Archive for the ‘
Chalkboard Project ’ Category
Ari has a background in legislative research and political science. He supports DHM Research principals and associates with report writing, website maintenance, and project management. He was until recently a research assistant for the Office of Government Relations at Portland State University. Before that he served on the staff of the Center for Public Service, specializing in social media assistance and website development.
Ari graduated from the University of Oregon and holds a B.A. in English Literature. He is currently attending Portland State University as a Master’s student in Political Science.
DHM Research is proud and excited to be working with the Chalkboard Project on the 2013 Oregon Student Survey. This study is an effort to learn what Oregon high school students think about public education in our state. To date, as part of the non-scientific, student engagement portion of the project, 300 students have shared their thoughts with us. I’d like to take this opportunity to provide a teaser of what we’ve learned so far. Final results, including the results of a scientific random sample survey, will be shared with the public shortly before the start of the coming school year. (more…)
Today, John Wilson of Education Week’s John Wilson Unleashed blog wrote a great piece about Chalkboard’s TeachOregon initiative. “TeachOregon: Growing Great Teachers” can be found here in its entirety.
“No one questions that the next generation of teachers will play different roles, will have some of the most high tech tools to support their teaching, will teach the most diverse group of American children, and will need a great deal of professional support to assure a high quality of teaching. But that next generation is being stifled in its growth by politicians who want less preparation, less dedication to teaching as a career, and less investment in teacher quality. Bridging that divide has required bold leaders to step up and show what can and must be done to support teacher development in the 21st century. You can find that leadership in Oregon.
Oregon has been blessed to have an independent education 501(c)3 called the Chalkboard Project, an entity devoted to making Oregon’s public schools the best in the nation. It would be great if every state had a similar advocate with no agenda other than the creation of great public schools. The Chalkboard Project offers high quality research and partners with educators and experts to pilot innovative reforms. It also provides citizens, educators, and policy-makers with legitimate, transparent, and honest information. In addition, this group respects teachers and their unions. It understands that reform is done with teachers and not to teachers, and it acts on that understanding.”
Today the Chalkboard Project published a report that provides a snapshot of Oregon’s education system and highlights school districts that are making progress. Take a look.
Schools are letting out for the summer, but the Chalkboard Project’s new report is clear: there is work to be done. The report outlines the current situation: Oregon’s graduation rate and its performance on national assessments have improved little since 2003; Oregon’s classrooms are becoming more diverse than ever; in the next seven years a full third of the teacher workforce will be new; and other states have made quicker progress, leaving Oregon in the bottom third.
Read the report, “Better Schools, Better Oregon: The Conditions of K-12 Education.”
See highlights from the report.
The spring of 1978 proved to be a pivotal time shaping my career. These were the ten weeks I completed my student teaching at a small rural high school in Colton, Washington.
Fortunately, I was taught and mentored by a marvelous master language arts teacher, Diana Carlson. Our first meeting was memorable. “Mr. Jamison, I have good news for you. In the coming weeks you will become the Language Arts Department at Colton High School.”
With thirty-five years of distance and perspective since that spring, and wonderful experiences along the way, I am deeply grateful for the high expectations and rigorous regime framed by this fine educator. Diana required me to teach four different grade levels of high school English, business communication, a social studies class, and to assist in directing the high school play after hours. Working fifty to sixty hours a week, I planned, created, delivered, evaluated…breathed, ate, laughed, fretted and lived… with these students and classrooms consuming my life.
We all know the importance of strong induction and mentorship supports for our newest professionals. While I benefitted the following year from an equally strong teacher who mentored me in my first full-time teaching job in Independence, lately I have looked back on that experience in Colton for an entirely different reason. Increasingly, I am concerned we are not adequately serving and supporting Oregon’s rural schools. (more…)
What does my day look like at Tillamook Options Program School (TOPS)? Well, it is mind boggling—in a good way!
- It starts with teaching the expelled students in“0” Period on Tuesdays and Thursdays from 7:30 – 8:30 and mentoring meetings with a new teacher on Fridays 7:30 – 8:30. Tutoring students claims the rest of the week from 7:30 – 8:30.
- My day moves quickly to Home Room—I have home room of 10- 12 students (number varies) everyday for 45 minutes from 8:30 – 9:15. HIGHLIGHTS: I mentor and advise both academically and personally and teach leadership and teamwork.
- I teach Language Arts (grades 9-12), which I call the “Writing Club,” first and second periods Monday through Thursday. HIGHLIGHTS: I teach students who are emerging writers to write on a level where they can pass the state test, score high on the Compass test, and go to college.
- I teach Social Studies (government and world history this trimester) 3rd and 4th periods. HIGHLIGHTS: The class is completely differentiated and proficiency-based! While we have whole class lessons, each student is working at their own knowledge and ability level and pace. This takes tremendous planning time, and I am still learning and growing with it. (more…)
This post originally appeared on Huff Post’s IMPACT blog and can be read in its entirety here.
