Researchers from the University of Minnesota’s Humphrey School of Public Affairs studied 1,000 3-and 4-year-olds enrolled in 11 Chicago schools. Students who attended preschool seven hours a day were compared to those who attended three hour programs, then tested at the commencement of preschool to see if they were socially and academically prepared to begin kindergarten.
The study found 59 percent of the students enrolled in the half-day program to be ready compared to 81 percent of the all-day preschool attendees.
In the fall of 2012, 78 percent of white students were prepared to enter kindergarten compared to 74 percent of black children and 62 percent of Native American and Hispanic students.
Early childhood education advocates say the results how Minnesota should invest in more preschool programs, and believe this move could help minimize the achievement gap between white students and minority students.
The study’s lead author Arthur Reynolds feels that the state should consider funding all-day preschool programs so all students are ready to learn when they enter school.
Last year, $40 million in funding for pre-K scholarships was approved for low- income families. Thanks to those dollars 5,800 students were able to attend preschool, but as many as 15,000 more students still need access to pre-K scholarships.
The importance of early childhood education cannot be stressed enough. This study goes to prove how important classroom hours are to best prepare students for kindergarten and the school years to follow. I am glad to see Minnesota contributed $40 million to pre-K last year, and hope the state can find ways to add even more dollars to help additional low-income families send their children to preschool.
We’ve all heard of studies claiming that attractive people enjoy advantages, such as earning more money and are generally perceived as being smarter. Two economists, Rey Hernandez-Julian and Christina Peters, set out to determine exactly why this is. They hypothesized that perhaps other factors come into play such as confidence, various personality traits or greater effort given, not solely appearance that influences these benefits. They set out to Metropolitan State University of Denver to test their theory, with some interesting results.
Overall, attractive students did receive better grades than their less attractive peers. However, when taking online courses, more attractive students didn’t receive better grades. The more attractive the student, the larger the difference in grades between traditional and online classes. In other words, in virtual classes where students couldn’t be seen, the difference in grades between the more and less attractive students narrowed.
Peters, an associate professor at MSU Denver told the Washington Post, “we really thought it was just that more attractive people have other personality traits, other skills. But it does appear to be some type of actual discrimination on the part of the professors. That surprised us.” The study also determined that better looking professors were ranked higher by their students as well.
Though more attractive students did receive higher grades in traditional in-person classes, the difference was small. For example, the deviation would be from an A- to a B+ for the less attractive student. Still the fact that the bias exists at all is concerning.
The question now becomes if professors do possess these biases, how can they be fixed? It is likely not being done intentionally so it will take a commitment to consciously not grading in a biased fashion to avoid. Is it even possible to enforce something like that?
What do you think? Do attractive students fare better in class?
Is today’s competitive environment making high school students pursue a polished resume and not their passion?
As a university vice president and an admissions dean, we’ve just finished contacting students whom we did admit, did not admit and would have liked to admit, but simply couldn’t.
Regardless of outcome, each group had in its midst students who have been caught up in the growing phenomenon of credentialism, a practice of relying on formal qualifications, that too often undermines what should be four wonderful years of self-discovery in high school.
More than a numbers game
Whether it’s taking an Advance Placement course that really doesn’t interest them, holding office in an organization because it will “look good,” on their resume or playing a sport that they really don’t enjoy, students are too often trying to impress, instead of trying to discover, enjoy and grow.
Every student seeking admission to college wants to present a “strong case.”
But what’s becoming increasingly clear to admission officers like me and to guidance counselors who advise high school students, is that “credentialism” is being practiced more and more by students, high schools and institutions of higher learning.
To some degree we have ourselves to blame.
College rankings rely heavily on metrics and lets face it, people love being on the “A” list. In some cases, the metrics are about the school; in others, about the students who apply and are admitted.
We begin, despite our best intentions, to question not whether a student is a good match for our institution but how admitting the student will affect our “profile.”
Too often I worry that colleges feel obligated to play the “numbers” game and admit students solely on the basis of board scores, grade scores, number of AP courses, number of extracurricular activities, number of recommendations and so on.
Students are not pursuing their passion
As a result, many students – urged on by their parents, teachers, guidance counselors, and, yes, colleges and universities – conduct their lives as though the only purpose is to build a resume to get into the “best” school they can.
