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Matthew Lynch published in HBCU's, Higher Education, Matthew Lynch April 4, 2016

Diverse Conversations: The Failure of Higher Education

Growing up, many Americans are told that education is the doorway to happiness and a way to break the cycle of poverty and anti-intellectualism that pervades the country. However, when many college graduates complete their degrees and hit the job trail, their faith in conventional wisdom is often tested. Many of them have a hard time gaining professional employment, and subsequently end up unemployed or underemployed.

Because of this, many people are beginning to question the viability of obtaining a higher education. I sat down with Peter Stokes, Vice President for Global Strategy and Business Development at Northeastern University, to find out if they have a legitimate argument.

Q: More than half of college graduates are unemployed or underemployed. On top of that, many are bogged down with massive amounts of student loan debt. Because of this, many people are beginning to question the viability of obtaining a higher education. In this day and age, is college worth it?

A: According the Bureau of Labor Statistics (BLS), in April of 2013 the unemployment rate for individuals aged 25 and older with a bachelor’s degree was 3.9 percent, compared to an overall unemployment rate of 7.5 percent. That ought to be viewed as good news for those pursuing a college degree. The situation for recent college graduates, of course, is not as rosy. As Anthony Carnevale of the Georgetown Public Policy Institute’s Center on Education and Workforce points out in his May 2013 report “Hard Times,” the unemployment rate for recent college grads is 7.9 percent – not good, but not dramatically worse than the case for the population overall. However, Carnevale also notes that unemployment rates for recent college grads vary significantly by major, with nursing majors facing a 4.8 percent unemployment rate at the low end, and with information systems majors facing a 14.7 percent unemployment rate at the high end. Likewise, naturally, earnings vary considerably by major, on average, and this affects graduates’ ability to manage their debts. Whether college is worth it depends on a number of factors, including the debt required to finance college and the career earnings one can reasonably expect subsequent to attaining a degree, among other matters.

Q: Many also cite the high cost of attending American colleges as a hindrance to attendance. Is this concern justified, or just an excuse?

A: College pricing varies considerably, and potential debt levels will vary as well. Without question there are cases where individuals have paid significant sums, and incurred significant debt, to acquire a degree that lacks sufficient market currency to make managing that debt easy. And while college prices are rising faster than inflation, there’s little evidence yet to suggest that not going to college – any college – is a better economic decision than going to college for most prospective students.

Q: Are there just some students who are not college material, and for their own sakes should be counseled to pursue other avenues, like vocational schools?

A: The college participation rate has never been 100 percent. The national rate in 2012, according to BLS, was just over 66 percent, though there can be considerable variation by state, ranging from about 46 percent to 77 percent according to data from 2008. For a variety of reasons, higher education is unlikely to ever be universal. Most of the people who question whether or not attending college is worth it are analysts and commentators. How does the traditional, college aged population feel about the viability of college attendance? It’s difficult to generalize. Personally, I spend more time talking with parents of college-aged children than I do speaking with prospective students, and I live in a state where there is a very high participation rate in postsecondary education, so my perspective is limited by those and other factors. The spectrum of awareness about college costs among today’s graduating high school seniors is likely to be broad. But again, the costs of attending college can vary considerably by type of institution. I know more parents are stressed about college costs – not only from what I read, see, and hear in the media, but also from conversations with my neighbors. There’s certainly evidence that many parents are looking to economize in a wide variety of areas, including their education investments for their children. But college participation rates are not yet falling, so by and large the populations you would expect to go to college are going to college.

Q: If you had 3 wishes and make three changes in higher education, what would they be?

A: We do need greater transparency about the cost to families for sending their family members to college. Net price calculators are a step in the right direction, but we need more education to support financial literacy. I’d also like to see more analysis undertaken to examine what happens when higher education transitions from being perceived as a public good, as it was decades ago when as much as 80 percent of a public university’s expenses might be covered by the state, to being perceived as a private good, as it is increasingly viewed today and where public universities on average have only about 20 percent of expenses covered by state budgets. Sometimes those figures are in the single digits. Do economies perform better under one scenario or the other? We need a better understanding of this sort of question. And finally, I’d like to see the regulatory apparatus support increased innovation. Accreditation is – both in a good sense and a bad sense – a self-replicating process. That’s good because it sets a certain standard, but it’s bad because it limits new approaches. I’d like to see the U.S. Department of Education create a demonstration program that would allow a small number of unaccredited organizations to award degrees under close supervision to see what new models – potentially more cost effective and academically effective models – might emerge.

Well, that concludes my interview with Peter Stokes. I would like to thank him for taking time out of his busy schedule to speak with us.

Matthew Lynch published in Education Leadership, Matthew Lynch April 3, 2016

An Ethical Framework for Leadership Practice

The ethical framework referred to in the title of this column was developed by Shapiro and Stefkovich is based on ethical reasoning in educational leadership. It is aimed at guiding the decision-making of principals, as they confront unfamiliar, complex situations in their schools. They suggest four approaches to the understanding of ethics, which are known to influence school leaders. These include the perspectives of justice, care, critique, and the ethics of the profession. These four aspects reflect the focus of administrators as they make decisions. In order to illustrate them, we will describe each ethical stance, and the problems related to the delivery of education by administrators in public schools.

