Tuesday, December 15, 2009
Wednesday, November 25, 2009
Union Grown Teacher Led Schools!
Great article highlighting teacher-led schools sponsored by their unions. It has been incredible to work with the Boston Teachers Union and United Teachers Los Angeles as we have pushed forward on our own innovations... led by teachers. All three of these locals are members of the Teacher Union Reform Network!
Friday, November 13, 2009
What’s Wrong with the New DPS Board?
I find it ironic that the new school board members are being criticized for running on platforms that included engaging the community, strengthening our neighborhood schools, and accountability. Isn’t that what is best for our kids?
Daniel Kim, co-founder of the MIT Center for Organizational Learning, developed a “Core Theory of Success” that identifies four key areas that need to be implemented effectively for any organization to be successful. Since looking at schools/districts as a business seems to be the accepted practice these days, let’s apply Kim’s Core Theory to the Denver Public Schools. The areas are:
• Quality of Relationships,
• Quality of Collective Thinking,
• Quality of Actions, and
• Quality of Results.
Daniel Kim’s theory purports that an organization can only be successful if all four areas are interconnected and implemented effectively. Due to the interwoven nature of these areas, the system engages in a loop of continual improvement. When organizations focus only on the problem, it worsens because no attention was paid to the root and additional factors that caused the issue.
Let me translate this into DPS language. Relationships matter with students, parents, employees, and community. Collective thinking allows for buy-in to reforms in the district, resulting in a school community that has contributed their ideas and energies to improving student learning. Implementing the plan will ensure that the entire community is engaged and accountable for their collective actions. Finally, the results are, in this case, student learning. DPS will show results because of the relationships, collaborative planning, collective action, and accountability of each stakeholder in the school community. Our students cannot succeed without each piece of this theory being enacted effectively.
Where has DPS gone wrong? A top down approach. Let’s play out the status quo:
DPS identifies a problem and comes up with a plan that is shared with the community. Courtesy meetings are held where community members are talked through the problem and solution, and then it’s implemented. This leaves out developing positive relationships with stakeholders, input/buy-in to the reform, and accountability for all stakeholders (all means all: students, parents, teachers, administrators, staff, community, and elected officials), and finally reflecting on the results and making adjustments to improve the implementation. Has the district studied the effectiveness of their previous reforms i.e. redesigns, closings?
The new members of our Board of Education have committed to real systems reform by working with the school community, our neighborhood schools, and holding all stakeholders accountable. After all, if it works for business, it should work for DPS. Sign me up- I’m “Up to the Challenge!”
Daniel Kim, co-founder of the MIT Center for Organizational Learning, developed a “Core Theory of Success” that identifies four key areas that need to be implemented effectively for any organization to be successful. Since looking at schools/districts as a business seems to be the accepted practice these days, let’s apply Kim’s Core Theory to the Denver Public Schools. The areas are:
• Quality of Relationships,
• Quality of Collective Thinking,
• Quality of Actions, and
• Quality of Results.
Daniel Kim’s theory purports that an organization can only be successful if all four areas are interconnected and implemented effectively. Due to the interwoven nature of these areas, the system engages in a loop of continual improvement. When organizations focus only on the problem, it worsens because no attention was paid to the root and additional factors that caused the issue.
Let me translate this into DPS language. Relationships matter with students, parents, employees, and community. Collective thinking allows for buy-in to reforms in the district, resulting in a school community that has contributed their ideas and energies to improving student learning. Implementing the plan will ensure that the entire community is engaged and accountable for their collective actions. Finally, the results are, in this case, student learning. DPS will show results because of the relationships, collaborative planning, collective action, and accountability of each stakeholder in the school community. Our students cannot succeed without each piece of this theory being enacted effectively.
Where has DPS gone wrong? A top down approach. Let’s play out the status quo:
DPS identifies a problem and comes up with a plan that is shared with the community. Courtesy meetings are held where community members are talked through the problem and solution, and then it’s implemented. This leaves out developing positive relationships with stakeholders, input/buy-in to the reform, and accountability for all stakeholders (all means all: students, parents, teachers, administrators, staff, community, and elected officials), and finally reflecting on the results and making adjustments to improve the implementation. Has the district studied the effectiveness of their previous reforms i.e. redesigns, closings?