So what’s wrong with that?
For colleges and universities,that means we assess students on professed interest and performance that don’t always reflect what the student is really all about and capable of doing. And that’s not good for the student or the institution.
It subverts our desire not just to recruit and admit a class but to create a class, one whose members will thrive synergistically, often energized more by their differences than by their similarities.
For students, it turns their high school careers into a grab bag of experiences, many of which were pursued to impress others rather than for self-discovery and the pursuit of interests and excellence for their own sake.
Don’t get me wrong.
Many students are truly driven by the best motivations to understand their interests, abilities, and aspirations.
But too many are told they need to go to the right schools, study the right courses, participate in the right activities, have the right friends, volunteer for the right programs, plan for the right careers…and on and on.
What often results is an early and unwelcome appreciation for Thoreau’s observation that, “The mass of men lead lives of quiet desperation.”
Too many students fail to understand that they are quintessentially “a work in progress,” always in the process of becoming, never finished. (Most adults aren’t much different.)
And in our rush to help them prepare for the rest of their lives, we prevent them from taking full advantage of what’s going on right now in their lives.
Students deserve better, from everybody who is pressuring them to display success to impress rather than for its inherent self-worth.
Colleges need to restore love for learning
Can colleges and universities help?
We can proclaim that we seek more than numbers, more than honors, more than achievement for its promotional value. And we can demonstrate our commitment by accepting students whose accomplishments are rooted in exploration, passion, self-discovery and even plain old fun.
We tell students that college is a launching pad for successful careers and lives. And that’s what it should be.
Both high schools and colleges may do students a grave disservice if we suggest that resume-building trumps exploration in pursuit of self-awareness and fulfillment.
So what should we be telling our young people as they undertake their journey to what we pray will be successful lives and careers?
Here are some things that I suggest to help guide that journey:
Establish what really matters to you so you’ll have a compass.
Invest in yourself. You have gifts that need to be developed.
Do the best with what you have. It’s OK if you aren’t good at some things.
Take risks. But be smart about it.
Own it – it’s your life. Take responsibility for it.
Build integrity; above all else, this is what matters.
Find mentors who inspire you.
This isn’t meant to be a “feel good” list.
And it isn’t just a list meant for the students. We must remain committed to a holistic evaluation.
As educators, we need to restore equity, perspective and a reverence for excellence for its own sake.
We need to connect our kids with the wisdom – from family, friends and trusted institutions – that previously helped each generation blossom, for their individual and collective benefit.
If we can’t come together to change the system, then shame on us.
It’s no secret that technology implementation in P-12 schools comes with some serious red tape. While American colleges and universities tend to be at the forefront of innovative ways of learning, childhood education lags seriously behind. A recent PBS study found that while 90 percent of P-12 classrooms have at least one computer, only 35 percent have tablets or electronic readers. The amount of policy writing that goes into allowing “new” technology like tablets, let alone the budget for them, makes it prohibitive for most schools to implement the equipment in reasonable time frames.
But what about technology that already exists in P-12 classrooms, but in less flashy ways? Consider the database technology behind virtually every school system in the country. If you are not too familiar with it, here are a few facts you should know.
Schools have electronic storage of everything from basic address information of students to their in-class progress in an array of subjects. Schools often track other factors too like socioeconomic status and other defining features like racial background and family circumstances. This private data collection on students starts long before the traditional start of school. Early childhood programs in every state keep track of student information and progress too.
The problem with all of this data keeping is that the numbers are usually kept in isolation. Beginning with early childhood education, individual schools do not reach out to each other or across state lines when it comes to student progress and innovative teaching methods.
A recent study released by The Early Childhood Collaboration found that Pennsylvania is the only state in the nation with a system for linking student data across all education programs, from early childhood learning through grade 12. Progressive California has absolutely no data linking programs in place and no plans to start one. As the report points out:
“Comprehensive and connected data on children, programs, and the workforce are used to track progress over time, pinpoint problems, identify underserved groups, and allocate limited resources.”
It’s simply easier not to use the data collected. Despite such a treasure trove of data, student information seems to be recorded simply for posterity. It’s clearly not impossible to share the information (Pennsylvania does it) but states do not seem to be rushing to do it. Such an undertaking would certainly require an upfront cost which could be behind the hesitancy – but I wonder how much of the delay is simply the convenience of the status quo. Student data has always been collected for internal use, or to satisfy specific state requirements, so going above and beyond that is scary territory. How will schools find the manpower for the extra steps of sharing, and analyzing? Who will be in charge of storing the data? What about student privacy?
