Year: 2016

Making a Difference as a #STEM Teacher

Eduflack STEM, Teacher Education, teachers, Woodrow Wilson

“I always felt that STEM is a field that we really need more African-Americans working in and I felt that I could make a difference in that aspect.”

Woodrow Wilson Georgia Teaching Fellow Darryl Baines, at a State Capitol announcement where Georgia Gov. Nathan Deal and Woodrow Wilson Foundation President Arthur Levine announced the 2016 Georgia Teaching Fellows. The program is designed to help Georgia recruit, prepare, and support exemplary STEM teachers for the state’s high-need schools.

The full story, written by Janel Davis, is in the June 2 Atlanta Journal-Constitution.

Reforming Education Reform

Eduflack accountability, Achievement gap, charter schools, equity, Parents, reform

Earlier this week, the Fordham Institute’s Robert Pondiscio wrote of “The Left’s drive to push conservatives out of education reform.” As Pondiscio notes:

Like the proverbial frog in a pot, education reformers on the political right find themselves coming to a slow boil in the cauldron of social justice activism. At meetings like New Schools Venture Fund and Pahara (a leadership development program run by the Aspen Institute), conservative reformers report feeling unwelcome, uncomfortable, and cowed into silence. There is an unmistakable and increasingly aggressive orthodoxy in mainstream education reform thought regarding issues of race, class, and gender. And it does not include conservative ideas.

The gauntlet has been thrown down. In response, Justin Cohen and a number of self-described white education reform leaders offered in an open letter:

We must admit the extraordinary flaws and shortsightedness in our own leadership for letting the field become so lopsidedly white through the early 2000s. In under-representing the communities that we hoped to serve, particularly people of color, in the leadership and decision-making processes of reform, we created a movement that lacked the ability to drive durable change.

As a recovering “white education reform leader,” I’ve actually spent a far amount of time thinking about these very issues over the past three or four years. On the specific issue, Pondiscio is correct in one important regard. Education reform is stronger when it has all political views and all ideological perspectives on the team. For every one of the anonymous conservatives he quotes in his piece, there also needs to be reformers coming from the Democrats for Education Reform side and the social justice community.

But the point Cohen makes, and it is a point that was first and strongly stoked by Leading Educators’ Jonas Chartock on his Facebook page soon after the Pondiscio piece was published, is that education reform needs to be about far more than the market-driven solutions Pondiscio writes about. It can’t be about conservatives and the wealthy funders supporting the “cause” feeling uncomfortable. It needs to be about the kids and communities that are yearning for such a solution.

During my reform days, I described this as the hearts versus minds phenomenon. Too many ed reformers are focused on the latter, believing that if one dazzles with facts and figures, and shows strong enough Excel spreadsheets of data to those resisting, that reform will happen. The data-driven, market-focused approach to reform leaves many focused on the operational and systemic sides of school improvement. We argue about school structure, and why a school should be chartered and how it should be stripped of the teachers’ unions. We call for stronger teacher evaluation tied to student test scores. We use the term equity mainly when tied to the concept of school funding, largely when it comes to comparing traditional public schools to charters. We try to position ourselves as the smartest people in the room, believing that if we use enough of that data, even the strongest of opponents will have to come to his or her senses and see our way is the only way.

But school improvement isn’t that simple, and it certainly isn’t that clean. Ultimately, the theory of change is about very real children, families, and communities, and not about columns and rows in a spreadsheet. It’s about taking financial resources from already under-resources public schools to give them to charters who had previously promised to deliver a better education for fewer dollars. It’s about attacking teachers unions, while trying to enlist parents who themselves are in labor unions and trying to convince good teachers to go to the very schools we’ve labeled as failing and hopeless. And its about believing stronger numbers and market-driven solutions can wipe away generations of institutional racism and inequities, even when we may use the term “urban” students because we are uncomfortable talking specifically about Black and brown kids.

In acknowledging their own shortcomings, Cohen et al (and I’d throw Eduflack on that list as well), admit that, as reformers, we have failed the families and communities we have purported to be fighting for. While reform has helped provide safer learning environments for many kids, and has provided greater educational opportunities for those involved, it at best mitigates some of the social obstacles so many face today. To believe that improved school opportunities for some addresses the problems of poverty and racism for far more is a line of thinking that none of us can actual subscribe to.

