principal's attention. Make sure you highlight your accomplishments and background, and have recommendations from prior teachers and administrators.
College positions are listed throughout the year. Just today I searched for college jobs and found multiple opportunities! These positions are filled through online applications. Search the area near where you live for all college opportunities. Just because there are no large colleges in your area does not mean that there are no jobs for you to do from home. Online colleges are a huge deal right now. They are always looking for staff members that work from home.
As for landing a position, I don't have a magic answer. I don't think there is one. I have sat on numerous hiring committees in the elementary setting. Each building principal is different and is looking for different types of teachers. You may be the perfect fit in one school, but not in another. Sometimes an applicant looks great on paper, but after a meeting it's decided employment wouldn't work.
Some advice: Don't lie anywhere on your application or in your resume. You might not think it is a big deal to say you were the "head of special educators anonymous" during your college career. But it only takes one phone call to prove that statement wrong. And if a potential employer finds something that isn't true, you have just lost the position, even if you were the best fit.
And we really do call references :) Let them know they are a reference for you, so that they are prepared with what they need to say. Also make sure they WANT to be a reference for you. Just because you worked together for 4 years, does not mean they would give you a glowing recommendation! Choose carefully! And make sure to update your letters of recommendation every couple of years. You may have been a fantastic teacher's aide 15 years ago, but I'm more interested in what you have been doing in the last 3 years or so...
Finally, be yourself. Do not try to be what the school wants you to be, or what you think they want you to be. You will be unhappy, and that will carry over to your students. If you don't fit, you don't fit. There is a position you will be a fit for somewhere. It might be disappointing, but that's how it goes.
And just a small final note, if there are no schools hiring in your district, and then all of a sudden one building is hiring 10 new teachers (and it isn't a new building) be leery. Find out why there is a turnover. Did the teachers all quit? Did they get reassigned to new buildings? Is there a new administrator, or some other type of shakeup? Ask around, you don't want to be surprised when school starts!
Good luck in your endeavors!
Friday, October 29, 2010
Halloween Science Activities
About this time of year I always get emails or messages about effective and fun Halloween science projects. Whether you home school, are a classroom teacher, or are having a party at your house, the following ideas can help make your day go smoothly!
One really cheap idea is to make make screeching balloons. All you do is place a penny inside a balloon. Blow it up (with the penny in it), tie it off and swirl. This makes the most irritating sound, hence screeching balloons! You can also use a hex nut in place of the penny, but in my experience, the hex nut normally has some uneven pieces and pops the balloon...Tie this in with a unit on sound...
Another idea is dry ice. Now I do NOT believe children should be in contact with the dry ice. Use this as a presentation idea only. Place dry ice in various sized and shaped containers. Add glowing powder, or glow sticks and turn out the lights for an interesting effect. Add some Dawn Dish soap to the water, then add some dry ice, and get a bubble effect. And of course, no party would be complete without dry ice drinks. Again, make sure an adult is in charge and no children get dry ice! If you are doing this in science you can talk about liquids, solids, and gases.
The most requested activity I am asked to make is "slime". I like to use Elmer's Gel Glue, but if you can't find any, use regular glue. Empty an entire bottle into a bowl. Fill the empty glue bottle with hot/warm water. Empty into the same bowl with glue. Mix together well. At this point, you can add food coloring if you want, or some glow powder, or glitter...In another bowl mix a spoonful of borax laundry detergent with a few tablespoons of warm water...Slowly mix the borax solution into the glue solution. This forms the slime, which can be taught in science as polymers.
These are just a few ideas that you can do quickly and without spending too much! Have a Happy Halloween!
One really cheap idea is to make make screeching balloons. All you do is place a penny inside a balloon. Blow it up (with the penny in it), tie it off and swirl. This makes the most irritating sound, hence screeching balloons! You can also use a hex nut in place of the penny, but in my experience, the hex nut normally has some uneven pieces and pops the balloon...Tie this in with a unit on sound...
Another idea is dry ice. Now I do NOT believe children should be in contact with the dry ice. Use this as a presentation idea only. Place dry ice in various sized and shaped containers. Add glowing powder, or glow sticks and turn out the lights for an interesting effect. Add some Dawn Dish soap to the water, then add some dry ice, and get a bubble effect. And of course, no party would be complete without dry ice drinks. Again, make sure an adult is in charge and no children get dry ice! If you are doing this in science you can talk about liquids, solids, and gases.
The most requested activity I am asked to make is "slime". I like to use Elmer's Gel Glue, but if you can't find any, use regular glue. Empty an entire bottle into a bowl. Fill the empty glue bottle with hot/warm water. Empty into the same bowl with glue. Mix together well. At this point, you can add food coloring if you want, or some glow powder, or glitter...In another bowl mix a spoonful of borax laundry detergent with a few tablespoons of warm water...Slowly mix the borax solution into the glue solution. This forms the slime, which can be taught in science as polymers.
These are just a few ideas that you can do quickly and without spending too much! Have a Happy Halloween!
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