The new members of our Board of Education have committed to real systems reform by working with the school community, our neighborhood schools, and holding all stakeholders accountable. After all, if it works for business, it should work for DPS. Sign me up- I’m “Up to the Challenge!”
Monday, November 9, 2009
Sometimes you need to have some fun in school...
Let's go Steelers! Can't deny my roots... always a Pittsburgh fan. Go Steeler Nation!
Wednesday, November 4, 2009
Tuesday, November 3, 2009
A New Day in DPS!!
The election results are in! I cannot tell you how excited I am to work with our new Board members: Jeanne Kaplan, Andrea Merida, and Nate Easley. All three, along with Arturo Jimenez, have shown a true commitment to listening to our school communities. They will continue to advocate for our students, families, and employees. (yes, this means the unionized teachers/ staff!)
It is very frustrating to watch reform plans that are being discussed in this district with a courtesy information session with the school community. Now the real work begins. Our candidates talked about neighborhood schools, and investing in them. We need to support them in their efforts to get the much needed resources into our schools, and hold them accountable.
It's a new day in DPS, and I know that these candidates will work hard to support our schools by working with teachers and parents so that our students have what they need.
p.s. Yes, get out your broom and dustpan, too.
It is very frustrating to watch reform plans that are being discussed in this district with a courtesy information session with the school community. Now the real work begins. Our candidates talked about neighborhood schools, and investing in them. We need to support them in their efforts to get the much needed resources into our schools, and hold them accountable.
It's a new day in DPS, and I know that these candidates will work hard to support our schools by working with teachers and parents so that our students have what they need.
p.s. Yes, get out your broom and dustpan, too.
Monday, November 2, 2009
When Schools Close: Effects on Displaced Students in Chicago Public Schools...
A report was recently released that looked at the student achievement rates of students that had attended schools that were closed in Chicago. Take the big districts... New York, Chicago...yes, Denver. Everything that happens in Chicago and New York is replicated in Denver. From closing strategies, to Human Resource Systems, to data collection systems... Denver follows them.
The Consortium of Chicago School Research's study is entitled:
When Schools Close: Effects on Displaced Students in Chicago Public Schools
"The authors focused on 18 CPS elementary schools closed between 2001 and 2006 due to chronically poor academic performance or enrollment significantly below capacity. The schools enrolled 5,445 students at the time of their closings. To assess the academic effects of closing on these students, the study compares students ages 8 and older displaced by school closings with students in similar schools that did not close. The comparison group provides an estimate of how the displaced students should have performed on a range of outcomes had their schools not been closed."
How does this relate to Denver??
DPS has closed and redesigned many schools throughout my 16 year tenure in the district. The real question is, were the redesigns effective? I would challenge the district to come up with any conclusive evidence that they were. Why? Because they haven't evaluated the effectiveness of these strategies. They need to focus more on sharing best practices in our schools... and not just based on CSAP scores. School Reform takes 5-7 years to show results. How would we be able to see results when student, teacher, and administrator turn over is so high? Has the district invested the necessary time and resources to implement a meaningful reform? Often times, a "change" is mandated, and schools are left on their own to implement and resource the changes. Meanwhile, the district sits back and watches pointing fingers until they feel the need to intervene- usually with a punitive measure. It's time to change the culture, and let downtown serve as a resource to our schools... if they really want schools to succeed.
p.s. dedicated to my Viking and Del Pueblo friends
The Consortium of Chicago School Research's study is entitled:
When Schools Close: Effects on Displaced Students in Chicago Public Schools
"The authors focused on 18 CPS elementary schools closed between 2001 and 2006 due to chronically poor academic performance or enrollment significantly below capacity. The schools enrolled 5,445 students at the time of their closings. To assess the academic effects of closing on these students, the study compares students ages 8 and older displaced by school closings with students in similar schools that did not close. The comparison group provides an estimate of how the displaced students should have performed on a range of outcomes had their schools not been closed."
