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Chalkboard Project ’
CHALKBOARD NOTE: Our President, Sue Hildick, worked closely with Senator Hatfield in the early years of her career. A version of this tribute first appeared on PSU’s Center for Woman, Politics and Policy’s website soon after his death last month. There will be a public tribute to Sen. Hatfield’s life and work later this month at the State Capitol in Salem. Find out more details and read more remembrances on the PSU Center for Public Service memorial site.
Although we lost one of Oregon’s greatest statesmen on August 7, I have been missing Senator Mark O. Hatfield for a number of years. He was my first employer and greatest teacher of my professional career.
For those of us who had a calling to work in Washington, D.C., Oregonians could find an oasis on the seventh floor of the Hart Building. It was a classroom. A museum. A place of hard work and difficult decisions. Most importantly, it was a home for Oregonians who wanted to do good things for their beloved state.
At the age of 26, I was asked to serve as his legislative director; at the time, he was the second most senior Republican on the Hill. I told the Senator that I wasn’t sure I could handle the responsibility and he said, “Don’t worry. We’ll do it together.” He had so much confidence in the people who worked for him and always brought out the best in all of us—an important quality of a great leader.
Pictured: Sue Hildick (upper left) and Senator Hatfield (lower right) and staff in his Hart building office on Capitol Hill in 1995.
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Category:
Chalkboard Project, Legislative |
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Tags: Chalkboard Project, inspiration, legislators, reflection
Last week Chalkboard joined several partners and national leaders in a powerful and lively panel discussion at the Capitol in Washington, DC.
Judging from the passion of our panelists and thoughtful questions by our audience, “Developing Great Teachers and Leaders: What’s Working and How That Should Inform Policy Decisions” appears to be a timely topic.
Chalkboard President Sue Hildick capably launched the morning, and President Tom Carroll of the National Commission on Teaching and America’s Future successfully facilitated the discussion. I felt very fortunate to join our panelists Rob Weil, Deputy Director of the American Federation of Teachers; Dr. Tabitha Grossman, Senior Policy Analyst of the National Governors Association; Janice Poda, Director of Education Workforce for Chief Council of State School Officers; Joellen Killon, Deputy Executive Director of Learning Forward; and Bend CLASS Project Co-Leader Dan Jones.
Several themes emerged during our two-hour discussion. First, we should note this is a time of exciting change, with many powerful developments unfolding on the national level. We are reminded that Oregon will be well-served to stay dialed into this important national discourse. Our failure to track developments and anticipate these national drivers will leave us vulnerable. Now, more than ever, we must stay connected to this crucial conversation.
Other topics received strong attention. Performance evaluation is emerging as a high stakes initiative in several states, with many moving forward to align with the new InTASC teaching standards. Like Oregon, most states have enacted some form of legislation to add impetus to this effort. The opportunity to align these reforms with concurrent adoption of Common Core Learning Standards will result in a more closely aligned K-12 effort. Teacher preparation, and specifically the quality of college and university programs, will be under the microscope in coming years. And, perhaps most important, all of our panelists reminded the audience that this work must be thoughtful. We cannot sacrifice quality of implementation for political expediency.
Of all the discussion, most rewarding to us is the growing national recognition that teachers want and deserve the opportunity to be at the heart of this reform effort. Indeed, every panelist commended the work of the CLASS Project and pointed to our collaborative model as the best path to pursue this complex work. Dan, Sue and I came away from this event knowing our teachers have pursued the right path, and with the humbling recognition that there is great hope placed in our Oregon-grown CLASS efforts.
Category:
Chalkboard Project, CLASS Project, education reform, Legislative, teacher performance evaluations |
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Tags: Chalkboard Project, CLASS, common core learning standards, education agenda, education partnerships, education reform, political priorities, teacher-led reform
As Chalkboard’s state government relations team, Phil Donovan and I believe this was an incredibly successful session for Chalkboard Project and its parent foundations. Our partnership with the Oregon Business Association and Stand for Children served us well and resulted in a formidable advocacy team of business, grassroots and research entities. Despite a devastating state budget, CLASS Project and mentor dollars were achieved and a new teacher evaluation system was put on a timeline for implementation in 2013.