Using these databases can change how we create and implement policies. I understand the logic behind the questions listed in the last paragraph, but these are all minor impositions. It has never been easier to connect all of the nation’s student data sets in order to build a better picture of what America’s P-12 student body looks like today, and set goals for improvement based on actual statistics. Like these databases, many education policies are created in isolation. What if the people who wrote those policies had a complete data set to inform their choices? How quickly would education legislation transform from theory to actionable plans based on fact?
The ECDC report recommends that states strengthen their abilities to securely link to student data amongst their schools, and to expand the information that is screened and collected. Some less tangible advice would be for educators and policymakers to realize the value of interconnected student information and begin to consider the true possibilities of combining that knowledge.
Would you support greater sharing of student data across schools, systems and states?
When it comes to propositions for educational reform, the suggestion that the U.S. adopt a year-round schooling model is one of the most drastic – at least within the eyes of the American public. Summer vacation has a long, nostalgia-draped history among American school children. Still, the idea of year-round schooling isn’t one that came out of nowhere.
Our education system began at a time when most students were expected to have primary schooling and then work in the family business or manufacturing, or work in other ways to contribute to the family’s economic well-being. During this time, only about 20% of children were actually being groomed to attend college. Today, however, things are very different. The family is no longer a cohesive economic unit that requires the work of children to help with the family’s income. We have also moved beyond the point where in a majority of homes, one parent (most often the mother) was home to attend to children. The traditional family unit of a working father and stay-at-home mother is no longer the norm. Rather, 32% of children are raised in single-family households where the parent presumably has to work full time. Similarly, over 60% of school-aged children in two-parent families live in a home where both parents work outside the home.
Changes are also apparent in our economy; our information-age society will result in a reduction of jobs requiring minimal levels of education. Many jobs today require a college education and/or the ability to acquire and adapt skills for high-performance workplaces of the 21st century. We must make changes in our education system to better prepare our children for the jobs of today and the jobs of the future. To increase the reach of and improve the public education system, it is necessary to increase the amount of time used for schooling, as well as to improve the efficiency with which we use the time allotted for educational endeavors.
Proponents of a year-round school year suggest that a shift in the time designated for teaching and learning will help students achieve more by minimizing summer learning loss, allowing for innovation and implementation of creative programs, and providing the time needed to assist children who need extra help. Many school districts around the country are in fact working toward increasing both the hours in each school day and the number of days schools are in session. Many education leaders are open to the idea of increasing the number of days per school year by up to an additional month, and some go so far as to support year-round school programming. Some leaders have suggested an extended school day and/or school year for schools that are failing to perform well. This suggestion seems to have some foundation in research, because data show that certain groups (including students from low socioeconomic backgrounds) seem to be negatively impacted by the traditional summer hiatus. The proponents of year-round schooling claim that with extended time to teach, teachers will be able to help all students attain better performance results.
It’s easy to understand why education reformers put so much emphasis on time spent teaching and learning. Research shows that time may be the most essential resource of the education system. But it’s important to recognize that merely increasing the amount of time students are in school is not a panacea for improving student performance. It’s necessary to use the available time in the best possible manner. If teachers fail to convert the available time to quality teaching and learning time, the increased school hours will not improve student performance.
Parents often have a stake in school hours as well. Some parents are already highly concerned with their child’s academic progress. Many parents prefer to employ additional educational services for their children that may offer better afterschool educational opportunities, and others may prefer to spend some of their own time educating their children after school. Those parents, and parents of students from affluent backgrounds, may not support increasing school day hours, and for those students, it may not be necessary. Nonetheless, by increasing high-quality education time, schools can certainly provide help for students who can’t afford learning opportunities outside of school.
Although a longer school day or year has many positives, there are also a number of concerns, including cost. Increasing the number of hours and days in school can prove expensive, making it necessary to put more emphasis on increasing the utility of available school time. Some education leaders suggest that instead of increasing the hours and days in a school calendar year, it would be better to spread out the available number of school days in such a manner that the school services may remain available for the students throughout the year. This might mean offering three short breaks rather than one long summer vacation, or simply offering various classes or tutoring programs during the summer downtime. Either approach would increase costs in facility usage and likely increase staff costs as well.