The first ethic, justice, concerns issues related to individual rights and laws. In decision-making based on this perspective, administrators should pose the following questions: Does a law, right, or a policy that relates to this particular case exist? If it does exist, should it be enforced? And finally, if there is no law, right, or policy, should there be one?

The critique ethic is responsible for keeping educators sensitive to the inequities of social class, race, disability, gender, and other differences that occur in the school community. When making decisions based on this perspective, school administrators should consider the following: Who makes the rules, laws or policies? Who benefits from them? Who has the power to enforce? Lastly, he or she should find out whose voices are silenced in the debate.

The care ethic challenges school decision-makers to address certain values such as loyalty and trust. It calls for school leaders to show care, concern, and connection with stakeholders in solving moral dilemmas. The questions to be asked in this perspective are: Who is likely to benefit from what I decide? Who will I hurt by my actions? What are the overall long-term effects of the decision I make today? Finally, if someone helps me now, what should I do in the future to give back to this person, or to society in general?

Shapiro and Stefkovich state that the ethic of the profession considers “the moral aspects unique to a profession and the questions thereof that arise from educational leaders becoming more aware of their own personal and professional codes of ethics.” In decision-making by school leaders from this perspective, they should ask the following questions: What does the profession expect me to do? What would my community expect me to do? And what should I do that serves the best interests of the students, who are diverse in their composition and needs?

Utilizing this professional ethics perspective enables school leaders to become critical, logical thinkers, who consider practical outcomes and the effects of their decisions before they are made. The questions posed above are relevant to school leaders in addressing issues related to social justice, education of students with special needs, and to performance and resource inequities in their schools. Working within this ethical framework leads to more effective leadership, and in turn, a better overall school environment.

Matthew Lynch published in Education Leadership, Matthew Lynch, Policy & Reform April 2, 2016

School Closures Need More Consideration

It’s been a rough couple of years for public schools on the chopping block for closings. Parents, students and communities as a whole feel targeted, even if school board members are quick to blame unbiased numbers. So who is right? The self-proclaimed objective board members and politicians who say students will attend better-performing schools and that the money saved will go to other educational initiatives? Or the parents, teachers and students that say there shouldn’t be a price tag on quality education? Each of these districts, and many others around the nation, have individual circumstances. At the risk of sounding like a cynic, each school board member and politician has an agenda too – some virtuous in nature and others selfish. There is no concrete way to declare a winner in these cases; there is no formula for determining right or wrong

I think, though, when schools are viewed only for their monetary contributions (or lack thereof), there is an inherent problem. Schools are not short-term retailers that tally up profits at the end of each business day; the economic impact of students from strong public schools with enough teachers and space to go around is often not felt for years, or even decades. To call schools a societal burden that are half-full because of special education classrooms with a higher student-to-teacher ratio is flawed. To close underperforming schools punishes the very students who struggle and need the safety and stability of a neighborhood school – not one that they must take a 20-minute bus ride to attend.

Then there is the emotional impact of it all. Neighborhoods affected by school closings, and particularly the students impacted, face an inferiority complex. Why their schools? Why their neighborhoods? For families that already feel a sense of helplessness due to poverty and crime-ridden streets, the mental toll of being a target for a school closing weighs heavy. Maybe the judge ruled against those parents in Brevard County who claimed minority bias, but that doesn’t change how those communities feel in their hearts. We often associate our public schools solely with the well-being of our children, but they really do belong to entire communities. A school closing brings communal grief – for the jobs lost, for the children displaced and for never being able to know what could have been within the school walls. To flippantly toss these emotions aside and advise communities to simply “move on” just adds salt to the wounds.

There are times when a school closing is simply an inevitability but communities should first look for other solutions. Instead of shuttering underutilized public schools – icons of the community – districts should consider other neighborhood uses. Maybe a community center. Maybe adult education classes. Maybe a cooperation agreement with a local college that opens up the building for paid courses. Maybe even a health center, or location for other district office space. Closing public schools should not be a short-sighted procedure. The decision should look beyond immediacy, and 10-year plans, and focus on the only investment that really matters: quality, public education for all our nation’s children.

Matthew Lynch published in Equity, Higher Education, Matthew Lynch April 1, 2016

Diverse Conversations: Community Colleges, the Backbone of American Higher Education

Every since their inception, community colleges have always been viewed as the step children of higher education. Sure, anyone with a brain knows how significant they are and the important role that they play in America. However, many people can’t see past their perceived lack of “prestige” or “swagger” if you will. Without much acclaim or fanfare, they continue to be the backbone of America’s higher education system. I recently sat down with Dr. Alicia Dowd, associate professor of Higher Education at the University of Southern California, to talk about the importance of community colleges, as well as their problems and issues.

Q: Community colleges are often viewed as the step child of higher education, but they are critically significant. Would you explain why?

A: Community colleges are critically significant for the fact that they enroll about 7 million students; that’s more than half of all undergraduates at public colleges and universities in the United States.

Beyond that, it’s not an overstatement to say that community colleges are an integral part of the national narrative in the United States about the “American Dream.” Sandwiched between high school and four-year colleges and universities, they are an important rung in the ladder of our very stratified society and educational system. We are a “winner take all society”—we love winners, contests, and stories about elites—as the economist Robert Frank has pointed out. And you simply cannot have elites without having lower rungs of the educational ladder.