You have probably all heard about the “education package” that passed and the concerns that many have voiced about the politics that engineered the seemingly disparate group of policy reforms. It is this kind of “horse trading” that turns so many off from politics, but such is the basis of how things get done, especially with close margins in the party makeup.
The new annual sessions and the House divided 30-30 for the first time made this session part of Oregon history on two accounts. Politically, the House makeup and the very close margins in the Senate (16 Democrats and 14 Republicans) led to “bipartisanship” being the term most used by the media, pundits and the legislators themselves.
But to many, “bipartisanship” connotes a friendliness and agreement of important issues—a common sense, middle-of-the-road route to public policy. Publicly that may have been the image portrayed, but others describe the drama behind the scenes more along the lines of a hostage situation where bills advanced that one party did not like in order for them to see their own issues move ahead. Is this a strong-arm strategy, rather than a philosophical meeting of the minds?
Education policy was the key area where one might ask this question. But certainly it cannot be denied that the legislative leaderships’ choreography of the process was masterful, the trading intense, and even the purported strong-arming effective in leading to significant changes for Oregon.
Category:
Chalkboard Project, CLASS Project, education reform, funding, Legislative |
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Tags: Chalkboard Project, CLASS, education agenda, education partnerships, education reform, Oregon schools, political priorities, reflection
Chalkboard was busy last week getting ready and co-hosting (with Social Venture Partners Portland) an inspiring evening with the author of Do More Than Give, Leslie Crutchfield. Over 150 foundation leaders, philanthropists, community organizers, teachers, and trustees gathered at Friends of the Children in Northeast Portland to hear the esteemed nonprofit strategist and author speak about re-conceptualizing philanthropy and discuss how donors can address world issues by going beyond just donating money. It’s a call to action. Leslie’s book highlights donors who have already committed to catalyzing real change in the world.
As Leslie walked among the seated guests, she informed the crowd that philanthropy is growing and changing. It is not just the top 1% of the country giving to charities. In fact, the average household now gives $1,400 a year. Today, over $300 billion is donated annually to nonprofits, while private foundations have nearly doubled and community foundations nearly tripled in the last two decades. Whatever the good intentions, this still begs the question: Is giving money to a cause simply enough? Well, no.
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Category:
Chalkboard Project, community involvement, philanthropy |
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Tags: activism, business community, Chalkboard Project, events, inspiration, nonprofits, philanthropy
It’s been a dramatic time for education in Oregon. We have seen lots of change, coming fast and furious from the Legislature, and much of it remains to be sorted out in terms of its actual impact on student achievement. But it certainly gives us hope—hope that Oregon can have a public school system among the best in the nation.
We give thanks to our state’s leaders for feeling the urgency we believe has been building all across this state for a higher quality system of K-12 schools. We give thanks to the teachers and leaders who are on the front lines of our schools every day, helping point the way to the supports children need to learn to their full capacity. We give thanks to the parents and citizens of this state who continue to send their children to public schools and have a collective will to make them strong. Together, we make up a community that has faith that every child can learn, and now, more commitment and momentum to make that goal a reality.
Our task ahead is perhaps harder than pushing these reforms through the legislative process—we must work together to implement them in a way that improves the learning experience for each child. We are delighted that among the reforms passed to do this are two of Chalkboard’s priorities to ensure we have an effective, quality teacher in every class, every school day.
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Category:
Chalkboard Project, CLASS Project, education reform, Legislative, professional development for educators, student achievement |
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Tags: Chalkboard Project, CLASS, education partnerships, education reform, Oregon schools, political priorities, student achievement, teacher career paths, teacher effectiveness
In a blog post a few weeks ago, Liz Hummer wondered if the world uses too much edu-speak, too much jargon. She pointed out that jargon can remove us from what we are really talking about and it can turn people off from becoming part of the conversation.
