Pedagogue Blog

A panel discussion with the teachers of Richardson ISD in Richardson, Texas

PANELISTS:

Caroline Canessa, Merriman Park Elementary, 5th Grade Reading-Language Arts

Leah Janoe, Dover Elementary, 5th Grade Math

Ashley Scott, White Rock Elementary, 3rd Grade

Jennifer Looney, Wallace Elementary, 3rd Grade

Alyson Hollon, Dover Elementary, 6th Grade Science

 

For those who may not know, can you elaborate on what your state standards ask teachers to assess in terms of small group discussions?

Jennifer Looney: According to our third grade standards, students should be involved in teacher-led and student-led discussions.

Leah Janoe: Students should participate in small-group discussions by asking questions and answering questions appropriately, which includes answering the question thoroughly, giving enough detail, and most importantly helping the conversation build and continue through their input.

Ashley Scott: We’re also asked to determine if students can use proper verb tense and grammar through discussions with peers.

 

Why is it challenging for teachers to monitor small group discussions?

Alyson Hollon: The biggest challenge with small group discussions or team collaborations is being able to monitor each group’s discussions at once, so that any misconceptions are addressed.

Caroline Canessa: This area of teaching can be very challenging! Often times it is hard to know whether or not student conversations or focus on the task at hand, or completely off the mark. Also, students may pretend to be on task while the teacher is near, but then return to being off task as soon as the teacher leaves the area.

Jennifer Looney: Small groups are often spread out all over the class, so it is hard for a teacher to have the time to engage with all groups. It is also a challenge to talk to one group while also monitoring behavior in a group across the room.

 

RISD has found and is trying out a tool that allows teachers to monitor several discussions all at once. Can you tell us about it?

Ashley Scott: The Flexcat system comes with two teacher microphones and remotes, one large speaker, and six individual speaker pods. The microphones can be used to project your voice out of the large speaker or out of individual pods. The remote controls the volume of your voice. You can use your normal talking voice and it does a wonderful job making it louder for all students to hear. With the pods I can control which group I would like to speak to directly. The microphone comes with an earpiece, which allows for you to listen through the pod to that group. You can turn on the pod without the students knowing and listen. Students can also use the call button on their pod and speak to the teacher through their pod.

Jennifer Looney: The speaker pods allow you to have ears all over the classroom. From working with a small group at my teacher table, I can tell what a group in the hallway is discussing and talk to them directly to refocus them without interrupting precious teaching time.

 

How has the Flexcat changed the way you run your classroom?

Leah Janoe: The Flexcat allows me to hear students’ natural conversations with each other, especially when I can listen in and hear how students are explaining a concept to each other. As a math teacher, I can listen in and see what steps students are verbalizing during group work and help clear up misconceptions in that manner. With the ability to project my voice using the main speaker, I’ve noticed that my students can actually hear my from any point in the room without me having to yell while teaching.

Ashley Scott: My kids are highly motivated to share their thinking and “be the teacher” up at the front of the class wearing the microphone. I can also send a student into a breakout room with a pod to finish work or make up a test. I can pop in on the pod and make sure everything is going OK or they can call me if they have a question. There is also a place for headphones so you could send a child with a pod and headphones to another class to work and still be able to talk directly to the student. It provides so much freedom and flexibility.

 

How have students reacted to the Flexcat?

Caroline Canessa: The students think the Flexcat is a lot of fun! They always ask to use the microphone and love to push the call button.

Alyson Hollon: The students were shocked at first when they realize that I could listen to their conversations even when I wasn’t near them. This has really pushed them to remain on topic and have higher-level group discussions. It has also given students who normally don’t ask questions the opportunity to ask me direct questions, reducing their feeling of apprehension.

Leah Janoe: My students have loved using the Flexcat system because they can discreetly call me to ask for help on a problem. Students who normally would not ask for help feel more comfortable asking for help if they can do so without me having to walk over to address them.

 

Could you share an example of a time when the Flexcat allowed you to catch a student really shining that you would have otherwise missed?

Ashley Scott: This year I had a few students new to our school. Most of my class has gone to school with their peers since kindergarten, and it can be an intimidating situation to walk into. It took this student until the third week to raise her hand to share with the class. One day I called on this particular child to “be the teacher” and share her thinking with the class during math. I gave her the microphone and once she heard her voice from the back of the room, she immediately smiled and stood up straight. You could see how excited and proud she was. Without the microphone, there is no way anyone would have been able to hear her because she was so nervous about sharing with her new peers.

Jennifer Looney: I have a very intelligent student who prefers to only share a few words at a time whole group because she is so shy. When she is with her tablemates, however, she is very talkative. I am able to listen in on her responses in a more laidback situation. I know several students have anxiety about whole class answers and responding directly to a teacher. As this student was working through a table problem in math, she guided her peers to solve a multiplication problem. It was really great to witness her come out of her shell and collaborate!