When I was leading a state-based education reform organization, I worked hard with the leaders of local churches to ensure their voices were heard in the legislative debate. One weekend, on the Saturday before Easter, I was in the basement of a particular church, talking to a group of pastors. As we were talking about next steps, the Bishop present turned to me and said, “You know what your problem is, you’re white.” And he was absolutely correct. No matter all that I knew, no matter how much data I came armed with,  no matter how convincing and eloquent I might be, it was far easier for me to talk it than it was to live it. I would never experience what the parents and kids I was advocating for experience on a daily basis.

After that gathering, the pastors asked what I wanted from them. I went in prepared to tell them I needed their help to advocate for my agenda. But after having spent that morning listening to their concerns, my response was quite different. I told them something like, “It would be presumptuous of me to tell you what is best for your congregants. So I’m not going to do that. I would just ask that you get involved. Have your voices heard. While I’d love for those voices to agree with me, it is far more important that you be a part of this process.”

And they were. In united voice, a voice last heard in the state during the fair housing debates a few decades prior, those pastors and their congregants made clear what was the best path for education in the state. And change happened as a result.

My proudest moment from that time was being witness to those pastors and the leadership they displayed.

Looking back on that time, I wish I had done more to demonstrate the equity and understanding I often preached. I wish I had been stronger, particularly about how we built our movement. I wish I had focused more on the people and the hearts of the community, and less on the data and trying to be the smartest in the room. And I wish I could pretend that racism and poverty were something that could be eliminated by a bill signing or an ad campaign.

Chartock, Cohen, and others have engaged in an important discussion, and one that needs to continue. Until the reform community is clear on WHY it is advocating reform, what it hopes to achieve, and who it serves, we can bring the true change we are seeking. I applaud them for publicly stating what many of us have been telling ourselves for years.

Now what can I do?

Finding Value in VAM 2.0

Eduflack accountability, assessment, Teacher Education, teachers, Woodrow Wilson

Sure, we’ve all heard about the shortcomings in teacher evaluation systems, particularly when it comes to using value-added measures in the mix. Some states have pulled back fro using VAM for the time being, while others are exploring excluding the process for the long term.

But there is real value in factoring in VAM scores … if we improve the methods by which we collect and apply those VAM numbers, writes Woodrow Wilson Foundation President Arthur Levine in a new commentary for Education Post. As Levine, the president emeritus of Teachers College Columbia University, notes:

In order to determine teacher effectiveness in the years ahead, we need to supplement VAM scores with other measures of student growth, further develop state data systems on student achievement, and create more advanced and sensitive 2.0 versions of VAM assessment.

We need to apply what has been learned and develop a next-generation VAM that will help strengthen teaching and learning for the nation’s children.

In pointing out some of the specific problems with VAM 1.0 — lessons Levine learned by using it to evaluate the success of his own Teaching Fellowship program at the Woodrow Wilson Foundation — he offers some specific lessons for both why and how VAM can be improved to be useful and fair.

It’s definitely worth the read. While some are quick to get rid of VAM entirely, we know that it will ultimately be replaced by something else. It makes far more sense to take the lessons learned today to improve the existing model for tomorrow, rather than repeating current mistakes.

Give the piece a read. You won’t be disappointed.

 

 

I’m Not Lazy, I’m …

Eduflack Uncategorized

Loyal Eduflack readers may have noticed that posts aren’t coming as frequently as they typically do. That’s not because I don’t love you any more. No, I’m posting less because my meager editorial skills are currently focused elsewhere. 

I have a book manuscript on the evolution of not-for-profit communications due to my publisher in just two months. So the next eight weeks are crunch time for wrapping that up. 

I’ll still try to post here. But if you see longer lags than usual, now you know why. It’s not you, it’s me. 

On #EdData, It Is Time to Act

Eduflack accountability, Achievement gap, assessment, eddata, teachers

I’ll proudly admit it. Eduflack is a strong advocate for data in the learning process. I make no apologies for believing that we need good research and data to determine how effective teaching and learning actually is. Without such data, we are just wishin’, hopin’, and prayin’ that we are getting it right.

Our kids deserve more than just a wish and a prayer. When it comes to their educations, we need to both trust and verify. And education data is the only way to do that.

Of course, that means educators, parents, policymakers, and others in the mix must be able to distinguish between good data collection and lousy. It means ensuring that, if data is collected, it is promptly provided to teachers so they can use it to improve teaching and learning in their classrooms. And it means eliminating those tests that are simply done to check a box, without linking back to our students and their demonstrated knowledge.