Is it time to turn the U.S. K-12 school calendar completely on its head by abolishing summers-off schedules and adding time in the classroom? Would such actions make a significant positive impact on student performance, particularly in STEM topics?
When applying for a teaching position, you’ll need to have a portfolio put together and ready for presentation to your potential employers. A teaching portfolio is a compilation of works collected throughout your teaching career that highlight your work and accomplishments. Portfolios can be used for various reasons, including as an evaluation tool when completing your teacher education program or when interviewing for a job.
A teaching portfolio should reflect your personality and highlight and describe who you are as a teacher. Although each portfolio is unique, all portfolios contain the same kinds of information. Materials are typically contained in a three-ring binder for easy access when updating. Items contained in a portfolio may be in print or audiovisual format.
1. Print Items
Your résumé.
Transcripts, test scores, sample lesson plans, curriculum materials, journal entries, writing assignments, sample tests and assignments that you’ve developed, samples of student work that reflect differentiation.
Sample letters to parents, sample letters from students or from parents, observation notes.
Formal assessments of your teaching, certificates of memberships to professional organizations, and any awards that you’ve won.
2. Audiovisual Items
Video and audio recordings featuring a sample of your teaching.
Pictures of bulletin boards, charts depicting room arrangements.
Digitize It
A digital portfolio is a teaching portfolio contained on an external storage device rather than a hard copy filed in a notebook. A digital portfolio will contain exactly the same information but in an easy-to-distribute format. Investing a little time can make your digital portfolio stand out. If you have the technical know-how, you can create the entire interface from scratch. If you don’t, there are a multitude of online tutorials that will guide you through the process. Or you could approach graphic design students or Web designers to assist you. If you don’t know any personally, you could invest a small amount of money upfront, which will go a long way toward making your application stand out. Presentations, videos, and audio clips can be stored on CDs or small mobile flash drives. Always ensure that you format your flash drive and scan it for viruses before adding your content, because damaging your potential employer’s computer software or hardware in an effort to impress may defeat the objective.
Organization of your portfolio is extremely important. A neat and well-prepared portfolio will show future employers that you are serious and capable of quality work. Begin by organizing documents into categories, and then fine-tune the details. Documents can be arranged in various ways. Having a logical plan is of utmost importance. Start by dividing documents into categories. Categories may include personal background information, instruction-related information, context information, contributions to the overall mission of the school, awards and recognitions, and many more. After developing the categories and sorting each resource into the appropriate category, develop a detailed table of contents for easy access and use. Subject dividers may be helpful to allow the potential employer easily find the document he or she is seeking.
Remember, your portfolio is first impression. You want it to be informational, clean-cut and as well-put-together as you can manage!
Educators, parents, politicians, and concerned citizens agree that the American educational system is in poor shape, and that far reaching changes are needed for improvement. One illustration: in today’s junior high schools, more than 80 percent of Black and Latino students say they intend to go to college. For those who get to college, up to 60 percent require remedial work to prepare them for college courses. Furthermore, 25-50 percent of these students drop out of college after only one year.
Accountability in education refers to holding school districts, school administrators, educators and students responsible for demonstrating specific academic performance results. Accountability has become a word describing a whole host of educational activity, and is held up as a banner by some and feared by others. Throughout the country, policy makers are moving toward systems designed to reward educators for achievement and punish them for lack of improvement.
Historically, school system reform was guided by “inputs” into the system. Schools were given more resources, more funding, more staffing, and in some cases had added more days to the school year, in an attempt to improve learning outcomes. The focus on inputs did not necessarily lead to noticeable improvements in student achievement.
A paradox remains where low-performing schools are having the most difficult time making significant improvements. As a result, these schools risk losing funding and support they so desperately need to advance. Of course, many people are worried about making such huge funding and support decisions based on a single high-stakes test. Clearly, there are no easy answers to fixing our education system, but accountability and assessment are the current avenues we are taking. When discussing how to improve our educational system, it is important to understand the language and the relevant issues.