How does this relate to Denver??
DPS has closed and redesigned many schools throughout my 16 year tenure in the district. The real question is, were the redesigns effective? I would challenge the district to come up with any conclusive evidence that they were. Why? Because they haven't evaluated the effectiveness of these strategies. They need to focus more on sharing best practices in our schools... and not just based on CSAP scores. School Reform takes 5-7 years to show results. How would we be able to see results when student, teacher, and administrator turn over is so high? Has the district invested the necessary time and resources to implement a meaningful reform? Often times, a "change" is mandated, and schools are left on their own to implement and resource the changes. Meanwhile, the district sits back and watches pointing fingers until they feel the need to intervene- usually with a punitive measure. It's time to change the culture, and let downtown serve as a resource to our schools... if they really want schools to succeed.
p.s. dedicated to my Viking and Del Pueblo friends
Denver School Board Campaigns end tomorrow...
Check out a new Nancy Mitchell article in the In Denver Times.
Monday, October 26, 2009
Teacher Effectiveness article by Susan Moore Johnson
Great new article from my colleague, Susan Moore Johnson from Harvard through the Economic Policy Institute. Susan presents research around teacher effectiveness, and the manners in which we recruit, support, and enhance their expertise. It's a different perspective on the meaning of "Teacher Effectiveness".
How best to add value? Strike a balance between the individual and the organization in school reform
How best to add value? Strike a balance between the individual and the organization in school reform
Pumpkin Bowling!
Pumpkin Bowling!
Today, our students rotated through various math and science activities using pumpkins. My groups did "pumpkin bowling" using 4 different sizes of pumpkins- in costume of course! Students practiced graphing, predictions, basic addition and subtraction, and scientific observations. Take a look!
Today, our students rotated through various math and science activities using pumpkins. My groups did "pumpkin bowling" using 4 different sizes of pumpkins- in costume of course! Students practiced graphing, predictions, basic addition and subtraction, and scientific observations. Take a look!
Wednesday, October 21, 2009
Learning... hands on science without bubblesheets!
To coincide with our study of life cycles and holidays (Kindergarten state standards), we were fortunate to have Bob Alarid (President of DCTA-Retired)come today and root coleus plants with our class! The kids LOVED it, and were at the window throughout the day looking at their plants.
Tuesday, October 20, 2009
Stress, Control, and the Deprofessionalizing of Teaching By Thomas Newkirk
Check out this Ed Week article:
Stress, Control, and the Deprofessionalizing of Teaching
By Thomas Newkirk
Thoughts??
Stress, Control, and the Deprofessionalizing of Teaching
By Thomas Newkirk
Thoughts??
MSLA...How's it going??
The question I hear every day! It's truly great!! I like my job, my students, and colleagues. How many people go to work and actually enjoy it?? I have not been blogging that often, because nothing seems out of the ordinary to me. As I talk to others, they're really intrigued by what we're doing at school, so I'll do my best to blog more often. I'm going to follow up this post with an article I wrote for the DCTA Slate, that wasn't published this month due to space. Enjoy!! ~Kim
Teacher Leadership, Redefined
By: Kim Ursetta, NBCT
Math and Science Leadership Academy
The stares, half smiles, people wondering WHY I was there…
Imagine how it felt for the former DCTA president to attend the Principal’s Institute. So why was I there?
Our school does not have a principal; but we do have two lead teachers that teach part time. We all assume different leadership roles. Teachers are divided into four teams: professional development, curriculum and instruction, culture and climate, and peer assistance and review. At our weekly early release days, we rotate leadership roles based on the content area expertise that we have chosen. We also have an elected School Leadership Team that makes decisions as outlined in the Agreement. We also share leadership by taking turns attending the principal, assistant principal, and facilitator institutes.
Our school’s motto is “Where everyone is a learner, teacher and leader”. We all move in and out of these three roles, and encourage our students to do so as well. It’s a very empowering feeling to be able to look at what our students know and are able to do, and to create lessons and units to meet their needs. We are not married to checklists, nor do we follow every page of the planning guides. We are deeply committed to creating units that allow teachers and students to work as learners, teachers, and leaders while ensuring that our students meet the state standards.