Community colleges may be viewed as step children by some, but they are the real deal to many who work and study there. And they’re often the one chance a person has for gaining social mobility. The idea that anyone can get ahead by hard work and smarts is important in the American psyche. Never mind that most students who start at a community college don’t finish and don’t end up with a degree or certificate. There’s a chance you’ll make it, it’s relatively cheap (compared to other colleges) and you don’t have to quit your job, move away from home, or be 18 years old to enroll there. Community colleges are a life raft for poor students and students who need a second (or third) chance to get an education or job skills.

Q: Aside from the lack of resources because of budget problems, what other pertinent issues affect community colleges ability to do their jobs?

A: It’s difficult to set aside budget problems, because these are very real. Students are getting turned away for lack of seats, classes are overcrowded, and it can be difficult to complete a degree program if you can’t get the classes you need. Plus if you would like help figuring out the requirements for your degree or to transfer to a four-year university, it can be a long wait. By most estimates, there are more than 1000 students for every counselor, or even as high as 1700 to one, as in the California system, which enrolls over 20% of all community college students today.

But problem-solving with the resources currently available (and continuing to advocate for a fair share of funding), it’s important to recognize that the biggest resource at any college or university are the people who work there. At community colleges, 80 percent of expenditures go towards personnel. With funding cuts, more and more faculty today are part-timers. So one big issue is being sure to give part-time faculty enough hours of teaching at each college so that they can get to know students and be a resource for them.

Plus they need to earn a living wage and receive benefits so they can feel good about teaching in these colleges. It is also important to involve part-time faculty in developing new instructional delivery models and curricula. There’s a lot of demand today for innovation, but one-size-fits all programs are not likely to work very well. Curricular and programmatic changes will need to be tailored by faculty at each college and faculty will want to feel ownership of the program before they commit to its success.

The second issue is that the diversity of the faculty doesn’t match with the diversity of the community college student body. When colleges hire they should be sure to recruit a diverse pool of eligible applicants and increase faculty diversity. Faculty demographics need to catch up with the student demographics. California, Texas, Florida, and New York have such large community college systems that they enroll over a third of all community college students in the U.S. These states also have large Latino populations and many of the colleges have been designated, based on their enrollment, as Hispanic Serving Institutions (HSIs). But the number of Latino faculty is still very small and colleges haven’t been intentional about developing their Hispanic serving identity, for example through curriculum development.

Finally, some argue that faculty unions and byzantine bureaucracies created by shared governance are major impediments to the types of innovations that are needed to do more with less in these times of budget cuts. There’s something to that, but that’s a smaller part of the problem. Faculty intransigence, such that it exists, reflects the actions of people who feel under siege. They have something valuable to protect—the community college’s unique role as an open access, “democratizing,” college—and they want to be sure to protect it. It’s important to understand their motivations and then really speak to them, as well as the community college role in promoting the public good, when attempting to institute changes.

Q: So despite their significance, community colleges have comparatively low rates of completion. Why is that, and what can be done about it? [Q: Community colleges will need to significantly increase their graduation rates for the Obama’s college completion agenda to succeed. Can they do that while many of them are fraught with severe budget crises?

A: In part it’s because some students who go to community colleges are not interested in completing a degree or certificate or they quickly move on to another institution, where they do complete their studies. Other students test the waters and decide that college is not for them. Others, including the majority who are placed in non-college-credit developmental courses after taking assessment tests, can’t get past certain gatekeeper courses, such as algebra. The students who complete degrees tend to be those who are savvy about enrolling in the right courses, self-directed, resilient, and well supported financially and emotionally by their parents, families or significant others. Even though community colleges have relatively low-cost tuition, finances do matter especially when you consider the impact lost earnings have on a low-income household. Community college students are typically working a lot of hours and of course that slows up their academic progress.

One thing that’s being done is to create more detailed data bases of student academic progress to see which students are truly being lost from community colleges (and higher education more generally) and which are “stopping out” or “swirling” for good reasons, for example taking a higher paying job or taking classes at another college closer to their home. A number of accountability strategies are also emerging, like President Obama’s College Scorecard and college completion agenda, which is backed by major philanthropies such as the Gates and Lumina Foundations, to hold colleges accountable for doing a better job in serving the students who do want to earn degrees and credentials. Redesign of financial aid, matriculation, and transfer policies to “incentivize” highly directed student enrollment behavior is also taking place, at the state, federal, and institutional levels.

Community colleges have been a focus of these initiatives because of their low completion rates. The colleges should use the new, detailed data systems that are being built up in many states to tell their success stories better as wells to identify the gatekeeper courses that are blocking student progress. Those gatekeeper courses are then ripe for reform. These should become the focus of curricular and pedagogical experiments with new course structures and culturally inclusive curricula. College leaders, faculty, and policy makers should acknowledge that faculty will need professional development and the tools for inquiry to engage successfully in these transformative change processes. At the Center for Urban Education at USC, we’ve created the Equity Scorecard to assist colleges in using their data to set equity goals for completion and design action plans to achieve those goals.