The recent passing of Margaret Thatcher signals the true end of an era — Thatcher, Pope John Paul II and Ronald Reagan all were powerful leaders in the 1980s. While Reagan is now known largely for his international agenda, his domestic policies remain a part of our national fabric.
The end of April will mark the 30th anniversary of the groundbreaking “A Nation at Risk” education report issued during the Reagan Administration. No matter how one feels about Reagan’s viewpoints, there is no doubt the report’s stark introductory language is memorable:
“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.”
Thirty years on we are still struggling with those words and how we are failing students especially those who live in low-income neighborhoods.
The 1983 report kicked off a national education reform effort that picked up steam in many states. Massachusetts and Maryland in particular made great strides and now are considered to be the states with the highest education standards in the country.
Meanwhile, I must admit my state of Oregon has many great features but a strong K-12 reform agenda has not been one of them. On state report cards, we get an A for being bike friendly and an A+ for hazelnut production. But Education Week gives us a C on its report card and ranks us 43rd in the nation for education based on numerous factors including how we treat teachers. We received a D in the subcategories of accountability for quality and incentives and allocations.
I love statistics. As a former teacher of AP Statistics and a PhD candidate, I have had the privilege of using (and abusing) statistical analysis with the best of them. As a practicing classroom science teacher, I have had the privilege of introducing a great number of students to the fine arts of backing up an argument or an experiment with adequate data and statistical analysis. Used as a mathematical tool, statistics can be enlightening, even empowering; as a weapon, they are deadly and, as the old joke goes, half of the statistics ever collected are incorrect and the other two-thirds out-and-out lie! (My profound apologies to those readers who live and die by statistics; you know who you are!)
Of all the statistics I have processed in my role as professional educator and advocate for the education profession, the ones I have appreciated the most are derived from instruments like the MetLife Survey of the American teacher. I highly recommend this data set and subsequent analysis to anyone truly interested in an impartial examination of the state of education here in our nation. Much can be learned and inferred from the two-decade plus examination of data collected from teachers and principals throughout the United States. Indeed, twenty-nine years of non-partisan and non-political data has been collected from a “scientific” sampling of educators and administrations. I particularly enjoy executive summaries; they have a tendency to “cut to the chase” and distill out the highlights. This past year, 2012, is certainly no exception, with the primary issues associated with education and educational leadership being concerns that are totally beyond the control of any teacher or principal in her or his academic setting. (more…)
Creating a New Paradigm for Oregon Teachers
Education in Oregon is emerging into an era of challenging growth. The push to improve student learning and achievement resulted in the creation of local education compacts, state-level departments such as the Oregon Education Investment Board (OEIB), and new education grant opportunities. These changes in the traditional educational practices opened doors for new teacher leadership opportunities. These opportunities are reflected in the changing role of teachers in schools. Teachers hold tremendous influence, and through increasing professional opportunities such as the CLASS Project, they possess capabilities and knowledge to transform education. It is a paradigm shift.
Schools operated in the past largely under Frederick Taylor’s 1916 scientific management system which was vertical. A few people were selected to rise to the “top” and become the leaders. In school terms this translated into administrative positions such as superintendents, principals, and directors. Under this hierarchal system, managers (administrators) made decisions without input from workers (teachers). Teachers taught in contained closed classrooms with limited ability to share their knowledge and build the capacity of other teachers. (more…)
The following excerpt is from the Oregon Department of Education’s November newsletter. To read this newsletter in its entirety and to read archived newsletters, visit the ODE Education Update webpage.
It’s hard to believe that the holidays are just around the corner, but as Thanksgiving approaches, I want to take this opportunity to express my deep gratitude for everyone who works in and with our schools. Specifically, I want to thank all of our amazingly dedicated, passionate, and highly skilled teachers. Our teachers are the backbone of our education system and make a huge difference in the lives of students every single day. They are definitely something to be thankful for—now and throughout the year!
We ask a lot of our teachers. They have been faced with years of budget cuts and increased class sizes at a time when we are asking more of our schools and our students, adopting new and more rigorous standards, and working to redesign our education system around improved supports and outcomes for all kids. (more…)
Dr. Rudy Crew, Oregon’s new Chief Education Officer, spoke at the Grantmakers Conference in Eugene on October 17th. About sixty representatives of Oregon foundations heard him suggest where Oregon should focus its energies and resources to help students grow and achieve—making sure all students can read by third grade, promoting STEAM disciplines (science, technology, engineering, arts and mathematics), better training and supporting teachers, and supporting stronger parent and community connections with schools.
As I listened it occurred to me that education officials and advocates know how to advance in all four of these areas. There are proven programs for teaching reading and raising literacy. There are effective models for engaging students in meaningful STEAM instruction and activities. There are traditional and non-traditional programs that are better equipping teachers to be successful in the short and long-term. There are exemplars in building relationships between parents and schools. We have a pretty good idea how to do all this; perhaps not with unquestionable certainty, but with enough confidence to move forward. We lack just one resource. (more…)