This past week, we began service learning. Each teacher has a multi-aged group of only 15 students and will be creating their own service-learning project for the next eight weeks. Students shape the projects by determining the means by which our objectives are accomplished. It’s so exciting to see the students respond when allowed to be creative and find ways to integrate their learning with real life applications.
As we go through our daily business here at MSLA, it shouldn’t seem that strange. Back in “teacher school”, we were trained to teach the curriculum in our own way that was relevant to the needs and interests of our students. We are caught in this standardized testing frenzy across this country that is limiting our ability to teach in ways that encourage critical thinking and problem solving skills. Our school is unique, unfortunately. Hopefully, our model will encourage others to dare to do things differently; to challenge the status quo hierarchy that exists in US schools, and to allow our students to lead their own education by meeting standards through thought provoking, rigorous curriculum. If the teachers don’t lead education reform, we will continue in the same path we have followed for 150 years. Dare to think outside of the box… teachers are leaders, too!
Teacher Leadership, Redefined
By: Kim Ursetta, NBCT
Math and Science Leadership Academy
The stares, half smiles, people wondering WHY I was there…
Imagine how it felt for the former DCTA president to attend the Principal’s Institute. So why was I there?
Our school does not have a principal; but we do have two lead teachers that teach part time. We all assume different leadership roles. Teachers are divided into four teams: professional development, curriculum and instruction, culture and climate, and peer assistance and review. At our weekly early release days, we rotate leadership roles based on the content area expertise that we have chosen. We also have an elected School Leadership Team that makes decisions as outlined in the Agreement. We also share leadership by taking turns attending the principal, assistant principal, and facilitator institutes.
Our school’s motto is “Where everyone is a learner, teacher and leader”. We all move in and out of these three roles, and encourage our students to do so as well. It’s a very empowering feeling to be able to look at what our students know and are able to do, and to create lessons and units to meet their needs. We are not married to checklists, nor do we follow every page of the planning guides. We are deeply committed to creating units that allow teachers and students to work as learners, teachers, and leaders while ensuring that our students meet the state standards.
This past week, we began service learning. Each teacher has a multi-aged group of only 15 students and will be creating their own service-learning project for the next eight weeks. Students shape the projects by determining the means by which our objectives are accomplished. It’s so exciting to see the students respond when allowed to be creative and find ways to integrate their learning with real life applications.
As we go through our daily business here at MSLA, it shouldn’t seem that strange. Back in “teacher school”, we were trained to teach the curriculum in our own way that was relevant to the needs and interests of our students. We are caught in this standardized testing frenzy across this country that is limiting our ability to teach in ways that encourage critical thinking and problem solving skills. Our school is unique, unfortunately. Hopefully, our model will encourage others to dare to do things differently; to challenge the status quo hierarchy that exists in US schools, and to allow our students to lead their own education by meeting standards through thought provoking, rigorous curriculum. If the teachers don’t lead education reform, we will continue in the same path we have followed for 150 years. Dare to think outside of the box… teachers are leaders, too!
Thursday, August 20, 2009
Before and after pictures...
Thanks to the construction crew at Rishel! Here's some before and after shots...
Wednesday, August 19, 2009
We actually have students!!
Today was incredible! Just to see over 140 students walk into our classrooms to open the Math and Science Leadership Academy was a dream come true. My 20 kindergarten students were adorable, and really enjoyed our classroom, and the new technology. Here's a story from 9 News, and a picture of my class! It's amazing to see what teachers can do...
Thursday, August 13, 2009
Rishel is full...
We (all three staffs of MSLA, Rishel, and KIPP HS) officially reported back today, and will have our first official meeting together on Friday afternoon. There has been no "boxing"... in fact, everyone is getting along really well.
Our school is shaping up nicely, and our contractors did a great job. We have had a few glitches... like no chairs (!!), but the company and New Schools Office have been quick to remedy the situation. Our playground hasn't been installed yet, but we still have 5 days.