Another strategy is to redefine completion in terms of short-term, modularized, or “stacked” credentials that students can build on over a career span of lifelong learning. It might be possible to make progress towards President Obama’s goal for 10 million more graduates through this strategy. But, it would be a shame to over-rely on this approach. The considerable rhetoric that the college completion agenda has created will generate real and equitable change only if it leads to improvements in the quality of education available to all students at community colleges. Beyond the rhetoric, policy makers, funders and college leaders should make resources available for experimenting with new teaching and curricular strategies, learning from successes and failures, and participating in professional networks to evaluate and improve on new ideas.

Q: Many incoming freshman at community colleges end up taking remedial courses that are designed to prepare them for college level work. However, these courses do not count towards graduation and end up putting a band aid on academic deficiencies. What is being done about this problem? What is the role of high schools in reducing the need for remedial college courses?

A: The number one task is to improve schooling in primary and secondary schools. Number two is to vastly improve the capacity of schools and colleges to validly assess student knowledge and academic abilities. Too many assessment and placement tests are unfair and result in inequitable educational opportunities for African American and Latino students, who are disproportionately placed in and lost from remedial courses. Number three is to rethink how we teach adults and young adults who weren’t taught well the first time around. There are quite a few new models of instruction being developed, such as the Carnegie Foundation for Teaching’s Statway and Quantway curricula, various accelerated learning approaches, better curriculum alignment and clear pathways to careers and certificates.

Well, that concludes my interview with Dr. Alicia Dowd. I would like to thank her for taking time out of her busy schedule to speak with us.

Matthew Lynch published in Diversity, EdTech & Innovation, Equity April 1, 2016

ELLs’ Achievement Is No Longer a Subgroup Issue

Meeting the unique learning needs of non-native English speakers must involve entire school communities, and not just the teachers who have ELLs in their classrooms.

By Gloria Rodriguez —

The passage of the Every Student Succeeds Act (ESSA) in December made important changes in accountability for English Language Learners (ELLs), one of the fastest-growing and lowest-performing subgroups of students in the United States. The new law shifted accountability for English learners from Title III, the section previously authorizing funding for language acquisition programs, to Title I, the program encompassing accountability for all student groups. What this means is that accountability for ELLs’ achievement no longer falls solely on schools with significant ELL enrollments. Instead, the new law holds all schools accountable for the education of non-native English speakers.

As a bilingual teacher, curriculum writer, professional developer, school administrator, and EL leadership specialist, I have worked to advance the needs of ELLs for over 30 years. I have spent my career supporting teachers and school leaders as they build more culturally and linguistically responsive classrooms and schools. As an advocate for ELLs and their families, I commend this federal recognition that ELLs’ achievement matters in all schools and districts. My experience working with schools across the country has shown that this work must be viewed systemically. Meeting the unique learning needs of non-native English speakers must involve entire school communities, and not just the teachers who have ELLs in their classrooms. Although teachers are often willing and committed to improve student learning, they cannot be expected to take on this critical challenge alone.

Professional development and training are often the primary methods schools and districts use to improve teachers’ practice. Efforts to improve instruction for ELLs often rely on these methods: Teachers may be offered professional development sessions on instructional strategies for ELLs, or they may be offered the chance to acquire additional certifications in ESL. While these offerings can be important steps towards improve classroom instruction, they may not include school leadership or others in the community who are critical for embedding essential school-wide practices that reach beyond specific instructional techniques. Improving educational outcomes for ELLs must also involve system-wide efforts to build more linguistically and culturally responsive environments. Unless professional development and training focusing on school leadership and the broader school community in creating these environments, educating ELLs will continue to be seen as a subgroup issue.

What, then, can we do to advance the systemic changes that lead to improved outcomes for ELLs? This work starts with school-wide attention to equity—closing the achievement gap between ELLs and their non-ELL peers. School communities must confront their achievement gaps head-on and recognize universal responsibility for closing them. In addition, school leadership and teachers alike must recognize the importance of building school communities that recognize their student populations in a meaningful way.

To create culturally and linguistically responsive schools, school leadership teams should:
1) Be knowledgeable about ELL education and practices such as ELL program planning, instructional practices, assessment, English language development, building ELL staff capacity, and family engagement.

2) Have a vision and system-wide strategy for the education of ELLs that is based on an understanding of the importance and features of quality instruction for ELLs.

3) Conduct ELL program reviews to ensure the services are responding to the current needs of the diverse student population. As the student population changes, the data should be analyzed and services should be revisited.

4) Advocate for a data system that tracks multiple measures of ELLs’ educational progress. The collection and analysis of the data on the characteristics, English proficiency level, program placement, and academic attainment of ELLs will ensure the success of students.

Effective schools need bold leaders who are willing to examine organizational, structural, instructional, and staffing issues behind the achievement of English language learners. Tailoring support to entire school communities—including school leaders and teachers—is essential to raising achievement for ELLs. Just as the ESSA now holds all schools accountable for this achievement, so must school leadership teams recognize that all adults in their buildings share ownership of the success of their students.

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Gloria Rodriguez is a former classroom teacher, resource teacher, administrator, and EL leadership education consultant. She is now a Senior Associate at PCG Education, where she heads up PCG’s consulting services focused on supporting schools and districts to better address the needs of English learners.