Alyson Hollon: I have this one student who really struggles working with teammates. One day I was listening to his group as they were finishing up a lab and he explained to another teammate why the chemical reaction occurred and he explained it so well. At this time I was working with my small group students and if I didn’t have the Flexcat I would never have heard his wonderful explanation.

 

What are your thoughts on education these days?

Caroline Canessa: The world of education is just as challenging and rigorous as it has always been.

Alyson Hollon: Today’s education is changing from teacher lead to student lead. Our students need “21st century skills” to be successful today which changes the role of teacher in a 21^st century classroom. Students are more motivated and want to be in charge in their own learning.

Leah Janoe: In these times, I am amazed at what students are learning and how they are being taught. The methods and topics that students are using are amazing and I cannot imagine having learned with so many technology tools when I was in school.

 

What are your thoughts on technology in education? Why?

Jennifer Looney: Technology is used, in some way, for every career out there. Students must graduate knowing how to use this technology. To exclude technology from the classroom would be a great disservice to our students.

Leah Janoe: I am so excited for (and slightly jealous of) the technology opportunities my students have to integrate into their classes and learning. I’m amazed at all the tools students can use to encourage their learning.

Caroline Canessa: Technology in education is critical. It allows students access to information that they may not otherwise be able to access at home. It also readies all students for the future – which is increasingly more and more digital world.

 

Any other comments or experiences to share?

Alyson Hollon: I honestly believe with all the technology that I have in my classroom, the Flexcat is essential and necessary. A Flexcat should be in every classroom.

Ashley Scott: I would not want to go back to teaching without the Flexcat!

Read all of our posts about EdTech and Innovation by clicking here. 

President Obama’s Race to the Top initiative emphasizes STEM learning, particularly in mathematics, in order for more students to make it to high school graduation and the college degree beyond it. At its core, mathematicians’ median annual pay in 2013 was just over $101,000 – and is expected to grow by 23 percent by 2022. Take into account all of the computer science, technology and engineering jobs that are also rising rapidly, and it’s easy to see why students today NEED math proficiency and why it is up to P-12 educators to instill both aptitude and an interest in the traditionally less-exciting subject.

In other words, math is useful.

However, math is more than just useful. It can also be fun and engaging. Math can be an experience.

Let’s look at two concepts that show that math is really more than an obscenely difficult, abstract subject we need to learn at school to become more globally competitive.

1. Math as a universal language. Fifth-grade students at Woodward Elementary School had an interesting math assignment last fall: watching college football games. Though seemingly fun on the surface, the assignment had an ulterior motive. Students were asked not simply to watch the college football games, but to score the plays and keep track of yards, points and time. The raw data they collected was then translated into fractions and percentages and used as mathematics learning tools. What is most remarkable about this assignment, first reported by Fox News, is that the point of the exercise was not simply to make math “fun” or practical. Teacher Scarlett Childers was also looking for a way to reach across the socio-economic and language barriers of her students.

At Woodward, 98 percent of the student body is on the subsidized lunch program and 95 percent learned English as a second language. Math, it seems, became a universal language in her classroom, better understood through a real-world assignment. The statistics at Woodward represent a larger cultural trend, too. Over 60 million people, or one-fifth of people, in the U.S. do not speak English at home which presents a problem in English-speaking K-12 classrooms. Dual-language programs have long been the trendy tactic for bringing down language-learning barriers.

Math is something we struggle with in our public schools regardless of socioeconomic status. In Rhode Island, for example, poor math performance in high school is linked to lower enrollment in college and failure to complete college. Fewer than 42 percent of 11th grade Rhode Island students who were considered “below proficient” on NECAP math ended up enrolling in college. Rhode Island is not exactly known as a diverse area, so that statistic presumably means that most of those students are native English speakers and from mid- to high-income households.

Imagine then the ramifications of that statistic on more diverse, urban K-12 classrooms? The good news is that urban school districts, though still often underperforming in math, are showing the greatest positive improvement in math achievement. Large cities are making progress more quickly than the nation as a whole. Fourth and eighth graders in U.S. cities with at least 250,000 people have improved more quickly in math learning than the national average, according to a report by National Assessment of Educational Progress. The students who speak English as a second language in these urban settings are improving at a faster rate in math than their native English-speaking peers around the country – and that speaks volumes to the power of math as a universal subject and equalizer.

There are certainly programs that target urban students when it comes to math, and other STEM, learning but I’d like to think that much of that progress is a direct result of the teachers in the classroom, like Scarlett Childers. There is no way that one math-learning or ESL initiative drawn up by a district or the state can adequately address the students that need the extra boost. Individualized plans, like the college football scoring assignment, are what really get through to students and bring them to a place of better long-term comprehension. Instead of being a learning complexity, I believe innovative math learning initiatives are the key to overall K-12 academic improvement. Math is a universal language and one that needs practical applications to really have an impact. That starts with the teachers but needs support from the decision-makers to truly make a difference.

