Matthew Lynch

Matthew Lynch published in Matthew Lynch, Policy & Reform January 8, 2016

Math Learning – A Universal Language?

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

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

Urban improvement

President Obama’s Race to the Top initiative emphasizes STEM learning, particularly in mathematics, in order for more students to make it to high school graduation and the college degree beyond it. That push is founded on facts. Take Rhode Island, for example. In the state, poor math performance in high school is linked to lower enrollment in college and failure to complete college. Under 42 percent of 11th grade Rhode Island students who were considered “below proficient” on NECAP math ended up enrolling in college. Rhode Island is not exactly known as a diverse area, so that statistic presumably means that most of those students are native English speakers and from mid- to high-income households.

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

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

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers January 7, 2016

All You Need to Know About Substitute Teaching

The job market is wildly unpredictable. Depending on the year, it can be difficult for educators – especially newly graduated ones – to find a permanent position with a school. If your job searching process is taking longer than you expected, you may want to seriously consider looking into substitute teaching.

Practical experience is more important than ever in today’s job market, and you can’t immediately secure a teaching position following graduation, or wish to obtain more experience in the teaching field, substitute teaching may be an avenue allowing you to do so. When full-time teachers are unavailable due to illness, family responsibilities, or personal or professional conferences, substitute teachers may be called in. Some districts tend to hire permanent staff from their available substitute teacher pool when positions become available, so this could also be a way of moving gradually into a position or secure employment.

Approximately 270,000 substitute teachers are employed across the United States, and approximately 1 full year of a student’s K–12 education is taught by substitute teachers.

Qualifications for a substitute vary by district and according to need. However, a bachelor’s degree or enrollment in the final years of a teacher college program is usually the absolute minimum requirement. Many districts with a shortage of substitute teachers relax the qualifications simply to be able to cover the classes. Some may require certified teachers for long-term substitute teaching when the full-time teacher must take an extended leave of absence (e.g., maternity or medical leave).

To obtain a substitute teaching position, inquire at the office of the district where you wish to teach, or check the district Web site for details. The process for being added to the substitute list differs from district to district. If you do decide to accept a position as a substitute, know that you are playing an important part in helping keep a classroom running. Your presence enables education to keep going. While your role may be temporary, it is still extremely important!

Matthew Lynch published in EdTech & Innovation, Matthew Lynch, Teachers January 7, 2016

The 5 Obstacles You Must Overcome As a Tech-Savvy Educator

As amazing an impact as technology can have on education, modern digital resources are unfortunately far from evenly available. Do you know what technological poverty can look like? Do you know what causes lie behind it? Below, we’ve listed the top five most common barriers to introducing technology to the classroom.

1. The Digital Divide

Earlier in this chapter, we looked at the digital divide and broke it down by race, class, and gender. The digital divide is considered one of the biggest barriers to introducing technology into the classroom. All students are expected to have computer skills, and often it is just assumed that they all do. Unfortunately, this is not the case: access to technology is still not equal. Students who have less access to technology are mostly those living in low-income homes. Even if these students have a technology-based education at school, with a computer and Internet access, they will still not have the same advantages as those who have computer access at home. Access to technology by itself, however, is not a guarantee of computer literacy and skills. It also depends on how the technology is used. Some schools use computers for drill-and-practice exercises, while others foster problem-solving activities, challenging students to develop deeper levels of understanding.

The digital divide has been closing recently, due to lower prices for computers, new mobile phone technology, and a growing number of schools that have computer equipment. But the digital divide in the differences in the quality of hardware, software, and connectivity resources doesn’t seem to be closing. More wealthy homes will always be ahead of homes living in poverty, and urban and suburban students will always have better and faster Internet connections than rural students, who sometimes don’t have an Internet connection at all.