Matthew Lynch published in Policy & Reform March 31, 2016

Does school choice help or hurt students?

Last week over 10,000 schools and organizations across the country celebrated National School Choice Week with yellow scarves, marches on state capitols and a variety of independently planned events in all 50 states.

In some instances, these gatherings were met with resistance from teacher’s unions who accuse the organizers of the week of trying to create a hostile environment for traditional public schools by touting a family’s ability to choose other options. I don’t know the official motives of the week itself but it does bring up a point I’ve discussed before: Does the school choice movement hurt public schools?

Mississippi, which ranks last in student achievement in the nation, does not have charter school options just yet. It seems to me that any attempt to offer solutions to this cycle of student non-achievement would be welcomed, especially since public charter and magnet schools have shown some success in other low-performing states. On the other hand, by essentially privatizing education are we taking away precious resources from public school reform and hurting the students who stay in them?

National School Choice Week does not just emphasize magnet and charter schools. The official releases from the organization call it an all-inclusive “celebration of educational opportunity” that encompasses traditional public schools, magnet schools, charter schools, private schools, virtual schools and even homeschooling. No type of schooling is promoted over another and all positive celebrations are accepted.

By highlighting all the options, are parents more empowered (and students set up better for success) or are we undermining the great equalizer of our youth — the public school system?

Matthew Lynch published in Matthew Lynch, Parental Involvement, Policy & Reform March 30, 2016

Understanding Parental Involvement

When we discuss parental involvement in schools, we often concentrate on ways in which parental involvement can help schools perform better and how parents can help their children excel in learning. It is a well-known fact that parental involvement can help students achieve success in school; however, it is difficult to measure how much parental involvement is required of parents in order for them to help their children to improve their learning skills and performance.

Parental actions that obstruct the learning process and other educational goals are equally immeasurable. Comprehending the impact of parental involvement requires understanding deficiencies that reduce student performance, and providing parents with tools to diminish their effects. This same principle applies to understanding the ways that schools can encourage parental involvement in low income communities. Situations like these necessitate sensitivity to ethnicity, race, religious affiliation, linguistic challenges, single parenthood, and familial characteristics.

Parents are often influenced by their ethnic background when trying to help their children improve academically. It is imperative that school personnel understand the importance of the family’s cultural characteristics in the educational process. Schools should structure parental involvement programs that take advantage of the strong qualities individual parents bring to the schooling process, as a means for promoting improved relations between parents and the school. Interactions between parents and school personnel are meant to provide information and assistance to both the school and parents.

It is important to monitor how parents act on the instructions, information, and advice offered through such programs. Due to various cultural differences, some families may succeed in obtaining the maximum possible benefit of such interactional programs, while other families may fail to utilize these opportunities. Another factor to consider is the possibility of conflicts between parent’s cultural and linguistic background, and the social, linguistic, and cultural values existing in the school.

Schools often promote common ideals of a capitalistic culture, and, in doing so, present the impoverished, minorities, the disabled, and immigrants, as inferior. The success of parental involvement programs often depends on reaching parents living within different political, economic, cultural, and social realities. In order to help parents make better use of parental involvement programs, it is necessary to attend to these differences, and incorporate ways to meet the varied needs and expectations of parents within the parental involvement program.

The success of parental education and involvement programs depends on the ways parents can make use of their social, human, and financial resources to help their children perform better at school. Parents can also help their children improve their learning skills by providing attention to their children’s studies and participating in meaningful collaboration with school personnel and authorities. Historically, schools have played a major part in improving social conditions. Collaboration between schools and parents can help alleviate the challenges facing students who are living in families that have a lower socioeconomic status.

Policy makers must realize the importance of public schools and their role in facilitating the prosperity of our nation. Federal and state agencies have initiated various programs to improve the relationship between schools, parents, and communities. In order to increase parental involvement and reduce barriers that restrict parents from participating in the education system, it is essential to offer parent education for impoverished parents or parents with disabilities, so that they may learn better ways to boost their children’s learning skills.

The value of parental involvement programs has been well established. Effective parental involvement programs are best achieved when the program originates with the study of the school community, and then proceeds to develop instruction, and provide advice and information that reflects the circumstances, needs, and potential contributions of families who are a part of the school community.

Schools must be prepared for the fact that one outcome of effective parental involvement programs will be the desire of parents to become partners in the decision-making process existing in schools. Thus, school personnel must possess a genuine belief that shared responsibility for multiple aspects of the educational enterprise will result in improved learning environments for children and youth.

Matthew Lynch published in Higher Education March 30, 2016

4 Degrees to Make a Difference in Your Community

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Anica Oaks

Education is something that can make a difference not only in your life, but also the lives of people in your community. It can facilitate everything from solving problems like water delivery to ensuring people who can’t take care of themselves are cared for.

Let’s explore four degrees that can help you make a big difference in your community. This will better help you determine what you should learn if you want to give back to the people around you.

1. Social Work

There are situations where people are unable to care for themselves. Children and the elderly tend to make the majority of these cases, but there are situations where adults may need help acquiring jobs or housing.

A degree in social work can help you give back to your community. You can help people directly, which in turn allows you to see the results of your work.