2. Math as a role-playing game. I had the chance to learn about Mathbreakers, a virtual math playground that starts with topics as basic as counting and advances through complicated subjects like Calculus. Instead of handing students worksheet-style problems through digital means, Mathbreakers uses action adventure role-playing to give students a fun, yet calculated, gaming environment that puts math at the center. As classrooms become even more gamified, Mathbreakers is a leader in making those concepts effective ones with real-world applications.

The game uses number sense, or the ability to see how to work with numbers and multiple solution approaches, instead of using rote memorization concepts like times tables. Players are in control of their futures in a third-person shooter style that takes them through an array of conquests and challenges.

Mathbreakers is a step towards a full math curriculum available in a virtual world, where students can learn about multiple types of math in the same environment. The vision of the application’s creators is that math learners at many levels can use the game to help visualize and understand mathematics on a fundamental level. That starts with basics like number sense, fractions, the number line, operators, and negative numbers.

Instead of giving players one set answers, Mathbreakers lets them use creativity to use math and create their own worlds, in essence. I was really impressed with the way the application seamlessly integrated concepts like multiplication and functions with the storyline and fun of the game itself. Not only does the game encourage players to use math (not just recite it) but it really is a lot of fun.

It seems that the Mathbreakers concept is really starting to catch fire. Schools are now interested in buying Mathbreakers applications to supplement, or even replace, their existing math practices. It makes sense since Mathbreakers adheres to Common Core Standards for grades 1 to 5.

As more people learn about Mathbreakers, I believe that more students will be given the opportunity to have an “Aha!” moment with math. We cannot force students to be interested in any topic but with the right presentation, educators can give students a better chance at succeeding in even the most difficult topics. The game has the ability to transform the way basic math is taught, and to transform student attitudes in the process.

Mathbreakers is a start-up from Mountain View, California. Check out their website at https://mathbreakers.com/

What are other ways to make math more appealing to students?

According to a new study via Gallup.com, college graduates “who took on the highest amounts of student debt, $50,000 or more, are less likely than their fellow graduates who did not borrow for college to be thriving in four of five elements of well-being: purpose, financial, community, and physical.”

In short, debt may cause negative health issues.

The survey has an area of 25-years as Gallup only polled individuals who graduated college between 1990-2014. What the study found is that graduates who are burdened with $50,000 or more in student loan debt may struggle to repay their loans, which in turn has causes them to delay making large purchases, e.g. buying a new home.

Those saddled with debt are unable to save as much as their counterparts who do not have as much debt or none at all, and Gallup’s “thriving gap,” percentages between those with $50,000 in debt less the percentage of student’s without it, shows an 11 point percentage spread between the two parties.

The study also found that more recent college graduates seem to be performing worse than those who graduated prior to 2000. Those who obtained a college degree between the years of 1990-1999 are doing better socially, physically, and in purpose.

What this inquiry portends is that the government and colleges and universities will have to seriously tackle the issue of rising tuition costs as well as student loan debt.

Because student loan debt now outweighs credit card debt and has surpassed $1 trillion, America has a full blown fiscal crisis on its hands. With wage growth still stagnant and many individuals going without full employment, this crisis will likely get worse. That will mean more health issues and many former graduates with void savings accounts as well.

The position of Florida Education Commissioner has been an appointed position since 1998 when voters decided to change it from an elected post.

But now some Florida lawmakers want to switch it back to an elected position to bring consistency and stability to the role.

According to an op-ed on Tbo.com, there have been seven commissioners in just the past 12 years. For a position that’s appointed, no commissioner has last more than two years. Clearly this can lead to some inconsistency in policies as well as lack of streamlined educational goals from one person to the next.

What are the benefits of an elected Florida Education Commissioner?

If the position of Florida Education Commissioner were to be elected again, it would at least guarantee the individual elected would be around for four years.

It would also mean that the education commissioner would be a part of the governor’s cabinet, and “and designate the governor and the full cabinet as the State Board of Education responsible for overseeing the state’s education system.”

In the name of stability, it would be a good move. The Florida Education Commissioner sticks around for four years, and if voters don’t like the person elected, they would have the right to vote for someone new.

On the other hand, this move gives more power to the voter and simply because the past couple of governors haven’t gotten the position right. It’s not because voters deserve it, it is because of efficiency and consistency.

That doesn’t sound like democracy. It just sounds like a fail safe to ensure some form of longevity is inserted into the position. Voters can also be passionate about issues without all of the facts — something that could hurt an education commissioner who is truly trying to improve education, but could see short-term grade/test score drops.

While giving voters more power to control the state’s education system is a good idea, it doesn’t help if the argument insists that cohesion is the best reason for doing so. I’m interested to see what Florida decides and what it means long-term for education in the state.