2. Lack of Funds

Maintaining a network within a school with decent hardware and software requires a considerable amount of money, which many schools simply do not have. Information technology is expensive. State and local governments spend more than $5 billion annually to equip schools with computers, networks, hardware, and software. Apart from the cost of providing the school with the necessary equipment to maintain this, schools have to have a technology budget each year that includes hardware and software maintenance, in addition to the hiring of trained personnel to handle technical issues.

3. Lack of Training

To achieve a successful introduction of technology into the classroom, trained support personnel and training for teachers are essential. Teachers can’t be expected to use technologies that they’re not comfortable working with. Technical problems can discourage teachers from using the technology, so it’s important to have a technical support professional available at all times. This way, problems will be only minor inconveniences. Providing teachers with complete training on the technology they will be using, as well as the possible problems and how to solve them, is a valuable investment for education. Teachers who are comfortable with and understand these technologies are the most likely to effectively use these technologies in the classroom.

In response to the fact that teacher training on technology is “hit and miss” in American schools, many educational institutions are including technology training in their course work for obtaining an initial teacher license.

4. Internet Access

Access to cyberspace—the world of information provided through the Internet—is of huge benefit to students and teachers. Access creates opportunities for communicating with any part of the world, opportunities for online simulation applications, social networking, Web-based documents, and endless other sources of information. These are just some of the benefits that a school without Internet access misses out on. During the 1990s, President Bill Clinton created the National Information Infrastructure (NII), the goal of which was to encourage all schools, hospitals, and government agencies to become connected to the Internet. This program included an E-rate, or Education Rate, which were discounted rates for schools and libraries, based on the income levels of the students’ families and location of the school. Since NII was implemented, the number of public schools with Internet access has risen dramatically. By 2005, fifteen years after the NII was established, there was virtually no difference in access between poorer and wealthier schools.

5. Access to Technology

As mentioned, differential access to technology creates a digital divide. Schools are making big efforts to reduce this gap, and making it possible for all students have access to high-end technology in both poor and wealthy schools. Schools have been able to reduce the number of students per computer, but despite this, the digital divide concerning the difference in technology access at home has not changed as much. This gap between quality technology access in low-income homes and more affluent homes remains wide.

Does your classroom experience any of these issues? If so, have you taken any steps to try to overcome the obstacle? Talk to the other teachers in your school and to your administrators about how you can work together to remove the hurdles standing between your students and their chance at a maximized education.

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

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers January 6, 2016

Landing Your Dream Teaching Job

Finding a job after completing your degree can seem like a pretty daunting feat. However, you don’t have to go it alone. There are several resources and networking services available to help soon-to-be and new graduates find a placement. Some of the most common include:

1. College Career Centers

Most colleges have a career services office to assist graduates in finding employment. Career services offices allow you to complete a current placement file containing all of your credentials. The career services personnel will provide your placement file to any employers requesting credentials. The career services offices also provide current job postings, may arrange on-campus interviews, and can provide you with other job search resources.

2. The School Districts Themselves

Once your placement file is updated, contact the districts where you’re most interested in working. Find out their procedures for applying for a certified teaching position and if they expect any openings in your area. Many districts have this information available online, but other districts may require you to call.

3. Local Job Fairs

Job fairs are also an excellent place to apply for teaching positions. At a teacher job fair, area districts set up booths and accept applications from potential candidates. Candidates should dress professionally and prepare for a pre-interview.

4. Personal Contacts

Finally, remember to use your contacts. Ask your collaborating/mentoring teacher, other teachers you know, colleagues, college instructors, and anyone who may have information regarding job openings. Most important, don’t forget to follow through with all of your leads.

It may take several attempts at reaching out and applying for positions before you finally receive an offer. Be persistent, show up in person whenever you can, and don’t be afraid to ask for help from those who are already established in the field who might be able to help you get a foot in the door.