2. Civil Engineering

Utilities and transportation represent necessities that people require. Clean water is one of the most important necessities.

What most people fail to realize is that it takes an incredible amount of work to move the 44 million gallons of water people in the United States use each day.

Infrastructure for electricity, gas, buildings, roads and so on require a similar amount of work. That’s why civil engineering is one of the best ways to give back to your local community.

If you are curious, mathematical, and inventive, an online master’s degree in civil engineering can provide you with the avenue to make a real difference in your society. Whether you passion lies with finding more economical and efficient solutions, or in seeing your vision through from conception to creation, you can make a difference with civil engineering.

3. Finance

Often overlooked is the study of finance, which includes how it can solve problems for everyone from the individual citizen to business owners.

Consider how this degree gives back to the individual within your community: You can help single mothers, families and other parties with planning their finances. You may even be essential in ensuring that a child can pay for college.

Similar applications can be found within the realm of local businesses. You may be essential in helping “Mom and Pop” businesses plan their finances, limit their losses, and continue to provide reliable services to their customers.

4. Law

The last example of a degree that can give back to your community is one that deal with law. How it gives back depends upon the type of law that you practice or the role you choose to perform when it comes to dealing with the law.

You can give back with a law degree by helping with divorces, aiding in custody battles, representing the rights of unprivileged individuals, resolving minor legal disputes, and helping people change the local laws to better align with the interests of your community.

Making a Difference with a Degree

Educations allow you to make an incredible difference inside of your community. They enable you to help people in ways that they may be unable to acquire, or by providing services at a higher quality.

That means if you want to give back to your community, then you should consider investing in yourself for a higher education.

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Anica is a professional content and copywriter who graduated from the University of San Francisco. She loves dogs, the ocean, and anything outdoor-related. She was raised in a big family, so she’s used to putting things to a vote. Also, cartwheels are her specialty. You can connect with Anica here.

Matthew Lynch published in Matthew Lynch, Policy & Reform March 30, 2016

5 Years Later and We Are Still Waiting for Superman

By Matthew Lynch

Recently I viewed the documentary, Waiting for Superman, for the umpteenth time, and I noted that almost 5 years after the film’s September 24, 2010 U. S. premiere, the American educational system is still not living up to its potential. Sure, education reform was the phrase on the tip of everyone’s tongue, but after a year most of the fervor and commitment to educational change that was initially exhibited has all but subsided.

The comparisons with other developed countries show that the strongest nation in the world is still falling behind academically. The cost per pupil in the U.S. has soared to five times the level in the 1950s, after adjusting for inflation. With this kind of money being pumped into the system, why are many our school systems of such a low caliber, and further falling behind?

Statistics and common sense born of observation tell us that the biggest crisis in our schools is finding ways to educate students in low-income areas. However, as Waiting for Superman illustrates, our educational problems are not limited to poverty-stricken areas alone. As Lesley Chilcott, producer of the Waiting for Superman put it, “the dirty little secret… is that middle- and upper-class communities are suffering as well. When we talk about U.S. students ranking twenty-fifth in math, we’re not just talking about underserved communities, we’re talking overall.” Yet, despite decades of knowing that these problems exist, little improvements are being made to the system itself. Of course, everyone seemingly wants to improve America’s education system; they just do not seem to know or agree on how to do it.

The American public must believe that educational reform is a top priority issue in these times of severe economic troubles. It is understandable that, in today’s economy, people are primarily concerned about their jobs and putting food on the table. Upgrading education, although important to most, can hold a low priority in the mind of the average American, who is mostly concerned with keeping a roof over their head. The paradox here is that this is precisely the time to make that investment into education. When times are tough in an economy such as ours, workers need to improve their skills to compete effectively in the local (and global) marketplace. The education system is where people turn to acquire these skills.

Furthermore, enhanced skills and technological talents are going to be desperately needed in the future as America continues to struggle towards sustaining a dynamic 21st century labor force. Production is not getting easier and simpler — in fact, it is just the opposite. Along the same lines, workers down the road will need to be able to adapt to technologies that are just now being developed. If American students and workers find themselves in an educational system that cannot fulfill these necessary, required functions because it is sub-par, not only will these individuals and their families find little success in an economy that has left them behind; it will cripple America’s competitiveness.

Waiting for Superman has been criticized as being against teacher’s unions, placing the blame too squarely on the shoulders of educators, and misrepresenting educational statistics. Nevertheless, the film shined a bright spotlight on the harsh reality of our educational system, showing the exodus of middle and upper class children from our public schools; the sadness of the lottery system; and the general hopelessness that some express about our educational system and its future.

One segment of Waiting for Superman illustrates American self-confidence through an image of kids doing daredevil bike stunts, and then crashing. This scene shows, in a metaphorical sense, that while our students seem to have confidence, many do not have the skills to actually succeed.

A year later, Waiting for Superman still serves as a stark reminder of just how bad our educational system has become, and just how ineffective most of our efforts at improving it have been. The American educational system has reached a turning point, a time when things seem at their most dire, and yet many appear to simply sit idly by “Waiting for Superman.”

America needs to view this film as a public call to action, where each of us is summoned to be a Superman (or Superwoman, as the case may be), or at least to lend a hand in saving our educational system, perhaps without the flashy heroics and cape. Rather than waiting, we should strive towards getting every educator, educational leader, government official, parent, and citizen to educate themselves about the problems that exist in our educational system, and to work together to fix them.

