Posts Tagged ‘
teacher career paths ’
We are excited to announce the formation of the Distinguished Educators Council!
From our press release:
Chalkboard is seeking 12-15 award-winning Oregon educators to serve on the Distinguished Educators Council. The Council’s mission will be to provide an independent platform for educator voices on reform efforts and implementation, as well as to advise Chalkboard and an array of stakeholders on initiatives not currently being addressed. Applicants should be current classroom teachers who want to participate on the Council in addition to their regular classroom responsibilities. Chosen applicants will earn a $1200 stipend for a year of service on the Council.
The Distinguished Educators Council will have professionally facilitated meetings and access to research on a range of topics related to strengthening the teaching profession including, educator evaluations, continuous growth and career paths, assessing effectiveness, principal leadership, and recognizing and rewarding great teaching. (more…)
After completing an MAT at Pacific University in 2008, Melissa Cantwell is now certified to teach Middle and High School English. She has been a substitute teacher for two years in Oregon City, Reynolds, David Douglas and Gresham Barlow School Districts and plans to continue substitute teaching until she finds a full time teaching position.
As a relatively new teacher, I’m well aware that the changes that result from education reform efforts going on now will have a huge impact on the future of my teaching career. I want to have a voice in the discussion about the future of public education.
And yet, I am continually amazed by the negativity of so much of what I hear. A 2010 Time article about the movie Waiting for Superman really piqued my interest in education reform. It discussed the overall negative state of public education in America, the negative effects of bad teachers in the classroom, and the desire of those in education reform to recruit the best and the brightest to the education profession.
I wanted to try and figure out what a “bad teacher” looks like in the classroom. How could I spot a bad teacher, and more importantly, how could I make sure that I didn’t become one? So I started reading more about education reform and realized the characteristics of “bad teachers” are never explicitly defined.
I had lunch recently with an American friend working in Singapore. I explained to him how I conduct an international trade simulation with my economics students, and in the simulation, Singapore is one of the economic powerhouses. I asked him about the Singapore government, and whether it helps or hinders economic growth in that city-state.
He replied that government is one of Singapore’s strengths. How do they do it, I asked, when in much of the world government is viewed, at worst, as helplessly corrupt, and at best, inept.
It’s simple, he said. The Singapore government pulls the best and brightest from their high schools, sends them all over the world for top-notch higher education, then obligates them to serve in the government in exchange for the education, albeit with handsome salaries and benefits. The education, he explained, is to keep candidates beholden to the state, while the salaries are to keep them content and above reproach. The result, he suggested, is one of the most efficient and effective governments in the world.
Interesting model. Why not apply it to education?
I love reform. I’m excited that as a state and nation we are looking at making changes to public education. But sometimes in moving forward, it’s good to look back.
I’ve been moved to look back at my earlier career by the publicity around Jose Vargas, a Pulitzer Prize-winning journalist and product of the California middle school where I taught. I’ve been thinking about the Jose days (mid-90s) and the staff and organization of that school. Of course, he is only one student, but there were many new immigrant kids who did quite well there. So what were we doing there that worked?
One thing that we did have was lots of faculty communication across the grade levels. I taught an intense and rigorous program partly because it was jointly developed by all the teachers on the 5th grade team. We met every Wednesday during prep, opened our plan books and shared. As a 5th grade teacher in a 5-8th grade school, I was reminded in staff meetings and in passing about where kids needed to be in order to be successful in later grades. There was a mindset that we were preparing kids for college. It helped that we were a Silicon Valley school sitting in the shadow of Yahoo, Netscape and SGI, where innovation and hard work were cultural norms in the neighborhood.
In continuing my take on Marc Tucker’s report “Standing on the Shoulders of Giants” (read a summary here), I wanted to focus this post on his suggestions for teacher education programs in the United States. (See my previous post about his opinion on charter schools and teacher pay.)
As an education professor, my interest piqued with Tucker’s focus on Schools of Education. Since joining the faculty at Concordia University last year (after ten years as a high school teacher), I have been more aware of the critical roles that teacher preparation programs play in establishing the character and skills of teachers as they enter into the profession. Thus, Tucker’s decision to devote time to their strengths and weaknesses provided an opportunity for me to examine my own practice as well as the state of all schools working to prepare educators.