Historically Black Colleges and Universities, or HBCUS, are set to receive an increase in funding during the next fiscal year.

According to Salisburypost.com, funding for the federal program that provides financial assistance for HBCUs will increase nearly $400 million. That’s good news for some of the country’s oldest universities and trailblazers for providing a college education for everyone.

“The omnibus spending bill provides a $22 million increase for the Title III Strengthening Historically Black Colleges and Universities program administered by the U.S. Department of Education, providing the largest funding boost for the program in six years. As a result, total program funding will increase to $387 million in Fiscal Year 2016.”

New money included in the spending bill will continue to help some of these schools recruit new students, replenish endowments,  and perhaps most important, buy cutting-edge technology.

Why HBCUs are so valuable

United Negro College Fund CEO Dr. Michael Lomax believes that this funding will work towards making HBCUs more attractive to new students and said as much in the Salisburypost.com article. I share Dr. Lomax’s belief that HBCUs need to be protected as part of the important college landscape in America.

For the past couple of years, the HBCU category of schools has been under increased scrutiny due to financial reasons and because some schools have been forced to close. There has also been some criticism that the very roles HBCUs were created to take on are not as relevant in today’s diverse college population. I’d argue that the first problem can see potential improvement with federal funding and a bigger cash influx from alumni, private donors and business partnerships. I’d also argue that though the primary role of HBCUs has evolved, they are more relevant than ever and we should continue to support them.

While increased funding will not cure each and every problem that HBCUs have, it will alleviate some of the financial pressure that some schools face – so I think this funding is a step in the right direction.

Read all of our posts about HBCUs by clicking here.

Across the United States, teacher education programs do the hard work of training tomorrow’s educators for the classroom. But with only so many hours in the day, it’s hard for professors to cover all the intricacies of the teaching profession. This survival tip will cover the often overlooked but very important subject of teacher evaluations. For many new teachers, the fear of being evaluated is a clear and present danger; not because they lack confidence, but because of the fear of the unknown.

Each school system has a process for measuring and evaluating its teachers. In most districts, all teachers are evaluated by an administrator and are given feedback at least once annually. New teachers, however, typically undergo more than one evaluation. Below is an overview of what to expect before, during, and after an evaluation, as well as how to prepare for each.

Before an Evaluation

Before an evaluation, most administrators will schedule a time with you, and some will even let you choose the class that you know will be the most likely to shine the best light on your skills as a teacher. Here’s a quick checklist of ways to prepare for the evaluation.

• Ask for the rubric they will use. The rubric allows the administrator to score each teacher equally and accurately by looking for specific skills and dispositions during the lesson. Knowing what the administrator will be looking for will allow you to cover all the bases.

• Consider the audience before choosing a topic. Know the educational interests of the administrator. Was he or she a math teacher? A special needs teacher? Is he or she a proponent of technology? Think about what you know about the administrator personally and professionally, and consider his or her interests when selecting a subject, a topic, and a time of day.

• Choose an easy topic. You don’t want to choose a topic that you know is difficult for some students to grasp. For example, introduction to long division may not be the best topic, because you know that it is a multistep process that’s difficult for some students.

• Prepare a detailed lesson plan. The lesson plan for an evaluation is not your typical everyday lesson plan. It’s the extended version that includes details, commentary, and all of the bells and whistles that go along with it. Be sure to include the objectives, materials needed, an introduction, developmental activities, a closing, accommodations, an assessment, and so on.

• Prepare your class. Talk to your students about what to expect. Let them know who is coming, and explain why. Let them know that they’ll be rewarded for their good behavior. It might not be a bad idea to do a practice run and pretend that you’re being evaluated before the scheduled evaluation. This may all seem like window dressing, but it will help to put your mind at ease.

• Prepare your classroom. De-clutter, decorate, and clean everything. Be sure to have your desk cleared in case the administrator wants to sit there to evaluate.

• Be flexible. Administrators are always busy. They have unexpected meetings, misbehaving students who must be attended to at inopportune times, and limitless paperwork. If he or she must reschedule, just put aside your prepared lesson until another day.

During an Evaluation

If you are thoroughly prepared for your evaluation as described here, the evaluation itself should be a breeze.

• Remember that the administrator has probably already figured out that you are an effective teacher. The administrator wants you to do well and wants the students to do well. She or he is not out to get you or hurt your career.

• Relax! Again, the administrator is not looking for an excuse to fire you. Just relax, and do the best you can.

• Write your objectives on the board.

• Have fun! By having fun, you will engage the administrator and the students alike.

• Discipline as you always would. If a student misbehaves, be careful not to overreact. You won’t get a lower score because your students are children and occasionally misbehave.

After an Evaluation

Be prepared for feedback and constructive criticism. The administrator doesn’t intend to tear you down and is not out to get you.

• Thank the administrator for his or her feedback and honesty.