Good news- our classroom libraries arrived today. It's always good to have books. I even got to go to the materials closet and take what I needed including a new stapler and teacher scissors! When I used the laminator, I didn't even need permission to turn it on, and I didn't have to keep track of the quantity used. (Those non educators may not understand the typical long process to get simple things like paper, pencils, or tape. Copy paper is a whole 'nother animal in the school culture.)
Our Specialized Service Providers (nurse, social worker, OT/PT, psychologist etc.) got their assignments and reported to buildings today. It was a leadership moment... I got the question- "Where's the principal?" My response, "We don't have one," caused much confusion and concern. I sent this person to talk to our lead teachers, who took the SSP to our special ed teacher. The lead teacher said, "Here's the special ed teacher, and she's in charge!"
What a novel concept:
Teachers are professionals with advanced degrees in their content areas, and know how to do their jobs. Wow...
Our school is shaping up nicely, and our contractors did a great job. We have had a few glitches... like no chairs (!!), but the company and New Schools Office have been quick to remedy the situation. Our playground hasn't been installed yet, but we still have 5 days.
Good news- our classroom libraries arrived today. It's always good to have books. I even got to go to the materials closet and take what I needed including a new stapler and teacher scissors! When I used the laminator, I didn't even need permission to turn it on, and I didn't have to keep track of the quantity used. (Those non educators may not understand the typical long process to get simple things like paper, pencils, or tape. Copy paper is a whole 'nother animal in the school culture.)
Our Specialized Service Providers (nurse, social worker, OT/PT, psychologist etc.) got their assignments and reported to buildings today. It was a leadership moment... I got the question- "Where's the principal?" My response, "We don't have one," caused much confusion and concern. I sent this person to talk to our lead teachers, who took the SSP to our special ed teacher. The lead teacher said, "Here's the special ed teacher, and she's in charge!"
What a novel concept:
Teachers are professionals with advanced degrees in their content areas, and know how to do their jobs. Wow...
Thursday, August 6, 2009
MSLA on 9News
Nelson Garcia from 9 News visits MSLA today to talk to me about CSAP. Our classrooms are looking better every day as we unpack boxes!! Click here.
Tuesday, August 4, 2009
Kicking it into high gear...
Tomorrow is our first day back. The 12 staff members of the Mathematics and Science Leadership Academy will be spending the next few weeks getting everything ready for school. The building was "released" to us today at noon, and we began moving our furniture and materials into our classrooms. Amazingly, the construction in our part of the building is complete, except for the playground, but it will be ready by the 19th. The contractors have been wonderful!
There's so much to say, I don't really know where to start. We spent 3 days in July planning out how the school will function based on the plan that the Board of Education approved. I'm in awe of my colleagues who have between 1 and 30+ years of experience. We amazingly have a balance of strengths and interests that will complement each other well as we begin our journey of running the only teacher led school. This summer, we worked on recruitment, facility planning, schedules, curriculum, ordering materials, service learning project development, shared decision making, studying effective school models, and team building.
Enrollment was a concern that we all shared, and the best news- we have a waiting list!! 145 students have registered for school beating our projection of 128 students in kinder, first and second grade. Check out today's 7 News Story here.
It still amazes me how people react to the concept of our school. Yes, teachers are "smart enough" to run a school. We will also be using Peer Review model, which is groundbreaking for Colorado. This will require a waiver from the State Board of Education since statute requires that a principal conduct evaluations. As we have seen from The New Teacher Project's report, this hasn't exactly been successful. We want to try something different, and hope that it will be replicated across DPS. The DCTA Board and DPS Board approved our request to waive statute.
Pictures will be coming soon!
There's so much to say, I don't really know where to start. We spent 3 days in July planning out how the school will function based on the plan that the Board of Education approved. I'm in awe of my colleagues who have between 1 and 30+ years of experience. We amazingly have a balance of strengths and interests that will complement each other well as we begin our journey of running the only teacher led school. This summer, we worked on recruitment, facility planning, schedules, curriculum, ordering materials, service learning project development, shared decision making, studying effective school models, and team building.
Enrollment was a concern that we all shared, and the best news- we have a waiting list!! 145 students have registered for school beating our projection of 128 students in kinder, first and second grade. Check out today's 7 News Story here.