The topic of #eddata is usually (one of) the third rails of education policy. For many, assessment is the third circle of Dante’s inferno. They preach of how testing (and the data coming from it) is destroying our schools, stressing out our kids, and stripping the joy of learning from our classrooms. It is also seen as the guillotine in a results-oriented system, used to punish schools, teachers, and kids who are not where we want them to be.

In the battle for edu-hearts and minds, such a false narrative can be incredibly powerful. It can lead parents and educators to forget that data has always been an important part of our K-12 system, and that while specific tests may come and go, not testing our kids just isn’t an option. And it ignores the truth that teachers speak each and every day, that they need data to effectively lead their classrooms, and the question should be what data is collected and how are we assessing student learning (not if we assess it at all).

For the past decade, the Data Quality Campaign has worked across the country to address the false narrative and help policymakers and educators see the importance of educational data quality (thus the name). Because of their work, we see states that have created incredibly strong data systems focused on the learner. We are seeing policymakers and leaders asking the right questions when it comes to data and accountability. And we are seeing where good data is improving instruction, particularly for those communities that need it the most.

Earlier this week, DQC launched an important new report and all to action, Time to Act: Making Data Work for Students. In Time to Act, DQC lays out four key priorities when it comes to ed data:

  • Measure What Matters: Be clear about what students must achieve and have the data to ensure that all students are on track to succeed.
  • „ Make Data Use Possible: Provide teachers and leaders the flexibility, training, and support they need to answer their questions and take action.
  • „ Be Transparent and Earn Trust: Ensure that every community understands how its schools and students are doing, why data is valuable, and how it is protected and used.
  • „ Guarantee Access and Protect Privacy: Provide teachers and parents timely information on their students and make sure it is kept safe.

In issuing this important call, DQC President Aimee Guidera noted that education data should be seen as a flashlight to guide teaching and learning, not as a punitive hammer for teachers and students. As correct as Guidera is, I propose we take it a step further. Ultimately, ed data needs to be our Bat signal (of course the good, Michael Keaton kind, not the Ben Affleck model), one that we signals when we need help and one that makes clear to the community at large that we are watching over those who need our help. That even in dark hours, there is an incredible collection of tools and data and commitment available on the edu-utility belt to help all those who need it.

No, are schools are no longer waiting for Superman. Batman has taught us the right tools can turn a regular guy into a superhero. When that ed data light is shown in the right way, it can illuminate the path to help all educators and kids succeed. We need to make sure that that light is as strong as possible, equipping all educators with the tools to be the superheroes they are.

 

 

Earth Day, #CommonCore, and Environmental Ed

Eduflack 21CS, CCSS, Science

As we celebrate another Earth Day, we are seeing more and more examples of how instruction in the environmental sciences — even for our youngest learners — can be about more than just lecture and the recitation of facts.

As I write for BAM Radio’s EDWords, there are strong ways to connect Common Core and Next Gen Science Standards with environmental science instruction and student interests. The Think Earth Environmental Education Foundation provides us just one example of what is possible.

From BAM Radio’s site:

While many may think that aligning with Common Core and NGSS means a tightly controlled, proscribed curriculum with on room for creativity or tailoring to specific students, we are seeing more and more that that simply isn’t the case. With offerings like Think Earth, we are given a clear view of how our youngest learners can learn subjects like environmental science in ways that just enhance what they are already learning in their science and math classes.

Teaching “to the Common Core” provides an unending number of paths to the creative educator. They have third graders market vacations to the outer reaches of the solar system and they can have first and second graders understand natural resources and conservation in ways that their own parents may not quite appreciate.

 

 

Eduflack Students, teachers, turnaround, Woodrow Wilson

I’m not playing around here. Using gaming to enhance classroom instruction can be an incredibly powerful tool.

In my latest for Education World, I explore how gaming — in the hands of a great teacher — can make a huge difference in helping subjects like civics and history come alive for students. And they don’t even have to be electronic, technology-based games to be effective.

As I wrote:

Classroom instruction has evolved a tremendous amount in a relatively short period of time. Educators today clearly recognize that there is no “one-size-fits-all” approach to educate 21st century kids. As we learn more and more about how the human brain processes information, we knew more and more that kids learn in different ways, and instruction has to be tailored to address the learner.

Game-based instruction can be a strong approach to such tailored instruction. While delivering content in new and interesting ways – ways that today’s learners can relate to – it also teaches those 21st century skills we know our kids need to develop.

Give it a read. And I’m not playing!