School reform can no longer rely mostly on giving schools more resources and more support. Time has shown that inputs have no real impact on student performance. Federal edicts, such as NCLB have enforced protocols based on standards, testing, and accountability. These standards emphasize performance objectives and require high levels of accountability from educators.
The required reforms, particularly those which impose sanctions similar to those imposed by NCLB, often create much stress and anxiety. Many educators ask whether it is fair to hold schools accountable for student achievement. And, even if it is “fair,” how are we to measure such achievement? What testing and evaluation formulas will be used? The answers to questions like this are not easy. Obviously, achievement can only be guaranteed if we assess it in some way. However, current assessment models are flawed.
Research suggests that standards and accountability may improve learning for some disadvantaged students, particularly those with disabilities. When some schools implement accountability guidelines, they promote an environment of increased collaboration among educators and create an environment where teachers expect all students to perform well academically, which in turn encourages better learning outcomes.
Some countries have been able to show effective and useful outcomes based on their use of certain accountability policies. However, American policy-makers and researchers still do not have any real evidence that these latest accountability reforms are working to improve outcomes for the vast majority of students.
Conversations around school accountability have been polarized. Politicians and parents often want to hold schools and teachers completely responsible for student achievement. Teachers point to disinterested students and uninvolved parents, saying that there is only so much they can do. But studies have shown that if teachers and students work together, and schools hold themselves accountable, great strides can be made. Open discussions of accountability and standards bring us to a place where schools are performing better and our children are learning. This is what the American education system should focus its attention and resources on. Then and only then can we make substantial progress in our quest to close the achievement gap.
**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 Craig Kemp
This year as I reflect on 4 terms of amazing learning within my school here in Singapore I asked the students about their highlights. Using twitter in the classroom was one of those.
This year we trialled the use of Twitter as a tool to support student learning in the classroom. One major impact was its use in the development of a new modern learning environment that is currently being implemented ready for the 2015 school year.
I asked the students involved a little bit about their use of Twitter to dig a little deeper into what makes them tick when learning through Social Media. Here are some of their responses:
I remember the thrill of getting instant replies
I loved the ideas that we got from people from all over the world
The ideas we got from other students and teachers were amazing because we didn’t think of them but they were so great and we are using them in the design of our learning environment
It was a great way to see other people’s opinions
It felt a little strange at first because we didn’t know who we were talking to, but once we read their profiles we felt more comfortable
It was really exciting because there were so many different ideas and opinions to choose from
People that replied to our questions were friendly and kind
Everyone was willing to help
Within an hour we got to ask more than 15 questions and get answers to all of them
We got several links, videos and articles to help us with our research in a 1 hour lesson
It was amazing to connect with other students and teachers who have been through the same situation as us
We made some connections that wouldn’t have been possible if we hadn’t used Social Media
We discussed ideas with a designer that we ended up connecting with via Google Hangouts
All in all this was an incredible experience that I highly recommend to all educators. WIth the support of my school and utilising the excellent digital citizenship skills of my students we were able to master Social Media use. Bring on 2015 and the successful use of social media to support a more diverse range of learning.
Craig is a New Zealand born educator with over 10 years experience both in the classroom and in leadership. He is an enthusiastic, 21st century change agent that is passionate about every aspect of education and making a difference.
Question: I am considering taking an accounting job with a district that has year round schools. Since I am unfamiliar with the concept, I would like to know what the benefits and drawbacks are. Me and my husband have 3 school aged children, and we want to do what’s best for them. Virginia S.
Answer: Virginia, first of all, congratulations on the job offer. I know that it must be difficult for you and your husband to consider exposing your children to something that is unfamiliar. In this column, I will explain the benefits and drawbacks of year round schools, which will help you make a more informed decision concerning your job offer.
Many school districts around the country are in fact working toward extending the school year. As far as the benefits of year round schools, the shift in the time designated for teaching and learning helps students achieve more by minimizing summer learning loss, allowing for innovation and implementation of creative programs, and providing the time needed to assist children who need extra help.
Research seems to back up these claims, as it shows that time may be the most essential resource of the education system. However, it is important to recognize that merely extending the school year is not a panacea for improving student performance. It is necessary to utilize the available time in the best possible manner. If educators fail to convert the available time to quality teaching and learning time, the increased school year will not improve student performance.