Among several observations, Tucker concludes that standards for teacher preparation programs need to be higher. He explains that a low bar has led to teachers who are coming from the bottom third of college entrants, and that their mastery of content knowledge is suspect. Tucker argues that low expectations within colleges of education nationally have also led to these colleges being seen by universities as “second class citizens” on campus as well, which leads to fewer institutional supports (research grants, etc). All of these issues contribute to teachers being ill-equipped to succeed in the classroom.
Tucker has several proposals to address these issues. (more…)
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.
There is so much education research out there focused on the myriad details that it’s hard to keep track of it all. But the latest study that’s generating buzz—and standing out—in reform circles zooms out and examines education from a big picture, global perspective.
Standing on the Shoulders of Giants: An American Agenda for Education Reform by Marc S. Tucker is a report that actually stems from the last two chapters of a book that will be published in September by Harvard Education Press. The project began when Education Secretary Arne Duncan asked the Organization for Economic Co-operation and Development to study the education strategies that other countries have used to outpace us.
American students are now ranked below those in almost 40 developed nations in terms of science, math and reading according to a study by the Programme for International Student Assessment, and this new report shows that the most popular tactics in the US—like smaller class sizes and charter schools—are not making the significant difference that has been hoped for.
The National Center on Education and Economy, a Washington DC think tank, picked up the work and focused on education systems in the highest performing countries—Finland, Singapore, Japan, China (Shanghai), and Canada (Ontario)—to see what we may learn from their successes.
At age 49, my husband Rob Corrigan just completed his dual Master’s degree and Oregon teacher certification program. He is now certified to teach middle and high school math through calculus, and the sciences including physics. He is a Harvard graduate, a former senior executive at multiple hardware technology start-ups in Silicon Valley, a classroom volunteer, a soccer coach from U6 up through U13, a former school board president.
But Rob is unlikely to land a public school job anytime soon, having gained certification at the time of greatest economic distress since the Depression, a period of historic budget cutbacks in statehouses everywhere.
Was certification worth it? Can second-career scientists, businesspeople, technology, media or other professionals segue successfully into teaching in Oregon’s current school system—now or ever?
A better question may be, “Why would they?”
Jennifer Singleton is an elementary school music teacher with seven years of teaching experience in Portland metro area schools. She was born, raised, and educated in Oregon, and loves nothing more than connecting with kids through music. We’re excited to have her joining the conversation about teaching and education reform as the newest member of the ChalkBlogger team.
My seven-year teaching career has taken me to five different schools in the Portland metro area. Most of them, including my current school, have had low socio-economic status (SES), which refers to the income, education and occupation of the students’ parents. While there were definitely some advantages to teaching in a high SES school, I choose to teach in a difficult school because for me, the rewards outweigh the challenges.
Obviously, there were a lot of great things about working in a high SES school. For the most part our students were well cared for physically and emotionally. Classroom management mostly meant controlling chatty kids. My program was adequately funded, and our school had a supportive community with plenty of volunteers for classrooms and school events. In many ways, teaching in a high SES school was a breeze.
The learning environment I’ve just described sounds ideal, but there were also some frustrating problems. I have a few colleagues who, like me, have taught in both kinds of schools. And like me, they prefer to teach in a low SES school. When asked about it, one of my colleagues even exclaimed, “You couldn’t pay me to go back!” The question is: Why? With all of the advantages, why choose a school with so many struggles? The answer for us boils down to a lack of appreciation.
Exciting news this week about the importance of supporting great teachers and leaders:
A national study, funded by The Wallace Foundation and conducted by researchers at the University of Minnesota and University of Toronto, shows a strong connection between educational leadership and student achievement. From the press release:
Among the report’s key findings:
- Student achievement is higher in schools where principals share leadership with teachers and the community; principals play a key role in encouraging others to join.
- Higher-performing schools generally ask for more input and engagement from a wider variety of stakeholders.
- District support for shared leadership fosters the development of professional communities. Where teachers feel attached to a professional community, they are more likely to use instructional practices that are linked to improved student learning.
- In districts where levels of student learning are high, district leaders are more likely to emphasize goals and initiatives that reach beyond minimum state expectations for student performance. (more…)