Should Our Schools Emulate High Performing Foreign Schools?

At an Education Week Chat on January 13^th, 2012, guests Alan Ginsburg and Andreas Schleicher discussed their opinions on “why international comparisons of academic skill matter and how those comparisons should, or should not, be used to shape policy in U.S. Schools.” According to Ginsburg, Asians limit access to higher levels of education through Gateway tests, while in the U.S., students are given a second chance. Asians look to U.S. students for creativity. However, Ginsburg believes that through better teacher and management reforms, we can bring most of our students up to “acceptable levels of performance.”  He also said that the Common Core Standards “were benchmarked against high-performing Asian Countries and should be a real improvement.” Schleicher commented that in the U.S., social background makes a bigger difference in achievement than it does in high achieving countries. He finds that countries in northern Europe and Asia do a much better job than we do of bringing the children of immigrants up to high performance. Schleicher said that high performing countries place greater value on education and teachers. They pay teachers better, give them more time to learn (Singapore, for example, gives 100 hours of in-service a year), offer clear paths for teacher advancement, and provide them with a “work environment conducive for knowledge workers.” Other interesting comments centered on how the U.S. doesn’t seem to have consistent policies because of changing political policies, how high performing countries measure teacher performance (professional and peer judgment, assessment testing, community outreach, etc.) You can read the transcript of the chat by going to Education Week.

Ideas Related to iPad Programs

A January 2012 NBOA (National Business Officers Association) Webinar, “iPad Programs: Expensive Paperweights or Money Saving Game Changer?”, detailed information of use to schools considering digital notebook use by students.  Some of the topics covered included, introducing iPads grade by grade, making sure you have a robust Wi-Fi network, having tech support available, giving adequate time to both staff and student learning related to iPad use, and how iPads are used in one school that has integrated them into Grades 9 and 10. It was interesting that iPad use included much of what is currently being done with laptops and desktops. Computers weren’t needed for teaching, projects, or homework, but a few students brought in their own laptops to use. Presenters covered the myth of the vanishing backpack saying that even though some think that these devices will mean the end of students carrying heavy books, this is not the case at this time. Although novels are available, as are some other books used in coursework, for the most part, etexts or coursework online is not available. The question of whether to go with iPads or Android systems was discussed with the answer favoring iPads because of the numbers already sold, future sales projections, the number of Apps, and the availability of education apps, including 1000+ free education Apps.

Stand Up for Tech in Schools

The International Society for Technology in Education (ISTE) has announced the paper and CD, “Advocacy and Educational Technology: A Guide to Getting Your Voice Heard” by Hilary Goldman.  Priced at $5.95 for members and $7.95 for non-members, this guide shows you how you have the power to effect change. With the needs of schools in the digital age, educators have to work together as advocates for getting the technologies they need in their classrooms. Advocacy means understanding the digital needs of your school or district, voicing your beliefs and knowledge, and making sure elected officials keep in mind what today’s schools need. Goldman guides you to becoming more knowledgeable about:  the issues facing tech use in our schools; programs that will help you help your school or district provide effective education to students; and working with ISTE to “transform education in the digital age".

PBS Courses Aligned to Common Core State Standards

As schools transition from the standards they are currently using to the Common Core Standards for English, Language Arts, and Mathematics, schools and teachers need to be ready to implement these changes. As of January 2012, 45 states and the District of Columbia have approved the new standards, which will bring about changes in the school curriculum. The mathematics standards, for example, are designed to help U.S. students become more competitive in the STEM areas. PBS Teacherline® has created staff development courses that are aligned to the Common Core Standards and will help with the transition to Common Core Standards. According to Rob Lippincott, PBS Senior Vice President for Education, “PBS Teacherline is dedicated to providing educators a 21^st Century set of experiences and resources as they transition to a 21^st Century set of standards and expectations.”

