Teachers

Matthew Lynch published in Education Leadership, First Year Teachers, Teachers March 21, 2018

Here’s Everything You Need to Know About Learner Profiles

It’s no secret that relationship-building is a key component of effective teaching. Getting to know your students not only increases trust and engagement, but it also helps you differentiate instruction and personalize learning.

The more a teacher knows about a student’s background, strengths, knowledge, and learning style, the better he or she can target instruction toward the child’s learning needs. In fact, studies show that knowledge of individual students does have a measurable positive impact on achievement.

But with so many students in your classroom, how can you get to know each of them on an individual level?

You may want to try creating learner profiles!

What Is a Learner Profile?

A learner profile is a document, project, or even conversation that helps teachers learn more about their students.

Learner profiles may include information such as:

Skills, strengths, and interests
Aspirations and passions
Likes and dislikes
Life experiences
How the student likes to learn
Struggles or potential barriers to learning
Anything else the student or teacher deems important

Teachers can use learner profiles to build effective relationships, develop an inclusive classroom, and understand what technology, differentiations, or adaptations may be needed for individual students.

How Do I Create Learner Profiles?

The easiest and most effective way to generate learner profiles is to have the students create their own. Student-created learner profiles can take the shape of a PowerPoint presentation, video, letter, infographic, poem, and so on. These profiles can incorporate both words and visuals that describe the student.

In keeping with the overall purpose of the profile, you may provide students with a variety of choices. Give students a list of questions, then explain that they can respond to the questions using a variety of tools, including:

PowerPoint
Google Slides
Prezi
Piktochart (allows students to create infographics)
Windows Movie Maker
Another tool of their choice, if approved by you

The format each student chooses will give you even more information about their learning style and preferences.

If, on the other hand, you want to easily compile this information, you may prefer to assign your students a survey using tools such as Google Forms or Survey Monkey.

Google Forms collects responses in a spreadsheet and allows you to view individual responses, and with Survey Monkey you can create custom charts, see a summary view of your data, and browse individual responses.

Now What?

However you decide to collect learner profiles, you can now use this information to inform your instruction.

Consider your students’ strengths, weaknesses, and learning styles when creating lessons, planning for accommodations, and even grouping students strategically.

Your knowledge of your students will enhance their learning and boost achievement!

Matthew Lynch published in Education Leadership, Teachers February 11, 2018

Why Ineffective Teachers Shouldn’t Be Hired as Administrators

For classroom teachers, there are only a few ways to move up the career ladder. One such way is by transitioning into administration. By going back to school and earning a degree in education administration, teachers can make the switch to becoming assistant principals and eventually head principal of a school.

Some teachers see a move into administration as a way out of teaching. An administrator’s job is very different from a teacher’s position. Administrators don’t deal with students in the same capacity as classroom teachers. They aren’t responsible for creating lesson plans or ensuring that students learn content.

Administration is not a good fit for every teacher. Many teachers who are good at what they do would never consider moving into an administrative position. Oftentimes, its teachers who struggle in the classroom that want to move up to become administrators. But while teaching and administration are not the same, ineffective teachers tend to make ineffective administrators.

What Makes a Great Teacher?

Teaching is an art form, and it’s hard to pin down exactly what makes a great teacher. There are a few ways that we can measure the success of a teacher. One way is through test scores. Teachers whose students consistently perform well on standardized or state-mandated tests are typically considered to be effective teachers.

Great teachers also know how to connect with students and get them engaged in their learning. They form strong bonds with students and make them feel safe enough to take risks in the classroom. These connections also help great teachers manage student behavior in the classroom.

What Makes a Great Administrator?

All of these qualities are necessary in a good administrator, too. Administrators who don’t understand what it takes to be a great teacher cannot succeed as leaders of a school.

In most cases, administrators have two major responsibilities. They are tasked with ensuring that students in their school perform well academically. This typically means that they score high on tests. Administrators also must create a safe learning environment. That means handling discipline issues effectively.

These tasks aren’t so different from what teachers must do. Great administrators are those who excelled in the classroom, not the teachers who got into administration to get away from teaching.