It still amazes me how people react to the concept of our school. Yes, teachers are "smart enough" to run a school. We will also be using Peer Review model, which is groundbreaking for Colorado. This will require a waiver from the State Board of Education since statute requires that a principal conduct evaluations. As we have seen from The New Teacher Project's report, this hasn't exactly been successful. We want to try something different, and hope that it will be replicated across DPS. The DCTA Board and DPS Board approved our request to waive statute.
Pictures will be coming soon!
Tuesday, July 7, 2009
NEA and Arne Duncan
Last week, I had the opportunity to speak on a panel with the Secretary of Education. Watch the video here, and see the full text of the interview:
http://www.nea.org/grants/33697.htm#
http://www.nea.org/grants/33697.htm#
A shout out from LDH!
At the NEA Representative Assembly, Linda Darling-Hammond received the Friend of Education Award. During her speech, she commended our Math and Science Leadership Academy! Here's the exerpt:
These new schools are not only charters, they are more often regular public schools in districts from Gorham, Maine to Seattle, Washington, from Minneapolis to Birmingham. This fall in Denver, in Math Science Leadership Academy supported by the Teachers Association, will open led by teacher leaders and a group of teachers half of whom are national board certified to offer a challenging supported curriculum for in a low-income Latino community, where previous shortages are now ended because teachers are lining up trying to get hired to come into this school. Where teachers have the opportunity to be effective with learners with good leadership, with sound curriculum, with thoughtful learning, that's where teachers will want to teach.
These schools like those in high-achieving nations focus on critical thinking and problem solving, on 21st century skills, not just on bubbling in answers to multiple-choice tests. To support this work, we not only need to create opportunities for teachers to reinvent schools, but we also need to create a new framework for No Child Left Behind. That does not leave the money behind, and that understands that we need multiple measures of student learning.
Click here to read the full text.
These new schools are not only charters, they are more often regular public schools in districts from Gorham, Maine to Seattle, Washington, from Minneapolis to Birmingham. This fall in Denver, in Math Science Leadership Academy supported by the Teachers Association, will open led by teacher leaders and a group of teachers half of whom are national board certified to offer a challenging supported curriculum for in a low-income Latino community, where previous shortages are now ended because teachers are lining up trying to get hired to come into this school. Where teachers have the opportunity to be effective with learners with good leadership, with sound curriculum, with thoughtful learning, that's where teachers will want to teach.
These schools like those in high-achieving nations focus on critical thinking and problem solving, on 21st century skills, not just on bubbling in answers to multiple-choice tests. To support this work, we not only need to create opportunities for teachers to reinvent schools, but we also need to create a new framework for No Child Left Behind. That does not leave the money behind, and that understands that we need multiple measures of student learning.
Click here to read the full text.
Tuesday, June 2, 2009
Our teacher led school... at the Principals' Institute
You can only imagine how strange it is for me, as the former union president, to be participating in the Principal's Institute (now called the Leadership Institute). Principals were asked to bring at least one teacher from their school. We don't have a principal at MSLA, so we brought teacher leaders. We are a teacher led school. One would assume that means that teachers will lead... Collaboration is not always an acceptable practice in DPS, and encouraging teachers to serve in a leadership role is almost unheard of! Yet, it's the Leadership Institute...
In talking to some administrators (central and building) today, they still don't understand what we're trying to do. One principal said, "Yeah, but who is the administrator?" Another said, "Good luck with your charter school." My favorite is the principals who asked what I'll be doing now, and I tell them about the school. They just stared... and walk away. I didn't know that math and science, to start, was THAT out of the box.
It was amazing to listen to the message from the top repeated in front of everyone. The Superintendent talked about working together- changing the culture- working with DCTA. He talked about changing practice to better meet the needs of kids. I thought that was great. Then we went into our breakout groups... where the telephone game began.
In my first session, a participant asked how to "get specialists on board with RtI". I had an idea that I blurted out... How about talking with them??
In another session, we talked about assessing students... a lot. We didn't talk about actually doing something with the results. I don't think that "weighing the pig" was what they meant.