What is most important is that we understand the deficiencies in our educational system, and strictly forbid placing blame — which rarely serves to encourage cooperation. Rather, we must demonstrate accountability for our situation and fulfill our responsibility to our children. Collectively, we must come together with an understanding that “Superman” is not coming to save our children, and it is up to us to work together to find innovative ways to rise to the challenge of fixing our education system.

The future must be planned for; now. It certainly will not be an overnight process. However, by taking positive, productive steps, one at a time, an enormous amount of ground can be covered in the coming years. If we simply work together, we can restore the U.S. educational system to its former preeminence, and give our children the bright futures they deserve in our great country and aboard. We must become the Super-citizens that we have been waiting for.

Follow Matthew Lynch, Ed.D. on Twitter: www.twitter.com/lynch39083

Matthew Lynch published in Ask An Expert, Matthew Lynch March 30, 2016

Ask An Expert: Taking the Stress Out of Teacher Evaluations

Question: I am a recent college graduate and I am gearing up for my first year of teaching. I was well trained by my professors, but the thing that scares me the most is being evaluated, mainly because so much depends on the personality of the evaluator. Can you shed some light on the teacher evaluation process? Veronica R.

Answer: First of all, thank you for your question and congratulations on landing your first teaching job. 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. Hopefully, by explaining the process in depth, I can help alleviate some of your anxiety. Each school system has a process for measuring and evaluating their teachers. In most districts, all teachers are evaluated by an administrator and are given feedback at least once annually. New teachers, however, typically have more than one evaluation. This section will give you an overview of what to expect before, during, and after an evaluation, as well as how to prepare for each.

Prior to an evaluation

Before an evaluation, most administrators will schedule a time with you, and some of those administrators 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 is a quick checklist of ways to prepare for the evaluation.

Ask for the rubric they will be using. The rubric allows the administrators to score each teacher equally and accurately by looking for specific skills and dispositions during the lesson. Knowing what they will be looking for will allow you to cover all of your bases.
Consider the audience before choosing a topic. Know the educational interests of the administrator. Were they a math teacher? Or a special needs teacher? Are they a proponent of technology? Think about what you know about them personally and professionally and consider their interests when selecting a subject, a topic, and a time of day.
Choose an easy topic. You do not 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 multi-step process that is difficult to grasp for some students.
Prepare a detailed lesson plan. The lesson plan for an evaluation is not your typical everyday lesson plan. It is 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, etc.
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 will be rewarded for their good behavior. It might not be a bad idea to do a practice run and pretend that you are being evaluated prior to 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 she wants to sit there to evaluate.
Be flexible. Administrators are always busy. In addition, unexpected meetings come up, students misbehave and must be attended to at inopportune times, and some type of paperwork is always being thrown at them. If she must reschedule, just simply put aside your prepared lesson until another day.

During an evaluation

If you are thoroughly prepared for your evaluation as described above, the evaluation itself should be a breeze.
Remember that they have probably already figured out that you are an effective teacher. They want you to do well. They want the students to do well. They are not out to get you or hurt your career.
Relax! Again, they are not looking for an excuse to fire you. Just relax and do the best you can do.
Write your objectives on the board. Self explanatory.
Have fun! Having fun yourself will engage the administrator and the students alike.
Discipline as you always would. If a student misbehaves, be careful not to overreact. You will not get a lower score because your students are children and occasionally misbehave.

After an evaluation

Be prepared for feedback and constructive criticism. Administrators do not intend to tear you down and are not out to get you.

Thank them for their feedback and honesty.
Never argue! It will only lessen their opinion of you.
Sincerely apply their suggestions to your teaching styles.

If you follow my advice, the teacher evaluation process will be a breeze. Remember, evaluations are meant to gauge your teaching effectiveness, not as a pretense to get rid of you. Even if you score poorly during your first year, your evaluations will be used by your administrator to help you create an improvement plan. Well, good luck to you and remember, relax!

Matthew Lynch published in EdTech & Innovation, Teachers March 28, 2016

The power of the iPad in Kindergarten

By Kristi Meeuwse, ADE

Technology won’t replace teachers, but teachers who don’t teach with technology will be replaced. -unknown

Last week, our school iPads were replaced. We were very excited to exchange our iPad 2’s for the new iPad Air. Our old iPads served us well but were suffering from frequent app crashes. The replacement took about a week…no small feat when you are talking about over 800 iPads. The excitement over the idea of new iPads was suddenly replaced with the knowledge that we would be without iPads for a few days. My kids quickly realized this and asked, “Um, how will we do our work with no iPads?” I responded, “I’m not sure…maybe we will do some worksheets.” Puzzled, the kids responded with, “What are worksheets?” You see, they had never completed one before.

It was definitely like going back in time and I’m certain I don’t ever want to teach again without having those devices. My students were used to having choices about their day and about demonstrating their learning. I was used to personalizing their learning and serving as a facilitator while they directed themselves. Student-centered and student-directed learning is one of the keys to educational change.