While I have pointed out the many benefits of a longer school year, there are also some drawbacks. The major drawback is the assumed detriment to family structure. American families have become accustomed to the traditional long summer vacation. Parents may find it difficult to schedule vacations and family reunions. This concern is not to be dismissed, as it is important to children’s development to spend quality time with their families.
Childcare could also become a concern, particularly if multiple, shorter school vacations were scheduled throughout the year, at times when parents are working. Extracurricular activities are another dimension of schooling that can be negatively influenced by year-round schooling. Teachers managing extracurricular activities have observed difficulties adapting these activities into a year-round schooling schedule.
Another area of concern when adapting to year-round schooling schedules is its effect on the administration. School administrators have sometimes found it difficult to deal with licensure and contractual issues of the teachers when working out schedules for year-round schools. It can also be difficult to plan the optimal use of school buildings. Of course, a serious issue is finding ways to best leverage this new, extended school year to increase quality instruction time. In short, year-round schools require the administrative blocks of schools to keep working throughout the year, which increases the administrative burden.
At the end of the day, you have to compare and contrast the benefits and drawbacks of year round schools with your families situation. Do the benefits outweigh the drawbacks or vice versa? I hope my column will assist you and your husband in making an informed decision. Good luck, and let me know how it goes.
When considering school reform, it’s often easy to think of factors such as who is responsible (teachers, parents, school systems, the government?), or of funding issues such as the fact that 23 states spend less on poor schools than on more affluent schools.
Of course all the obvious factors are important. But what about leadership? Not just who is leading the change, but how. Fortunately, when it comes to developing an ideal for effective leadership, there’s no need to invent the wheel. There are several leadership styles that prominent leaders in any school reform movement can choose to embody. Here are five of them:
Constructivist Leadership
The theory of social constructivism tells us that social worlds develop out of individuals’ interactions with their culture and society. Putting it simply, every interaction between people is an opportunity to expand one’s knowledge base.
Any educator who wants to apply social constructivism theories to education needs to reframe his point of view. He is no longer a “person who teaches” but is rather a “facilitator of learning.” A good constructivist teacher questions students’ answers, without regard to whether they are right or wrong, to make sure the student has a good grasp of the concept. Additionally, instructors should have their students explain the answers they give and not allow students to use words or equations without explanations. They should also encourage students to reflect on their answers.
Constructivism is by nature a shared experience. Constructivist learning attaches as much meaning to the process of learning as it does to the acquisition of new knowledge. In other words, the journey is just as important as the destination.
Transformational Leadership
Transformational leadership is all about perception. It only works if it is able to influence the follower’s feelings. But when it works, it really works! Charismatic and inspiring, transformational leaders are well versed in the power of language and imagery.
The positive connection between transformational leadership and job satisfaction is so strong, we should almost expect an opposite result in organizations that do not take advantage of this unique leadership style. A leader, such as a principal or dean, who switches to a transformational style needs to understand how she can influence how tasks are perceived among her followers.
Transformational leadership is so powerful that research has shown that transformational leaders are appreciated around the world. Research has also shown that transformational leaders inspire their followers by making them feel like they are autonomous and important to the larger cause.
Although transformational leadership is considered superior, there is one big drawback: a lot of people have a hard time embody the charismatic individual this style requires. No need to worry, though—there are other effective leadership models to consider.
Distributed Leadership
Unlike other leadership styles, this model places its focus on tasks rather than on the qualities of the individual leader.
Two are two reasons distributed leadership came into prominence in the first place. First is the highly delicate nature of the “charismatic hero” that is the symbol of transformational leadership. Second of all, school leaders now have to handle tasks of greater complexity. The heroic leader is overrated—it’s the mundane, everyday activities that make the difference.
The interesting thing about distributed leadership is that it already works with how most public entities handle their affairs. Government does, after all, construct a goal that would require both school and non-school actors to distribute their efforts so that they can achieve this goal. This leadership models also works well when different organizations need to cooperate in their work-related goals.
There are a few leadership styles, such as transformational leadership, that are a part of a cultural movement toward considering the role of emotions in motivating people. However, the present focus on distributed leadership has a slightly different focus, one that is geared toward the weakening of traditional logic. Organized social structure, as a result, has given way to a “network culture.”