For Schools Serviced by CableVision: Keeping Current with CableVision’s Power to Learn

If your school is in one of the areas serviced by CableVision, in order to continue receiving information about upcoming contests, competitions, events and resources related to education; please send an email to Power to Learn with your full name, title, subjects taught, school name, school address, and school grade levels.  In the past, information was sent to you by mail, but Power to Learn is going green and paperless. We want to continue to keep in touch, so don’t forget to send us your contact information.  You don’t want to miss out on the free programs, resources, and contests.

Good Teaching Wins Again

The study ranged over twenty years, tracked 2.5 million students, and focused on teachers in elementary schools and middle schools and their students’ standardized test scores. Economists Raj Chetty, John N. Friedman, and Jonah E Rickoff, in their analysis of scores, found that the better the teacher (as determined by those who were able to help students raise standardized test scores), the more likely the student was to go to college and earn more money. They also found a correlation between the quality of teacher and teenage pregnancy. Even one year with a quality or value added teacher made a difference in a student’s future. For additional information on the study, see Anne Lowrey’s New York Times article, ”Big Study Links Good Teachers to Lasting Gain.”

What Encourages Girls to Pursue STEM Careers?

How to get girls interested in STEM subjects has been debated for some time. Now, it seems that after school activities are turning more girls on to the advantages of careers in science, technology, engineering and mathematics. "Out of School Time Drawing Girls into STEM” (Education Week, 01/05/12) discusses the success of Techbridge, an afterschool program for girls that offers challenges in the STEM subjects through innovative teaching. Linda Kekelis, Executive Director of Techbridge, says that girls often don’t have the experiences boys do that create interest in the STEM subjects. “Techbridge is providing the expectations and the experiences to level the playing field for girls, particularly in STEM.”  The question remains, “Why can’t such programs be integrated into regular school studies?

Optimist Essay Competition

Your students, who were under 19 years of age on December 31, 2010, are eligible to enter the Optimist International Essay Competition. The topic for the 2011-2012 contest is: “How My Positive Outlook Benefits My Community.” The essays must be between 700 and 800 words in length and follow the guidelines exactly. If your school hasn’t been notified about this competition, contact an Optimist Club in your region because the essays are first judged at the local level.  District winners receive a $2,500 scholarship. For additional information, rules, and entry form, go to the Optimist International site and download the essay pdf. Entries are generally due by the end of January, but because deadlines may vary, be sure to check with your local chapter about its deadline.

Optimist Oratorical Competition

Your students, who were under 19 years of age on December 31, 2010, are eligible to enter the Optimist International Oratorical Competition. The topic for the 2011-2012 contest is: “How My Optimism Helps Me Overcome Obstacles.” Speeches must be between four and five minutes and follow the guidelines exactly. If your school hasn’t been notified about this competition, contact an Optimist Club in your region because the speeches are first judged at the local level. District awards for winners will include two $2500 scholarships or three scholarships of $2500, $1500, and $1000. For additional information, rules, and entry form, go to the Optimist International site and download the speech pdf. Contact your local Optimist Club about dates for local, regional, and district level competitions. [These are usually held in March or April.]

Give Us Your Input about the Future of Texts

There are a number of online programs that are designed to meet the needs of school courses, especially in the areas of reading, mathematics, writing, and Scholastic Aptitude Test preparation. Are you integrating any online programs into your courses, and if so, how? Those looking to replace traditional texts with digital texts for courses are often finding that they have to compile their own etexts using a variety of online resources. While there seem to be college and some high school etexts and novels available in digital format, etexts for middle and elementary levels are difficult to find. If you’ve discovered a source of etexts for K-12, we’d love to have your input for Power to Learn. As for the future, do you think that instead of depending upon one textbook or ebook for courses, teachers will create their own from a variety of free and for-pay resources online, will today’s texts be used in digital format just as they are today in traditional format, or will schools use complete online systems (for example, K-8 Social Studies) provided by publishers? Add your ideas by clicking on the Comments Link below this blog entry.