• Never argue! It will only lessen his or her opinion of you.

• Sincerely apply the suggestions to your teaching style.

Remember, evaluations are meant to gauge your teaching effectiveness. They’re not a pretense to get rid of you. Even if you score poorly during your first year, your administrator will use your evaluations to help you create an improvement plan.

Check out all our posts for First Year Teachers here. 

While the precise format for an interview may vary from site to site, no matter where you are, there are some general tips and tricks for succeeding in your interview. Remember to:

1. Smile. Teachers are expected to be good-natured, friendly people; you can convey this by smiling during your interview.

2. Listen. Make sure that you listen very closely to what the interviewer is saying. Maintain eye contact, pay close attention, and be sure to ask pertinent questions.

3. Pause before answering. You don’t have to give
a quick answer. Take a few moments to collect
your thoughts and reflect; then give a well-thought response.

4. Don’t filibuster. Although some people would disagree, admitting that you Add New don’t have all the answers can be a positive trait and not the end of the world. If you’re stumped by a question, let the interviewer know that you don’t have a clear and concise answer. Tell the interviewer that you would probably seek the advice of a veteran educator, especially if it’s in the best interest of your students.

5. Dress to the nines. Like the old adage says, “always dress to impress.” Women should wear slacks or a nice suit and closed-toe shoes; men should always wear a business suit or at the minimum slacks, a shirt, and tie.

6. Participate in a mock interview. Before the interview, have someone from the field of education (friend, family member, professor) conduct a mock interview using a list of commonly asked interview questions. If this is done correctly, then the interview should be a breeze.

7. Break out the portfolio. The majority of teacher education programs require students to begin creating a portfolio beginning with their introduction to education and culminating with their student teaching experience. Ask your interviewer if you can showcase your portfolio during the interview.

8. Research. Make sure that you take the time to learn as much about the interviewing district as possible. Demonstrating a thorough understanding of the mission and vision of the district can really impress interviewers.
Remember, practice makes perfect! It’s a good idea to practice answering questions you think you might face in your interview before you have to answer them in the moment. Practicing what you’re going to say ahead of time can help you sort out your thoughts and sharpen your diction. Common interview questions include:

1. Education and Background
Briefly describe your education background and explain how it has prepared you to teach.

2. Work Experiences
What work and volunteer experiences have you had, and how have they helped prepare you for teaching?

3. Strengths and 
Weaknesses
What do you consider to be your particular strengths as a beginning teacher? What are your weaknesses, and how do you plan to strengthen them?

4. Teaching
Why did you select teaching as a profession?

5. Meeting Diverse Needs
How do you plan to meet the diverse needs of students in your classroom? Give an example of how you would plan to meet the special needs of a student in your classroom with a disability.

6. Curriculum
What kind of curriculum do you think is appropriate for the students you will teach? What was your most successful lesson?

7. Preparation and 
Planning
What are things you will do to prepare and plan for instruction? What kind of planning have you done?

8. Instruction
What instructional strategies do you think are most effective? How will you meet the individual needs of your students?

9. Evaluation
What techniques will you use to evaluate student learning?

10. Classroom Management
What kind of classroom management techniques do you plan to use?

11. Parent/Family/ Community Involvement
Describe how you plan to involve and communicate with parents.

12. Philosophy/Beliefs
What are your core values and beliefs about education? About students? What is your philosophy of education?

13. Collaboration
Do you get along well with others? What are some people skills that you use when collaborating with others?

14. Extracurricular Activities
What extracurricular and community activities have you participated in? What extracurricular activities would you be able to supervise?

Practice answering these questions while watching yourself in the mirror, or have another person act as an interviewer. Learn what it feels like to say your answers out loud to another person, and you’ll ace your interview when you have to say the words for real!

As a teacher, odds are that you will have at least one student who is gay or lesbian in your classroom. Regardless of how you feel about the LGBT community, as a teacher you have an ethical duty to protect and nurture all of your students. One of the easiest ways to do this is to create a nurturing environment for your LGBT students.

Here are several strategies that you can use to accomplish this:

1. Let all of your students know that they are protected in your classroom. No bullying or harassment will be allowed, no matter what. This lets your LGBT students know that you genuinely care about all students.
2. Always challenge homophobic comments or thoughts, no matter how trivial you may think that they are. Students nowadays use terms like “that’s so gay,” “dyke,” or “faggot” as though they are acceptable. Let them know that language like that is vulgar and unacceptable.
3. Make sure you highlight the accomplishments of LGBT people in the areas of science, literature, and the arts in your lessons. For example, Bayard Rustin, an openly gay man, was one of the primary architects of the Civil Rights movement. He organized the famous “March on Washington.”
4. If your classroom is as open as I believe it will be, be ready to serve as an advisor and confidant for your LGBT students. This may make you uncomfortable, but you have to remember that they often have no one else to turn to.
5. Encourage your district administrators to provide an in-service dedicated to training teachers and administrators on how to create a safe school environment for LGBT students.
6. If your school has a Gay–Straight Alliance, volunteer to act as its faculty advisor or assist in any way that you can.