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers January 5, 2016

How You Should Dress for a Teaching Job Interview

Interviews are an important part of the application process. Interviews are often the first chance you’ll get to make an in-person impression. In addition to how you hold yourself and how you present yourself through language and diction, how you dress is a major part of the impression you’ll leave. How you choose to dress in a professional interview tells employers a lot about the assumptions you make about the position you’re applying for, what you know of social cues and cultural context, and how highly you value putting in the effort to put your best foot forward. Read on to learn the do’s and do not’s of dress code for an interview:

Appropriate Attire When Interviewing

Solid-color conservative suit

 Coordinating blouse or tie

Limited jewelry

Neat, conservative hairstyle

Manicured or neatly trimmed nails •

Light makeup for females

Portfolio or briefcase

Little or no perfume or cologne

What Not to Wear to an Interview

Sunglasses on top of your head

A backpack or unprofessional bag

Above-the-knee skirts

“Loud” clothing

Heavy makeup on women

Earrings on men or more than one pair on women

Nonmatching socks or shoes

Don’t let a teaching position slip away from you because you chose the wrong outfit. Interview attire should be a step up from your normal work wear. Wear crisp, clean clothes that say you’re a put-together, reliable professional. You want your interviewer to be able to imagine you as immediately ready for work in the classroom. Dirty socks and crumpled shirt don’t exactly say “classroom-ready.” While getting dressed, ask yourself, “Do I look ready to work? Do I look like I think today is important, or do I look like I’m treating today like any other? Does my appearance say that I value myself?” Put extra effort into looking like you want to be taken seriously, and you will be!

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers January 4, 2016

How Teachers Should Dress at Work

Whether it’s during your student teacher or when you’re officially on the job, how you dress in the classroom is as important as how you dress in the interview to get you there, or even the work you do while teaching. How you dress will set the tone for what you expect of yourself – and your students.

Because teachers are held to the highest standards in the community, they’re expected to dress rather conservatively. When preparing for an internship, consider the following guidelines when building a wardrobe. Some of these address comfort, practicality, and professionalism. Outward appearance often has an effect on the amount of respect given by students and other faculty/staff.  Typically, interns should dress in business-casual attire, unless otherwise instructed. Here are a few suggestions on how to dress while attending your internship:

Hair
Neat, natural styles. No extreme colors or cuts.

Tops
Shirts should be clean and without wrinkles. Avoid tight-fitting blouses, tank tops, and t-shirts. Do not expose midriffs, undergarments, or cleavage.

Pants and Skirts
Pants should be neatly pressed, clean, and should fit comfortably. Skirts should be no higher than 1 inch above the knee. Avoid jeans and pants with rips or tears.

Shoes
Closed-toe, closed-heel shoes are recommended. Remember, teaching involves pro- longed periods of standing, so take comfort into consideration when choosing footwear.

Accessories
Makeup should be natural, and jewelry should be tasteful and kept to a minimum. There should be no visible body piercings or tattoos.

Hygiene
Appropriate grooming and bathing should be reflected in appearance.

Your appearance is a social cue that signals to everyone around you how you’re expecting to act and what kind of interactions you’re planning to have. You want to your dress to say that you expect to do the best job possible – and that you expect your students to do their best, too.

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers January 1, 2016

What You Need to Know About the Teacher Application Process: Background Checks

Criminal background checks may be required before any field experience, student teaching, applying for employment, or after securing employment. The district will direct you on the process they use to gather your fingerprints, and you’ll usually be held responsible for the cost of the background check. Different states use different criminal background tests. The Massachusetts test, for instance, is called the Criminal Offender Records Information (CORI).

In many states, tests like CORI in Massachusetts are administered to protect the welfare of students. These criminal background checks are usually required of all candidates for, and current occupants of, positions that have the potential for direct and unmonitored contact with students. The tests may be administered to teachers, teacher’s aides, school nurses, counselors, coaches or other extracurricular staff or supervisors, food service employees, custodians, and transportation providers. Volunteers, interns, student teachers, or other persons regularly offering support to any school program or facility, whether paid or unpaid, may also have to take the test.