These new changes also indicate a change in the knowledge economy. We have begun to see a form of “socialism” in education, proven by the use of terms such as “universal education” to symbolize the trend toward viewing education as something other than a market commodity in this age. Governments around the world are set on creating a policy that ensures that literacy is achieved by all. The role of the school leader is therefore shifting from economic management to social management.
Invitational Leadership
Created by William Purkey and Betty Siegel, invitational leadership blends several leadership qualities, values, and principles. They described the model as shifting from emphasizing control and dominance to focusing on connectedness, cooperation, and communication.
Invitational leadership aims at “inviting” all interested stakeholders to succeed. It involves sending positive messages to people, making them feel are valued, able, responsible, and worthwhile. The messages are often delivered through the institution’s policies, programs, practices, and physical environments. These are referred to as the five Ps of invitational leadership.
When implemented in the educational setting, the elements of invitational leadership combine to create an environment that is cohesive, efficient, and conducive to learning. Invitational leaders “invite” everyone who has a stake in the success of the school to participate, and synergy is generated as all work toward a common goal.
Strategic Leadership
Strategy involves decision-making aimed at shaping the direction of the organization. In a school, creating strategy takes time, three to five years and beyond. Strategy also includes considering broader core issues and themes for development in the school, instead of day-to-day issues.
Strategic leadership defines the vision and moral purpose of the school and translates them into the desired action. In their analysis of data from interviews with leaders possessing high-level strategic skills, Davies, Davies, and Ellison (2005) found that strategic leaders participate in five main activities.
They set the direction of the school and translate their plans into action. They also align the people, the organization, and the strategy. They execute their planned changes at the right time, and they develop strategic capabilities in the school.
If leaders develop strategic abilities, they would achieve more, in the form of a reflective-learning culture in teaching staff, a no-blame problem-solving approach, and a deeper understanding of learning.
What do you think of these five leadership models? Are there better ones? Do you believe we should place an emphasis on leadership style as an important tool in education reform?
References
Transformational leadership is a theory of leadership that was developed by James Burns (1978), and has been written about by many other scholars since then. To read more of James Burns’ work on transformational leadership and other topics, click here to visit his Amazon.com page.
Question: Dr. Lynch, I am an African American man whose son is being recruited by a large state university in the south. However, my friend informed me that this university doesn’t have the proper supports in place for minority students, and doesn’t have many minority faculty members. It sounds like this university only embraces diversity to be more marketable. Should I be concerned? Wayne R.
Answer: Wayne, thanks for sending this my way. It is not unusual for colleges and universities to have aggressive diversity recruitment programs in place when it comes to students and faculty. After all, a blanket priority for schools is to have student and faculty populations that are as varied as possible.
Pardon my cynicism here, but who exactly do these recruitment programs really benefit? Successful recruitment in this regard creates a visual diversity that looks good on college brochures and websites, but it is only skin-deep. A recent episode of Modern Family referenced this visual diversity when oldest Dunphy daughter Haley made the following observation about a community college mailer she received:
“At least this one doesn’t have that fakie lunchtime shot of the black guy, Asian girl and an Indian… oh, wait, there it is! Wow, that wheelchair kid is really cracking everybody up.”
It got a laugh from me and millions of other viewers who have seen this all too often in college recruitment. If a school can convince potential students that there are others already there, just like them, then enrollment numbers rise – along with revenue. While that may improve bottom line and freshman diversity, long-term retention and student success programs are often not considered. Who is on hand to give these marginalized, trophy students support when the reality of college demands sets in?
While diversity of the student population gets a lot of press, this is not the only group universities target for variety. Increasingly, colleges are seeking out minority faculty members that fit certain criteria and are meant to dispel the myth that professors are usually “old, white guys.” It’s a slow go, however. While 30 percent of the undergraduate population are considered minority students, only 12 percent of faculty are in the minority category. For minority faculty numbers to rise, schools need to make sure they are creating welcoming environments that encourage success. The sad truth is that many minority faculty members did not have many, if any, professors or instructors “like them” when they were earning their degrees and so they are blazing their own trails when it comes to their ethnicity, race and position of authority. It is not enough for schools to recruit diverse talent; they must cultivate those skills to retain those faculty members long term.