If you follow these strategies, your LGBT students should feel safe and secure in your classroom and in school in general. For teachers with strong anti-homosexual religious views, being supportive of a lifestyle that they don’t believe in may be hard, but it’s our job as teachers to be there for all of our students, regardless of how they choose to live their lives.

When you think about credit-recovery programs, you likely think of truant or at-risk students. These students, who need a push to catch up after falling behind, are getting lost in the shuffle, leading to lower overall graduation rates in high schools across the country. But with a well-structured academic support system combined with credit-recovery options, district leaders at Lawrence County Community Unit School District experienced a 9% increase in graduation rates.

Now here’s a typical story from Lawrence County CUSD. The only thing between Joe (a senior whose name has been changed) and his hard-earned high school diploma was one English final. Thinking he could breeze by, Joe failed the test, meaning that walking the stage to collect his diploma with the rest of his class was no longer a reality. After a series of meetings with the school’s guidance counselor and the principal, the team created a credit recovery plan. Joe was given three days to complete an entire semester’s work. Two all-night study sessions, three long days in the computer lab, and a passing grade got him a diploma—and the overwhelming feeling of success earned through determination.

Joe was lucky. He had a second chance, something many students don’t ever get. The reputation and perceived expense of credit-recovery and second-chance programs has caused schools across the country to quietly cut these programs, leaving students to find their own options. The truth is, not every student who could benefit from credit recovery or alternative options is an at-risk student. Many are special ed, are working to get ahead of the curve, or graduate on time with the rest of their class.

Lawrence County CUSD started its Second Chance Program about 13 years ago to help the group of nonconforming, at-risk students gain diploma status. Students would leave the traditional classroom setting to receive extra time and help from a specialized teacher. Within eight years, the school’s graduation rates increased dramatically.

But in 2012, funding for Lawrence County’s Second Chance Program was cut, leaving at-risk students to struggle through courses in the traditional classroom setting. Graduation rates quickly dropped to less than 70%. Two years later, the Second Chance Program was revived with a new look, a new name, and a new online component allowing for even more flexibility. Since its resurgence, graduation rates have increased from 70% to 79%. This school year, administrators at Lawrence County CUSD hope to reach their goal of an 85% graduation rate.

Here are the steps Lawrence County CUSD are taking today to dramatically increase their graduation rates after they restarted their Second Chance program.

1. Students get special attention. At Lawrence County CUSD, teacher Barbara Fabyan has her own school within a school classroom at the high school where students needing extra academic support can come during the school day. It’s an environment that removes students from their regular classrooms, so they’re able to concentrate on their schoolwork without distraction. At any given time, she may have a 9th-grade student with an IEP needing special assistance on a project or another student who is at risk of dropping out and without determination may miss the deadline to graduate with the rest of his or her class.

2. Technology is used to make individualized instruction easier. While dozens of students come into her class strictly to recover failed credits, “Odysseyware, the customizable online curriculum program and credit recovery software we use, allows me to restructure entire courses or individual topics and assessments to best fit the student’s needs,” Fabyan said.

Fabyan’s classroom also serves as an alternative for students wishing to work at a faster pace. For example, one of her students had knee surgery and couldn’t participate in gym class. Instead, she worked through an online curriculum provider to earn a year’s worth of history credits in one semester.
Online options give students the freedom to work at their own pace while sticking with Illinois State Standards. Lawrence County offers a blended learning option which, based on the increase in graduation rates, has proven successful for students so far.

3. Fabyan uses a “tough love” approach to teaching in the credit-recovery classroom. “Making mistakes is part of learning,” she said. “When students come in, they know it’s their last chance to complete the work and make it to graduation. Some students have dug themselves a deep hole with truancy and behavioral issues, and they know my classroom is the only place they can go to dig themselves out. It’s a wake-up call.”

4. Students develop an unshakeable belief in themselves. When students enter Fabyan’s classroom, they often have negative thoughts about specific classes, teachers, and school in general—prejudices that hold them back from success. Her mission is to break down the walls of what “school” is and show students success is possible, but it won’t come easy. With the support from her fellow teachers and administration, Fabyan and her students are constantly empowered to beat the odds and push through adversity. It’s the encouragement that keeps the program alive, allows students to reach their goals using whatever means it takes.

5. Students actually get to explore their interests in school. According to the Center for Public Education, 47% of high school dropouts cite “uninteresting classes” as the major reason for leaving, and 35% say “failing in school” was a major factor in dropping out. With the virtual labs, videos, audio, and games that they get from an online curriculum, students are pleasantly surprised, then challenged and engaged.

