Posts Tagged ‘
Sue Hildick ’
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.
It can be very powerful to follow an inspirational and effective leader in carrying out his or her day. Last month as a part of the “Principal for Almost a Day” program, I had the honor of spending (almost) a day shadowing Ericka Guynes, Principal of Earl Boyles Elementary School in the David Douglas School District.
Ericka Guynes looks at student achievement goals set by her team at Earl Boyles Elementary. (more…)
As we get into the swing of the school year, parents and teachers have a lot on their minds. Parents want to make sure their students are getting the best education possible. Teachers will be concerned with a whole new class of students and how they can meet the array of student needs. What they probably are not spending much time thinking about is Oregon’s No Child Left Behind waiver.
When the waiver does rise to the level of interest, controversy is likely to be the cause. Unfortunately, issues that gain public attention as the result of controversy are often much more complicated than the sound bites and talking points capture. This is true of the use of student achievement data in educator performance evaluations—one change of many that will come as a result of the waiver.
One test score should never be used to rate and rank a teacher—no one seriously engaged in the education policy conversation believes that is a good idea. What most of us agree on is that being a successful educator means helping students succeed. Educators, like other professionals, deserve relevant feedback to help improve their craft. Where the controversy lies is in how student learning is measured and how that information gets used. (more…)
In June I traveled to New York City to attend the 2012 Social Impact Exchange conference, “Taking Successful Innovation to Scale.” Over 400 foundations, philanthropists and philanthropy advisors convened to discuss innovative methods to support scaling and the replication of high-impact nonprofit initiatives. It was a great opportunity for Chalkboard to learn about potentially scaling CLASS further, especially after presenting at the Labor Management Conference where there was significant interest around how to replicate CLASS in other states.
A blog post by Sarika Bansal at Dowser.org highlights key takeaways from the conference, “Scaling Social Impact in Six Steps.”
Read more about the conference on SIE’s blog.