Ineffective Teachers Become Ineffective Administrators

Great teachers, for the most part, make great administrators if they decide to make the career change. But what happens when an ineffective teacher goes into administration? Usually, they are an ineffective administrator.

Individuals who don’t understand what it takes to improve test scores or build strong relationships with students as a teacher can’t do those things as an administrator. An administrator’s job is to help their teachers achieve success. That means they have to understand how to do these things themselves. After all, if they don’t know how to teach well, they can’t help others become effective teachers.

Weeding Out Ineffective Teachers

So how can current administrators and district leaders weed out ineffective teachers when searching for new administrators? Improving the hiring process is key to finding effective teachers who will become effective administrators. When hiring administrators, it’s rare that potential candidates are asked about their test scores or student performance.

Instead, they are subjected to questions about their future in administration. It’s easy for candidates to talk about what they hope to do as an administrator or how they think they can be effective in an administrative role. Asking candidates to prove that they’ve been effective in the past is more difficult and can help weed out ineffective teachers who would become ineffective administrators.

Teachers are evaluated based on student performance. It makes sense to use the same tools when deciding whether a teacher is qualified for an administrator’s position. Looking at how a teacher has performed in the classroom will give a better idea of how they will perform as an administrator than any other measure.

Looking at data from several years, or even the entire course of a teacher’s career, allows employers to get a broad picture of a teacher. Have their test scores and other indicators of student performance improved over time? This shows a teacher who is still willing and able to grow as a professional, rather than someone looking to get out of teaching altogether. Do they show consistently good results? This shows a teacher who is truly great and understands how to get the best from their students.

Balancing Different Factors

Of course, test scores aren’t the only way to find effective teachers who will make great administrators. Teachers who have spent their career working in high-poverty schools with traditionally lower test scores may not have as much to show for it. Data should be compared against other teachers in a similar environment to get a true measure of a teacher’s performance.

Ultimately, there are many different factors that go into making a great teacher. One thing is certain—effective teachers are needed in administration, and ineffective teachers are not.

Matthew Lynch published in Classroom Management, Early Childhood & K-12 EdTech, Education Leadership, Teachers December 18, 2017

Positive Reinforcement is Key Element in Preventative Behavior Management

By Mark MacDonald

Some kids always do what they’re supposed to. Others need a nudge every now and then to encourage proper behavior. Both types of students benefit from a system that rewards them for doing the right thing instead of simply punishing them when they mess up.

Positive behavior isn’t always automatic. Some students do the right thing on their own. Others need guidance and support. All students benefit from positive recognition for doing the right thing.

Research suggests that traditional approaches to school discipline (such as detentions and suspensions) have, at best, only a short-term effect on student behavior—and they might even increase problem behaviors for some students over time.

On the other hand, giving students positive feedback when they act appropriately can have a powerful effect on shaping behavior. Studies indicate that positive feedback reinforces good behavior, leads to intrinsic motivation among students, and helps them develop a sense of competence.

Hero K12 is a digital platform to recognize and reward students which reinforces making good choices.

Positive reinforcement is a key element of preventive approaches to school discipline, such as Positive Behavioral Interventions and Supports (PBIS). PBIS is an evidence-based framework for reducing disciplinary infractions, improving school climate, and increasing student achievement.

PBIS takes a three-tiered approach to instilling good behavior in schools. Tier 1 consists of interventions that are used for all students, school-wide, such as actively teaching and reinforcing appropriate behaviors. Tier 2 applies a more targeted approach to students who need further attention, while Tier 3 is for students who have significant behavioral problems and who might need wraparound support services.

Students learn how to act appropriately in the same way they learn other key skills, such as how to read and write: through a continuous cycle of instruction, practice, feedback, and support. PBIS acknowledges this fact by ensuring that positive behaviors are explicitly taught and encouraged throughout the entire school community. This encouragement can happen in many ways, such as by acknowledging or praising students for their good behavior and even offering prizes or other incentives when they do the right thing.

Consistent recognition for positive or disruptive behaviors is an important part of establishing trust in school staff and in the system.

One obvious advantage of this method is that it actively engages all students, and not just those who frequently need a nudge. Too often, schools tend to focus the bulk of their efforts on the handful of students who present the biggest challenge. Meanwhile, the majority of students continue doing what they should be doing, but without receiving any apparent recognition.