“My students realize the traditional courses they were taking may have been easier compared to Odysseyware,” said Fabyan. “Students that used to be failing are excelling with more difficult content. They realize they really have to work hard to pass. It’s more challenging, but in a way they are more engaged in the content and actually learning.”
She notes many students saying, “I really feel like I’m learning something,” and, “If I had this online option for more of my courses I would know more, and wouldn’t have fallen behind in the first place.”

That sort of realization makes students sprint to the end and get their diplomas. By the time at-risk students have their certificate in hand, they’ve learned a lot more than the Common Core. They’ve mastered the art of overcoming challenges and are part of changing the reputation of students using credit recovery. And now, because of the great success of the Second Chance Program, classroom teachers all over Lawrence County CUSD are using Odysseyware to better align their lessons with CCSS and engage students in a typical classroom setting.
If you are an educator in a school struggling with graduation rates, what are some steps you are taking to improve them? Feel free to leave a comment.

In his State of the Union address, President Obama brought up the topic of universal Pre-Kindergarten learning and praised the programs already in place in states like Florida, South Carolina and New Jersey. He connected Pre-K initiatives to his Race to the Top program that has the lofty goal of making the U.S. the worldwide leader in college attendees and graduates.

His administration claims that the academic skill sets needed to reach that goal must have their foundation before Kindergarten and that the responsibility for that lies in public funding.

But is this true? Here are my thoughts from an educator’s view.

1. First, it’s no secret that the U.S. lags behind other developed nations, especially when it comes to science and math. To compete as a nation on a global scale, this generation of K-12 (or P-12) students simply need to know more than their parents did as children. This fact has led to some passionate discourse both for and against more stringent academic standards that start in early childhood and extend into the college years.

2. Universal Pre-K programs tend to benefit disadvantaged and at-risk students the most. Children from middle-to-high class socioeconomic backgrounds do not feel the positive effects of preschool as strongly as their low-income and minority peers. In families where at least one parent can be home with children in the early years, and able to do basic learning activities with them, the impact of Pre-K programs are virtually non-existent by the time the child is in mid-elementary school. Children that participate in play-oriented preschool programs but have attentive parents that expose them to minimal learning fare just as well, or better than, peers who attend regimented Pre-K programs.

3. Socialization and preparation are two other reasons for pre-Kindergarteners to attend school. Of course, academics are not the only benefit to Pre-K programs. Socialization and an idea of what to expect when the school years come along are also an integral part of the Pre-K process. Kindergarten used to be an adjustment year for children, but now kids who arrive in these classrooms are expected to know much more.

4. Be aware of how preschool can affect these same children when they reach kindergarten and beyond. As I have said before, being prepared for the next school year is also an important part of the Pre-K process. Kindergarten used to be an adjustment year for children, but now kids who arrive in these classrooms are expected to know much more. Common Core standards exist at the Kindergarten level, with the expectation that these students will know how to read simple sentences competently, do basic addition and subtraction problems and understand basic time concepts. States that already have tax-funded Pre-K programs test Kindergartners and report back to the preschool provider the results. In some cases, future funding rests on whether or not the Pre-K program adequately prepared enough students for the academic rigors of Kindergarten.

So then the question becomes one of impact. Will universal learning at a younger age make a big enough difference long-term to justify the added cost and resources? How much time do children really need to learn what they will need to know to compete globally?

Parents seem to be split on the issue, with one side affirming the need for stronger academic standards and the other side bemoaning the difficulty of material their young children bring home from school. Districts throughout the country have listened to parents’ complaints when it comes to implementation of all-day Kindergarten (versus the traditional half-days) and some parents have even decided to homeschool their children because they so strongly disagree with the academic rigor. Given this cultural climate, I wonder what is to be expected when more states roll out

Pre-K programs? Right now it is voluntary for families – but will that always be the case?

Is universal Pre-K a necessity – and if so, are American educators, parents and young students really ready for it?

Leave a comment—I’m looking forward to hearing your thoughts.

School climate and school culture directly impact student success. As a result, it is particularly important for the school culture (and the classroom culture) to reflect, acknowledge, and celebrate diversity. Taking these feel-good ideals and making them a reality can be tough for educators, especially with so many other initiatives on their ever-tighter schedules.

But I think that this is so important that as an educator, you must take the time to do it. How to celebrate diversity in the classroom is another article, but for now, I want you to begin your journey with knowing exactly why it’s important.

1. Because the idea of “diversity” is not even that straightforward. Not only must schools recognize diversity evident among broad racial and ethnic groups (e.g., Asian or Hispanic), but the diversity within these groups must be recognized as well. For example Chinese and Japanese students may share common cultural characteristics as a result of being Asian, but will also have distinctly Chinese and Japanese cultural characteristics that differ from each other. The same is true of Caucasian students who come from vastly different family backgrounds, even from the same neighborhoods. In the interest of treating students equally, giving them equal chances for success, and equal access to the curriculum, teachers and administrators must recognize the uniqueness and individuality of their students.