So, now we have our beautiful new devices and the kids immediately went to work. Their work. We have been working on number stories in their math journals. Even though I’m providing the number stories, there is still choice. For example, Sam had 7 buttons. Some were blue and some were yellow. How many of each were there?

Here are a couple of samples from my kids:

One was being a wise-guy, but still got the right number of buttons. By making these number stories open-ended, students have the ability to use multiple pathways to get to the answer. Another student and a partner, worked together to create what we call an “incredible equation”. One of the students was stronger in math (clearly, as he is able to multiply and divide at age 5) and the other was working on grade level. Together they made this:

By letting my students work where they are, and not where a worksheet forces them to be, the sky is the limit. The iPads give my students the freedom to move on, to move up, and to be in charge of their learning.

So, yes, I am thrilled to have our iPads back. We saw first hand the power of the iPad in our classroom. Even though we have only 22 school days remaining, we are going strong to the end!

Today we will do exciting new things. Let’s get to it!

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

Kristi Meeuwse teaches kindergarten in Charleston, South Carolina. In January, 2011, her kindergarten class started a 1:1 iPad pilot for the school district and the results so far have been very successful. You can read more about it on her blog iteachwithipads.net.

Matthew Lynch published in EdTech & Innovation March 28, 2016

A mother’s view on cell phones in the classroom

A guest column by Karen Bresnahan

In recent years, there has been a lot of chatter on the internet about why cell phones shouldn’t be allowed in classrooms. Some teachers and parents are dead set against the idea, while others think it could work.

Schools everywhere are busy making new rules about cell phones. Some schools allow students to carry their phones, but only use them at lunch or in between classes, while others have banned the phones altogether from the learning environment.

The debate, it seems, has centered more on the negative side of the argument which views cell phones as a distraction, a temptation, and a detriment to learning because students can use them to avoid paying attention in class by texting on social media or playing video games, or to cheat on tests, by looking up the answers on Google.

As a parent, I always try to use my common sense when thinking about what I should teach my children. It seems to me that cell phones can be a difficulty or a benefit, depending entirely on the attitude of the teacher. After all, they get to decide what happens in their classroom.

I know, as a mom, how important it is for my kids to know what good behavior and bad behavior is at home. At school, it is no different for the teacher who must show the students what is expected of them and to enforce the rules the same way a parent does. If my child uses a cell phone in the classroom to text their friends or play video games, I expect the teacher to do something about it.

But, cell phones don’t have to always be tied to the expectation of bad behavior or misconduct. There can be a positive side. There are many ways cell phones can actually help children learn. Our kids already use the phones every day and they enjoy using them.

Do we want to take technology away from them and punish them for using it, or should we motivate them to use it in good ways?

With or without technology, it is always important to make sure our children know how to learn. It is up to parents and teachers to show them how. The best teachers know all the different ways to motivate students to learn, so the attitude of the teacher is the most important thing when it comes to deciding about cell phones. There are many ways that cell phones can add to learning.

Students can use their phones to do Google searches about any subject. The cameras on phones make it possible for them to take photos and videos for a school project or record an important school event. Phones can be used in emergencies to call for help, or to text a parent about a problem. Phones can be used on field trips to find locations, or on a daily basis, to make communication easier between students and teachers. Cell phones are a way for teachers to make learning applicable to real life and to let students have fun while learning.

Teachers are already finding helpful ways to use technology in the classroom and cell phones are just another way for students to use the internet to connect them to educational resources. Cell phones have become like tiny computers in their hands because the phones are so much better than they used to be.

Computer applications and software are making it easier for students and teachers to share information. Things like Dropbox, Evernote, Schooltown, Socrative, Wiffiti, and Polleverywhere are helpful online resources that many teachers are using now. Cell phone use supports the popular concepts of flipped classrooms and blended learning.

We live in a technology abundant world and cell phones have become a way of life for families. Most children already use cell phones long before they come to school. As adults, we rely upon technology every day, and it makes no sense to discourage our children from using it productively at school.

As a parent, I expect my children to behave at home and I support what the teacher does in the classroom. If a teacher wants to use cell phone technology as a tool for learning in the classroom, I am all for it. But if a teacher wants to take my child’s phone away when he uses it to misbehave, I am in favor of that too.

I want school to be a fun and active learning environment for my children, where technology allows them to quickly access information, and stimulates them to find exciting new ways to learn anything they want to learn. As long as what they are doing in the classroom peaks their individual interests, I am happy.

Cell phones are just another form of technology that can be used to help students become better and faster at learning. Phones can also be used for group sharing and hands on learning that has been shown to have a 90 percent retention rate.

To me, the argument is not about why we shouldn’t use phones in the classroom, but how can we best use technology as a tool to make learning more exciting and more fun, so that students can learn and grow to be self-motivated learners for the rest of their lives.

__________

Karen Bresnahan is a professional writer, photographer and artist from Boise, Idaho. She has a Bachelor’s degree in Communications from the University of Idaho and is the mother of three children. She is a small business owner of Romantic Idaho Weddings, KBLifelines Positive Quotes, and Idaho Naturals Desertscapes artwork. She enjoys writing about education, parenting, health and fitness and positive thinking. Her goal is to motivate, educate and inspire others through her writing and photography. You can connect with her through email at [email protected] or on Twitter @idaho1111