She was right. Now, more than ever, Oregonians need to be joining the conversation about how we can improve our public education system, not shying away because they don’t have the facts, they can’t fathom the figures, or they aren’t familiar with the terminology.
In fact, many Oregonians aren’t familiar with the jargon of public education and who can blame them? Too many of us think we don’t have the time or the resources to really understand what a state public education budget of $5.7 billion means for our school district, or what a graduation rate of 66% means for the local economy. Even for data junkies, it can be overwhelming to try and find meaningful information. That’s why Chalkboard created the Open Books Project.
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Category:
Chalkboard Project, CLASS Project, community involvement, education reform, research |
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Tags: activism, Chalkboard Project, CLASS, education reform, education statistics, Oregon schools, research
As the 2010/2011 school year comes to an end, the CLASS districts have a lot to celebrate! This past Wednesday, 14 Oregon school districts came together in Salem to share highlights about their creative and innovative work, connect with other districts and hear from two national leaders. This powerful delivery came from the teachers, union representatives and administrators who have lived and breathed the CLASS Project work.
A few district highlights…
Forest Grove’s Assistant Superintendent, Dave Willard, began with a powerful presentation on the challenges and successes of his district’s CLASS work. He described the ways in which his district started to rethink their approach to professional development. For example, his district administrators took time to practice providing positive and constructive feedback to their teachers by asking effective questions and listening to each other.
Suzanne West, a middle school humanities teacher in the Sherwood School District, described her district’s work with CLASS as becoming fully integrated into their school system and school culture. In fact, she found that colleagues were becoming less familiar with the term “CLASS Project” because their work was feeling less like a temporary project and more just their standard way of daily life at school.
In the Sisters School District, three teachers—Justin Nichols, Kristy Rawls and Norma Pledger—opened up their presentation by explaining that they got involved with CLASS to “get better at what we do and improve the education of kids in Sisters.” They went on to describe a new evaluation tool in which teachers created a mock lesson plan, filmed it, and staff were able to use that footage to provide feedback to each other.
Juliet Safier, Vernonia’s Association President, described her district’s process of redesigning their professional development system and was excited that everyone was able to be at the table. Whether it was administrators, teachers or “Goddess Extraordinaires” (aka their wonderful administrative assistants), staff members were working together and felt ownership around the progress that they were making.
Our two keynote speakers also provided a fascinating and relevant national context. The first, Tabitha Grossman, is a senior policy analyst at the National Governors Association (NGA) Center for Best Practices. She has worked as a teacher, school counselor and administrator in school districts in the central Virginia region. During her presentation, she shared her work with several states to redesign models of teacher pay. She provided the political framework and admitted that she was frustrated that so many of the policy makers in Washington DC “had never been educators.” She was energized by the CLASS work and found it powerful to be in a room of teachers and educators who were taking the lead.
Our second speaker, Louise Sundin, is the executive vice president of the Minneapolis Regional Labor Federation, AFL-CIO, and a career ninth-grade English teacher. She provided a lively presentation on the importance of teachers being in the drivers seat and being the agents of change: “If you are not at the table making the changes, then they will inevitably be made to you. We need to be part of the process.” After her presentation, Louise shared that she was blown away by the high level of work and collaboration in the CLASS districts.
For those not yet familiar, the CLASS Project (Creative Leadership Achieves Student Success) is a program that empowers educators and administrators to work collaboratively to design career paths, relevant professional development, effective performance evaluations and new compensation models. If you are interested in learning more about the project, please visit: http://educators4reform.org.
Thank you to all of the fabulous school districts who joined us on Wednesday! Watch video clips from the day here.