2. Teachers have a particular responsibility to recognize and structure their lessons to reflect student differences. This encourages students to recognize themselves and others as individuals. It also encourages the appreciation of a diverse school population, and brings a sense of connection between disparate cultural heritages within a single school’s culture. It is certainly in the best interest of students and teachers to focus on the richness of our diversity. Recognizing and acknowledging our differences is part of treating students fairly and equally.

3. So that you can facilitate the process of learning overall. One reason for seeking out and acknowledging cultural differences among students is the idea that learning involves transfer of information from prior knowledge and experiences. To assist in this transfer process, it is important to acknowledge the students’ background, and to validate and incorporate their previous knowledge into the process of acquiring new information. All students begin school with a framework of skills and information based on their home cultures. This may include a rudimentary understanding of the alphabet, numbers, computer functions, some basic knowledge of a second language, or the ability to spell and write their names. It also includes a set of habits, etiquette and social expectations derived from the home.

4. So that you can help students assimilate what they learn with what they already know. If a student cannot relate new information to his own experiences, or connect the new material to a familiar concept, he may perceive the new information as frustrating, difficult or dismiss it completely, believing it to be in conflict with his already tenuous understanding of the world. Teachers have the responsibility to seek out cultural building blocks students already possess, in order to help build a framework for understanding. Some educational pedagogy refers to this process as “scaffolding.” Recognition of a student’s cultural differences provides a positive basis for effective learning, and a “safe” classroom environment. Every group of students will respond differently to curriculum and teachers must constantly adjust to be sure their methods are diverse, both in theory and in practice.

What are some easy ways you’ve found to promote diversity in your classroom? Leave a comment below.

Also, if you’re interested in learning more about how you can celebrate diversity in class, here are some tips I have for you.

It’s no secret that teachers in the United States receive little recognition and a salary below their abilities, and that their training after hire consists of professional development that rarely leads to much growth. There is also little incentive for teachers to strive to earn more because pay isn’t based on excellence, but on time on the job. This can lead to quality teachers feeling burned out, with no recourse for better pay for their efforts.

But with a little creativity, this truth can be reversed—even for districts on a tight budget.

Without further ado, here are some things to consider so that teachers can get paid what they’re worth, whether funds are abundant or limited:

1. Rethink the “teachers on an assembly line” mentality. There is a tendency for American teachers to be treated like factory workers. The No Child Left Behind program holds teachers entirely responsible for their students’ performance on state achievement tests, regardless of the many variables that influence students’ performance on these tests. For example, it is extremely difficult, if not impossible, to prepare a sixth grade student reading at a second grade level to perform well on a state achievement test. It is no wonder that standardized testing has caused schools and teachers to panic.

2. Put it into perspective: remember that school principals and other administrators receive comfortable salaries. In addition to concerns about job security, low compensation, and student performance on high stakes test, teachers must also worry about subpar principals who are overcompensated for the successes of teachers. Although administrators deserve to be fairly compensated for their work, their pay does not seem equitable compared to that of teachers. If administrators are to be compensated fairly for the job performed, then teachers, too, should be fairly compensated.

3. Prioritize paying teachers more, and question the assumption that this has to be expensive. When considering these issues, a major mistake made by reform groups is to table efforts at improving teacher salaries because the expenditure does not fit into the school budget. If children are America’s most precious commodity and the focal point of the nation’s educational system, then the lack of funding is no excuse to forgo efforts. Many school reform efforts are cost-effective and can be implemented by resourceful educators. When there is a lack of money, change is contingent upon the faith and commitment level of the faculty and staff. Money should not be wasted on model programs and unsubstantiated trends.

4. Think about the indirectly related factors that will help teachers. Considering factors such as teachers’ professional development, while at first may seem unrelated, can be a key factor for successfully improving teaching salaries as well. When analyzing budgets, it is important to set aside money to hire teachers with the ability to create and teach in-service professional development programs. The ability to train the staff and educators internally will save the school money, and will give the teacher/expert a feeling of usefulness. For instance, a teacher with 30 years of experience and a demonstrated ability to obtain amazing results from her specific teaching strategies might create a professional development seminar to share her expertise. This saves the school an enormous amount of money, and saves the administrator the trouble and cost of hiring a consultant. These savings can then be passed on to the teachers, perhaps in the form of bonuses, etc.

In the end, schools operating with limited funds to support reform efforts will need to be both resourceful and creative in order to affect positive change and strive toward equitable pay for superior teachers. Forward thinking leaders, committed and imaginative teachers, and a supportive community can contribute to change that improves the working environment of our teachers – and their salaries too.

I am sure that you also have some interesting insights on how to pay teachers what they deserve, even on shoestring budgets. So share your thoughts below in the comments.