 

Taking a Long View on State Cuts to School $

Eduflack accountability, Connecticut, equity

Last week, Connecticut Gov. Dannel Malloy issued an audacious idea as his administration struggles to balance a growing state budget with shrinking state dollars. With a budget deadline quickly approaching, Malloy recommended that Connecticut zero out state funds for public schools in 28 of the state’s wealthiest communities.

The Democratically controlled legislature responded to its Democratic governor with the expected retort, not until you pry the state’s checkbook from our cold, dead fingers, as the Hartford Courant reported.

Sure, it is politically unpopular for anyone, particularly a Democratic governor, to suggest cutting public education dollars in any way, shape, or form. But when state law requires a balanced budget and the coffers are much lighter than anyone expects, what are your options? The current budget already reflects significant cuts in higher education, hospitals, social services, and just about every other program Dems hold dear. The dollars have to come from somewhere.

In many ways, Malloy should be (silently) applauded for touching a budget rail few ever want to touch. And at the end of the day, he is right. In the name of shared sacrifice, is it better to cut a few school dollars from the incredibly well resources communities in a largely wealthy state, or to cut all schools? Or to put a finer point on it, better to have Greenwich wait a year before upgrading their tablets or to force Hartford or Bridgeport to eliminate a few science teacher positions in their high schools?

Budget decisions are always easy … until we make it an either or decision. No one ever wants to reduce K-12 spending … until they see the increased tax bill that might come with it. We want all schools to be treated the same … until we see the price tag that goes with equal funding or need-blind budgeting. We all want a fully funded school cost sharing system until we realize it means deeper cuts at the local university or the closing of our neighborhood hospital.

So I’ll say it. The 28 communities Malloy offered for a zeroing out of school funds from the state will not feel the pain. With virtual certainty, I can say that classrooms in those communities will not suffer because of the elimination (if it ever becomes law).

I’ll also say that those same school districts should look at this as a golden opportunity to smartly play the long game. If the state is zeroing your schools out of the budget, negotiate the trade off. Seek reductions in administrative oversight from the state. Lessen the reporting required by the state department of education. Gain new flexibility in terms of how you address state requirements and standards. Obtain the ability to pilot and try new things that the state may ordinarily oppose.

There is a reason states chose not to participate in NCLB and then others chose not to play Race to the Top. They didn’t want the strings attached to the money. Now they have greater flexibility to do things their ways, as long as they meet the overall goals set for K-12 in their state.

It’s the same reason you see many state universities opting for funding beyond the legislature. At my alma mater, the University of Virginia, state dollars represent less than 10% of the total spending on grounds. Schools like U.Va.’s law school, graduate business school, and med school actually take zero dollars from the state just so they can enjoy greater control and increased flexibility.

I get that school districts expect to get a certain number of dollars from the state each year. As a school board chairman in Virginia, I waited with great anticipation to see what the final formula would be from the Virginia General Assembly. But I also saw the volumes and volumes of reports our district had to submit to that same state each year. And I know our district likely would have given up a few state dollars to lessen our reporting burden.

I get that Governor Malloy’s proposal will never make it into the final bill. No legislator wants to go home and say he voted to deny his community school dollars. But perhaps such a proposal should become law. And maybe, just maybe, those affected communities would see they hold great leverage in the deal, and could reshape their relationships with the state moving forward.

In public education, it needs to be about the long game. Is a few hundred thousand dollars today (money that could easily be raised through a community silent auction in many of those towns) worth greater autonomy and reduced administrative burdens for many years to come? Ask a local school superintendent. You might be surprised by the answer when it is made an either or question.

 

With Schools, It All Comes Down to Local Politics

Eduflack accountability, school boards, Students, teachers

When Eduflack moved to New Jersey, he promised himself that he would never, ever get involved in local edu-politics. After serving as CEO of a state-based education reform organization in Connecticut and as a school board chairman for one of the nation’s top K-12 districts in Virginia, I had had more than my fair share of politics as it relates to local schools.

Sure, a few times I slipped off the wagon. At the beginning of the year, I felt compelled to weigh in on our local battle, which made its way to The New York Times, on parents that were pushing for more tests and higher stakes in our community. And I just can’t resist wading into Facebook discussion with parents who completely bastardize Common Core and meaningful accountability measures as they try to bully other parents into joining the opt-out movement.

But today, I completely fell off the wagon. As I watch a contingent within our local community savage our schools superintendent, going after him for anything and everything. A few months ago, he was attacked because one of our high schools didn’t have enough toilet paper. Last week, it was because nine teachers (in a school district of 10,000 students) have announced they won’t be returning for the 2016-17 academic year. And then last night, the superintendent was gutted for issuing a thorough and responsive report on lead testing in all of our schools.