An example of a college with strong recruitment and follow up when it comes to diversity is the State University of New York at Stony Brook. The school graduates 70 percent of its black student population and 65 percent of Latino students. These are not just lucky numbers, but are the result of a concentrated program called the Educational Opportunity Program. Designed to target first-generation, low-income college students, EOP includes mandatory study hours and meetings with academic success counselors. Instead of leaving students to their own devices, the program assumes students need that extra encouragement for success.
Programs like these provide a bridge between diverse student recruitment and minority retention and graduation. They go beneath the appearance of a student population to address the real people involved. With more of a push in this mentorship direction, more minority students like your son will graduate workplace-ready and less will become collateral damage in university diversity initiatives.
Many of the world’s leading economies can do more to help struggling teenagers to get a better level of education that will equip them for later life. A new report from the Organisation for Economic Co-operation and Development (OECD), looking at why low-performing students fall behind at school, has found that much remains to be done to reduce the number of children that perform poorly in maths, reading and science skills.
One of the most striking aspects of the report is just how many children are low performers, even in highly-developed nations such as the UK, Australia, or the US. I find it shocking that one in six children in the UK has a low level of reading comprehension skills – 17% of those tested in both the UK and US, and 14% in Australia.
The new report is based on data taken from the OECD-funded Programme for International Student Assessment (PISA), the world’s largest and most influential educational survey. It aims to raise educational standards by providing detailed information about successful and less successful educational systems.
Every three years, 15-year-old children around the world take the two-hour PISA test. It focuses on some of the most fundamental academic skills: reading comprehension, mathematics, and science literacy. The new report is based on the 2012 PISA round, in which nearly half a million children participated.
The average score in OECD countries for each skill is around 500 PISA points. For example, in the UK, children’s scores in reading comprehension ranged from 121 to 788 points, with a national average of 499 points. Low performance is defined as a score below (approximately) 400 PISA points. According to the OECD, a low performer does not have the skills required to participate fully in a modern society.
The numbers of low performers in mathematics are worse than in reading – 22% in the UK, 20% in Australia and 26% in the US. Of course, it is possible that a child is a low performer in only one of the skills, but the numbers of children performing poorly in all of the three skills is still worryingly high: 11% in the UK, 9% in Australia, 12% in the US and 13% in France.
Which countries do best
There are considerable differences between countries. Those that generally score highly in PISA are, unsurprisingly, also the countries with the fewest low performers. Generally, East Asian countries and economic regions are successful in PISA(with the Chinese cities Shanghai and Hong Kong leading the league table) and have relatively few low performers. But there are European countries that have a similar level of success. For example, Estonia has one of the highest PISA scores in Europe, and only 3% of children are low performers in all three skills, leading the European league table.
There are no simple explanations for why some countries do better than others – many factors play a role. These include the educational levels and income of parents, their engagement, and whether or not children live in an urban or rural area. We should not only look at the leaders of the league table, but also at countries which are culturally and geographically similar.
Take Ireland, for example, which has 10% low performers in reading and 17% in mathematics and has seen a considerable reduction in low performers between 2006 and 2012. In Ireland, only 7% of low-performing children skipped school at least once in the two weeks before the PISA test, compared to 27% in the UK and 45% in Australia. Ireland’s data also shows a lower level of segregation by educational achievement. Such comparisons suggest that dealing more effectively with truancy and a more equal distribution of low performers across schools might help to drive down the numbers of low performers in other countries.
These gender gaps are also reflected in the new report. As the graph above shows, more boys than girls are low performers in reading and science, whereas more girls are low performers in mathematics. Policies aimed at reducing gender inequalities have so far not been effective in resolving these gaps. A new approach is needed.
One of the problems that the report does not address is that countries with a larger mathematics gap often have a smaller reading gap and vice versa. This is enormously challenging, because some of the countries, such as Iceland or Finland, that are able to eliminate the mathematics gap affecting girls, have a particularly large reading gap affecting boys.
How to raise achievement
The final chapter of the report lays out a series of policies to tackle low performance levels. It gives examples of successful approaches, which include language training for non-native speakers and improving the quality of pre-primary education, which has happened in Germany. It also suggests that schools could foster high academic expectations, and use networks of schools to disseminate best practise.
It concludes that the percentage of low performers in any country can be reduced within a couple of years, if government is willing to reform the education system. While the number of low-performing children in the OECD is disappointingly high, with the appropriate educational reforms, based on evidence, a lot can be done to improve the situation.