Category:
Chalkboard Project, CLASS Project, education reform |
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Tags: Chalkboard Project, CLASS, education reform, inspiration, Oregon schools, reflection
Anne Gienapp is an evaluation consultant at Organizational Research Services, leading qualitative and quantitative analysis of many community-based programs throughout the Northwest. With a Master’s in Public Administration from The Evergreen State College and extensive experience with children and family services, early care and education, youth development and community development, she brought an insightful and layered perspective to Chalkboard’s evaluation of our civic engagement efforts, which was conducted in 2010.
The Chalkboard Project’s long-term goal is to elevate student achievement and propel Oregon’s K-12 system to be within the top ten nationally. To achieve this goal, Chalkboard pursues multiple civic engagement efforts intended to provide the public with credible information, build broad support for education reforms, promote stronger stakeholder voices and mobilize key individuals and groups to advocate for proposed solutions.
In 2010, with support from the W.K. Kellogg Foundation, Chalkboard engaged in an evaluation of its civic engagement efforts. The comprehensive evaluation (read the full report here) was based on interviews with a range of key informants—legislators, education practitioners, partners, staff, board members, and advisors—and review of multiple secondary data sources such as press coverage and past reports. The evaluation, conducted by the Seattle-based firm Organizational Research Services, addressed the extent to which Chalkboard’s efforts between 2007 and 2009 led to progress on education reforms in Oregon.
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Category:
Chalkboard Project, education reform, Legislative, media, research |
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Tags: accountability, Chalkboard Project, civic engagement, education partnerships, education reform, research
As an educator I’ve heard a lot of talk over the years about change and improving outcomes for our students, but it feels different this year. Real change may actually be in the air, and there are new coalitions of stakeholders in the field of education that seem to be making it real. Here’s what I am seeing:
- Almost five years ago the Chalkboard Project formed an advisory council of teachers, school administrators, district superintendents, college deans, and school board members. This council supports Chalkboard in its work promoting innovations making a difference in Oregon schools—innovations like the CLASS project, teacher mentoring, and professional development coordination.
- Three years ago Chalkboard convened a broad cross-section of educators at the headquarters of Oregon Public Broadcasting for a summit on education in Oregon. This initial gathering spawned the Oregon Coalition for Quality Teaching and Learning, a body equally as diverse as Chalkboard’s advisory council. The coalition is currently chaired by Randy Hitz and is a state member of the National Commission on Teaching and America’s Future. The Oregon coalition was the driving force behind a two-year legislative task force that established recommendations to the 2011 legislature to recruit, train, retain and develop teachers in Oregon.
- For over a year a team of district superintendents has been meeting to consider new ways to deliver education services and boost student achievement.
- The 2011 legislature is considering the creation of an Oregon Education Investment Board to better coordinate the delivery of education in Oregon from pre-school to graduate school.
Will these new coalitions and new efforts help Oregon achieve its ultimate goal, more student learning and achievement? That remains to be seen. But we have to hope that we’ll strengthen education in Oregon when educators at all levels are working with each other instead of independent of each other.
Category:
Chalkboard Project, CLASS Project, education reform, Legislative |
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Tags: Chalkboard Project, CLASS, education agenda, education partnerships, education reform, political priorities
At the Chalkboard Project, this is one of our favorite times of the year: National Teacher Appreciation Week! Of course, we believe the hard work and dedication of our educators deserves recognition all year long, but it’s been great to have a chance to pause in our busy schedules and really take the time to show our gratitude.
If you’re a teacher, let those who inspired you to this career know about the impact they had on you. If you’re a parent, remember to thank the teachers who are partners with you in your children’s learning. And if you’re a student, well, just be extra nice!
In that same spirit, we’d like to share a big THANK YOU to the memorable teachers who made a difference in our lives. And to all the teachers doing the most important work in Oregon, thank you!
What teacher did you most appreciate? Share your memories with us in the comments.
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Category:
Chalkboard Project, teacher appreciation |
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Tags: Chalkboard Project, inspiration, reflection, teacher appreciation
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September 2nd, 2011 | Sue Hildick