Following the issues in Flint, MI (and then in Newark, NJ), our local schools acted. Last night, the superintendent reported back to the community. You can see his message here. As a parent, I felt at ease and as a citizen I felt we had the right folks at the helm of this school district.

Then the hatred started coming, with the typical accusations being thrown out without having any meaning rooted in truth. The lead report was further proof the district was being run like a business. That we have 30 central office staff (in a district with 10k kids). That we constructed a new central office (so that must be wasteful, no?). That it is clearly the end of the world as we know it, and we shouldn’t feel fine about it.

So against my better judgment (and against the wishes of the edu-wife), I again strapped on the local edu-politics helmet, and waded into the social media morass. Following is my first post:

So you want better quality toilet paper for school bathrooms, and now you want to replace all the piping in our schools (even though most kids bring their own water bottles to class). Please let me know when we are going to focus on teaching and learning in our community. That’s what I care about. 

And BTW, schools are businesses, albeit non-profit ones. They have to balance their budgets, and need to do so when nearly 90 percent of their total budgets go to people costs (salaries, healthcare, retirement, etc.). As a former school board chairman, I can tell you it is easy to attack school spending when you don’t understand it. But try to address 30% increases in health insurance as you give all teachers a step increase to keep them from leaving from other districts, while ensuring no cuts affect the classroom.

These attacks on TP and lead are downright silly. We have great schools, exemplary teachers, and our kids get one of the best public educations around. Let’s not lose sight of what is most important – our kids and the teaching they receive and the learning they accumulate.

And then I needed to follow up with:

 I’m not sure what you ask when you ask would I allow. I think our supe should be praised for how he handled the lead issue, yes. He proactively (as there were no specific issues found in our schools) conducted a comprehensive investigation, then reported it back so we all know which faucets, by room number, may have had an off result. And we saw that there was no issue for concern.

If I were on the board, would I have supported a new central office? Yes to that too. For prospective educators in our district, that is the first building they see in our community. It should reflect our commitment to teaching and learning. And for a district offering a world-class education to all kids, we should have facilities for ALL employees that reflect that. In the long run, amortized over the years, that building will be a strong investment. Otherwise, we’d be making regular, ongoing repairs to old buildings that will never be up to snuff.

Investments in physical plant are always hard. You are spending taxpayer dollars to do so. Those decisions are made very carefully, and should never be made at the expense of the classroom. And I don’t believe they have.

I speak from experience. Serving on a school board is a tough, thankless job. Those who do it well do it for the right reasons. Constructive criticism is valuable, but misguided and unfounded attacks just aren’t. We have a great district, excellent teachers, and one of the top superintendents in the country. We need a board – and a community – that supports them all.

The edu-wife cringes. I’ve now wasted two hours of my life I’m not getting back. But hopefully, based on some of the responses, it is showing the silent majority of parents they are not alone in their thinking.

 

 

From Opting Out to Opting In

Eduflack accountability, high-stakes testing, Parents, Students, teachers, technology

While the testing opt-out movement is incredibly hot, and is now credited with being far better organized this year, Eduflack gets personally frustrated with those parents who are opting their kids out of testing to make a political point. Forget the impact it might have on their school district, their school, or even their child’s personal education. It seems its is far better to “damn the man” and amplify the urban legends about those dreaded “high-stakes tests.”

Such a position may not come as a surprise from someone who has long advocated for the Common Core, for stronger state tests, and for greater accountability. But it may be a shock that Eduflack was an opt-out parent during the 2014-15 school year. We did so for very personal and real reasons, that I wrote about for Education Post. And now we are opting back in, with that same child taking the PARCC last year after sitting it out the previous.

As I opine:

Yes, this opt-out parent is now opting his child back in.

The reasons for this are simple. Our son has worked very hard over the last year and a half, and it is important for his teachers and his parents to see how he is progressing. PARCC is the best tool available to know where our son falls when it comes to fourth-graders in his school, our state and across the country. And it helps his fifth-grade teacher best know the knowledge and skills he is coming in with next school year.

His IEP is not an excuse, it was merely a new compass. It is also not an opt-out from accountability.

A week into the 2016 PARCC and I can report that both of my kiddos are proclaiming that the state test is “easy.” No stress. No vomiting on keyboards. No emotional breakdowns in the computer lab. Just another test in the course of regular quizzes, tests, and assignments the average elementary school student experiences.

Give the piece a read. Let me know what you think. Just don’t opt out of reading it.