If I had a penny for every time I heard the word "fidelity", I could've signed my retirement papers with or without the DPSRS/PERA merger.
What is fidelity in school anyway? In some schools, it means having the right posters on the wall, being on the right page on th time right day and at the right time. Some principals think it means never asking a question. Others think it means writing 8 different objectives on your white board every day for every period. In fact, we actually discussed the difference between objectives and activities... I think that should've been mastered in teacher school 101.
Tomorrow... the digital divide! I'm going to cross my fingers and hope that talking with teachers, using assessment results, and differentiating instruction based on student needs is an acceptable practice, and that the message trickles down to those who actually do the work!
p.s. Go Penguins! Maybe we can tie up the series?
In talking to some administrators (central and building) today, they still don't understand what we're trying to do. One principal said, "Yeah, but who is the administrator?" Another said, "Good luck with your charter school." My favorite is the principals who asked what I'll be doing now, and I tell them about the school. They just stared... and walk away. I didn't know that math and science, to start, was THAT out of the box.
It was amazing to listen to the message from the top repeated in front of everyone. The Superintendent talked about working together- changing the culture- working with DCTA. He talked about changing practice to better meet the needs of kids. I thought that was great. Then we went into our breakout groups... where the telephone game began.
In my first session, a participant asked how to "get specialists on board with RtI". I had an idea that I blurted out... How about talking with them??
In another session, we talked about assessing students... a lot. We didn't talk about actually doing something with the results. I don't think that "weighing the pig" was what they meant.
If I had a penny for every time I heard the word "fidelity", I could've signed my retirement papers with or without the DPSRS/PERA merger.
What is fidelity in school anyway? In some schools, it means having the right posters on the wall, being on the right page on th time right day and at the right time. Some principals think it means never asking a question. Others think it means writing 8 different objectives on your white board every day for every period. In fact, we actually discussed the difference between objectives and activities... I think that should've been mastered in teacher school 101.
Tomorrow... the digital divide! I'm going to cross my fingers and hope that talking with teachers, using assessment results, and differentiating instruction based on student needs is an acceptable practice, and that the message trickles down to those who actually do the work!
p.s. Go Penguins! Maybe we can tie up the series?
Sunday, May 31, 2009
I'm not dead- and neither is reform!
June 1st is my last day as DCTA President. I will begin teaching ELA-S Kindergarten at the Mathematics and Science Leadership Academy (MSLA) in the fall. This new chapter in my life will be another challenge, and opportunity to move education reform by putting our money where our mouths are. As Al Shanker said, “Teachers are not going to give up their fight for professional dignity, and they’re not going to give up their fight for good schools.”
The school will start with kindergarten through second grade. It will be a teacher-led (a.k.a. no principal) DPS "Performance School" serving the Rishel community in Southwest Denver. Our school will:
The school will start with kindergarten through second grade. It will be a teacher-led (a.k.a. no principal) DPS "Performance School" serving the Rishel community in Southwest Denver. Our school will:
- focus on math and science,
- infuse technology,
- incorporate service learning,
- have an extended school day and early release on Wednesdays,
- implement peer assistance and review,
- start with 130 students,
- promote leadership amongst students, parents, and teachers,
- share a building with Rishel MS and KIPP HS,
- have SMALL class sizes! (20 max in kinder!!), and
- prepare our students to compete in a global society
I will continue to Co-Chair the DPS/DCTA Professional Practices Work Group that is focusing on creating systems for induction, mentoring, remediation, evaluation and dismissal. Also, I will continue to represent teachers on various state and national committees within DCTA/CEA/NEA, and on the NBPTS Board of Directors.
On a personal note... my twins will also be attending MSLA in second grade (I'm pulling them out of Sandoval). The girls will be in 5th grade at Sandoval, and 8th grade at DCIS next year. We will take our first family vacation to Florida in many years. You know it's bad when your son didn't realize that you can actually swim in the ocean... ouch! Thanks to everyone for your support and well wishes over the past few months.
Rest assured, you haven't heard the last of Kim Ursetta! ;)
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