Criminal background checks are an important part of ensuring that your future students are safe. You may request to receive a copy of the report that will be sent to your prospective employer, or you may waive the option. Asking to receive a copy will not reflect negatively on you.

While it may be intimidating to have a government agency look into your past, know that the check is just a routine part of applying for a job. Take a deep breath, do the paperwork, and keep moving forward with the job-seeking process!

Matthew Lynch published in Matthew Lynch, Policy & Reform December 31, 2015

Year-Round Schooling: How it Affects the Economy

In this series I have been writing about different facets of the year-round schooling debate. First I looked at the effects on students and then moved to the impact on teachers. As I researched both groups, I found no distinct disadvantages to either (and some advantages) when placed on a year-round academic calendar.

Today I want to move away from the individual groups impacted and take a closer look at the overall economic effect of year-round schooling. Does this academic setup help or hurt taxpayers’ pockets?

On-campus costs and savings

Year-round school programs are based on one of two different concepts: single-track, which releases all students for breaks throughout the year together, and multi-track, which staggers student breaks and effectively keeps the school building occupied year round. Obviously on a multi-track schedule, school maintenance costs rise because the building is in full use year-round. The cost does not increase by as much as a quarter, though, because most traditional schedule school buildings do have some employees there in the summer months and most offer summer school classes for some of that time too. Still, in cold-weather climates, the cost of not having to pay for air conditioning alone can be a deal-breaker when the topic of year-round schooling is broached. There is also the added cost of transportation on more days of school, custodial staff and additional administrative staff.

There are some areas where year-round schools can be long-term money saving options, though. If a particular district has more students than traditional schedules can accommodate, the capital cost of new buildings can be avoided with a multi-track schedule that allows more students to use the same building. Beyond the capital cost of a building, money can be saved through a higher amount of students using the same resources, like library books or physical education equipment. Some schools have even listed a decrease in vandalism as a financial plus of year-round occupancy.

Community cost and savings

Each individual community will feel a different economic impact when it comes to year-round schooling. A tourist community with summer attractions, for example, may feel more of a squeeze if its low-cost employee pool of high school students is suddenly in class instead. The same could be said for ski communities though that could benefit from multi-track scheduling of high school students during its busiest seasons. The summer months tend to be when most high school students earn the most money, however, because there is a significant duration of time with no school responsibilities. Without those months of a steady paycheck, students (and parents) stand to lose potential college money. Trying to work and maintain a job alongside classes can have a negative impact on grades according to most research and most employers cannot accommodate students who are only available two or three week spans at a time.

So the potential economic cost of year-round schooling is two-fold: the individual student may suffer financially, and the local businesses may have to pay out more for jobs that are better-suited for high school students who do not have the time off to work them.

Savings to the community are a little less tangible, but can be reflected in some research that says year-round schooling reduces teen crime, thus saving money for the community. At-risk students tend to perform better in year-round setups, making them more successful in their academic career which could feasibly mean a stronger economy down the road if those students avoid dropping out of high school. While the savings associated with year-round school schedules may not show up on something as straightforward as a utility bill, they still exist.

Like the impact on students and teachers, the financial ramifications for year-round schooling do not seem significantly negative. But for cash-strapped districts, any upfront costs can be a deal-breaker.

What other potential costs or savings do you associate with year-round schooling?

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers December 30, 2015

New Teacher Tip: Handling Teacher Fatigue

The weeks before the December holiday season are fun-filled times for everyone. It seems that each and every person is having a blast shopping, buying gifts, wrapping them and putting them in nice packages—everyone that is, except teachers. You may feel that you are stuck between grades, report cards, gifts and organizing the holiday party too. Don’t fret! Remind yourself of how much you have accomplished over the last several months, and that the holidays are just around the corner.
Typical stress points for teachers around this time of the year and strategies for handling them are discussed below.

1. Empty planning book for the New Year—Many teachers start planning the details of the academic year in the fall, but never find the time to get beyond December. A great idea is to look at the year-end goals you have set for the class and work backwards to create a schedule for the New Year.

2. Holiday party—If you are worried because state tests are just around the corner, and you believe that you cannot afford to throw a holiday party for the kids, then think again. You don’t have to organize a traditional type of party. You can always organize something that may help you cover an area of the curriculum instead. Opt for a reading theme party or an afternoon in the park or at a museum.

3. Report cards—They are the bane of the teaching profession, and you may feel that talking directly to the parents is far easier than writing the narrative in a report card. However, grading has to be done and the reports have to be written. Try completing 4–5 report cards every night. This will help keep fatigue at bay.

4. Loss of contact with friends—Some of the most peeved friends are those who have teachers as friends because the best laid vacation plans are postponed or reduced to a lunch on one December afternoon. Keep in touch with friends and make up for a cancelled vacation by doing something personal. Bake cookies for friends if you enjoy baking or help them with decorations.

5. Holiday crafts—As much as you would like to do it, there just does not seem to be enough time for the holiday crafts you wanted to create. You may also feel like you are at your wits end thinking about what you can do while other teachers seem to be creating beautiful and aromatic wax candles with their students. Try doing something different! Have your students write a poem and recite it. Record the recitation of each student’s poem and place it on a CD. Students will have a holiday gift for their parents that they will never forget.

While you use these strategies to fight fatigue, remember that it is important that you remind yourself of the things you have accomplished. This is something that can keep you motivated and your spirits high.

Matthew Lynch published in Ask An Expert, First Year Teachers, Matthew Lynch, Teachers December 30, 2015

Finding Support in Your First Year of Teaching

In any profession you’ll find professional groups and networks to support and encourage new professionals, as well as groups of experienced professionals seeking to advance in their profession. This  is known in the corporate world as networking. The teaching profession has several support groups  that provide information, consultation, and much-needed encouragement for the new teacher. Especially during your first year of teaching, it’s incredibly important to have an adequate support network. Good people to incorporate into your network include:

1. Counselors

Students often have to cope with difficulties, such as death, divorce, and mental and physical abuse, which can affect their academic performance. When a teacher notices signs indicating that a student is suffering from any difficulty, whether personal or physiological, it’s wise to consult with a school nurse or a school counselor who can assist in uncovering the underlying problem in a sensitive and appropriate way. Teachers normally receive plenty of support when dealing with various student problems.

2. Administrative Staff

The principal of a school often provides wonderful support and assistance to teachers, especially when disciplining misbehaving children in middle grades and high school. The principal also guides a teacher in getting to know the support staff through formal or informal meetings.

3. School Secretary

The school secretary helps the new teacher understand the school policies and assists in getting to know the rules concerning photocopying, borrowing LCD or overhead projectors, knowing where to get school supplies, and maintaining attendance records.

4. Colleagues

Fellow teachers are an important part of the support network and are very important to the new teacher. They provide mentoring, counsel, and general information about classroom management, and they help familiarize the new teacher with the rules of the school. They also help new teachers locate teaching resources in the school.

5. Professional and Specialty Organizations

Apart from school support staff, the new teacher can benefit from the many professional and specialty organizations that support the teaching profession. Professional organizations provide information, networking opportunities, and research. Specialty organizations are those that represent specific areas of interest within the profession. For example, the Association for Childhood Education International is a forum for elementary and middle-grade teachers. The American Council on the Teaching of Foreign Languages and the American Association of Physics Teachers are examples of excellent forums for teachers at the secondary level.

6. International Organizations

Several international organizations serve the field of education. Phi Delta Kappa International (PDK), for example, publishes professional materials, such as research reports and results of surveys and newsletters, and also sponsors workshops and educational meetings that enhance the entire field of education.

Just like with interviews, it may take practice to figure out how to best approach people you wish to incorporate into your personal and professional network. Be polite, be proactive, and you’ll populate your support group in no time!

Check out all our posts for First Year Teachers here.