In contrast, all students benefit from a PBIS approach. Instead of feeling taken for granted, those who consistently do the right thing without having to be told are rewarded for their actions. When students who need frequent reminders see their classmates being rewarded, they too want to earn incentives—and when they begin to experience success, this motivates them even further.

Immediate intervention gives the greatest opportunity for learning.

In schools that have adopted PBIS, the entire staff is involved in defining the expectations for student behavior and then teaching and reinforcing these skills. Typically, a leadership team consisting of a wide range of stakeholders—including administrators, general education teachers, special education teachers, and paraprofessionals—will meet regularly to review disciplinary data and determine which students need further intervention.

Research on the use of PBIS in schools has found decreases in problem behaviors, increases in student attendance and achievement, improved school climate, and greater satisfaction among staff. For PBIS to work, however, educators need a system for teaching and reinforcing positive behavior school-wide—and they need data to support their decision making.

This is what we had in mind when we developed Hero, a powerful online platform that allows users to track and acknowledge positive student behaviors in addition to recording disciplinary infractions. When teachers or administrators notice that students are doing what they are supposed to, they can assign “Hero points” that reward students for these good behaviors. Students can redeem these points for prizes, special privileges, and other incentives as determined by the school community.

We have seen time and again that students will strive to do the right thing when their positive behavior is recognized and rewarded. And if they have made a mistake in the past, this shouldn’t become an albatross hanging around their neck. They need to be able to start over at any time with a fresh slate. That’s why, although school leadership teams can view aggregated data on tardies and other disciplinary infractions over time, each student’s individual Hero points and infractions are wiped clean at the end of the year.

A positive culture shift creates ripples of success.

We work with thousands of schools that have seen a marked improvement in student behavior using this approach. For instance, Cedar Creek Middle School in Texas has seen a decline in the number of students who are late to class—and students are exhibiting more positive behaviors as well. In just a few short months, Kentucky’s Valley High School saw class tardiness fall by 25 percent, and inappropriate use of cell phones in class dropped 32 percent. More importantly, students were more engaged and prepared for class—and they were more courteous and helpful to others.

Schools that reward the good things students do each day establish greater trust among students. They also see a significant reduction in the number of disruptive behaviors. Our experience is proof that rewarding students for positive behavior has a significant effect on school climate and culture. It helps reinforce the good choices that students make, which leads to dramatically better outcomes in both the short and long run.

About the Author

Mark MacDonald is president and CEO of Hero K12. He and his team of Hero colleagues have helped thousands of schools recognize and reward students when they do the right thing which ultimately builds schools into places where students can learn and thrive.

Matthew Lynch published in Ask An Expert, Teachers December 6, 2017

Career Change Guide: Becoming a Teacher

By Daniel Karell

There is a growing teacher crisis in the United States. The Learning Policy Institute (LPI) estimates there was a shortage of 64,000 teachers in primary and secondary education schools across the country during the 2015-16 school year. By 2020, an estimated 300,000 new teachers will be needed each year. And that demand is expected to increase to 316,000 new teachers a year by 2025.

During the Great Recession, average class sizes increased nationally due to teacher layoffs. As demand has grown again, schools have had trouble filling key teaching positions, including in the areas of mathematics, science, English as a second language and special education.

Without significant changes in teacher supply or a reduction in demand, annual shortages could grow to a startling 112,000 by next year. As such, there are plenty of open positions available to those who want to teach.

For adults looking to transition to new careers, they might consider becoming a teacher.

DEMAND FOR TEACHERS

With the population growth in the United States, more teachers and schools are needed each year to address the shifting demographics. And school districts are having trouble keeping up.

The Learning Policy Institute found four factors that have led to teacher shortages: a decline in teacher preparation; district efforts to return to pre-recession pupil-teacher ratios; increasing student enrollment; and higher teacher attrition.

Special Education

One of the areas with serious national teacher shortages is special education. In California, according to LPI, one study revealed that 48 percent of entering special education teachers in 2015 lacked full preparation for teaching, an alarming discovery given how much attention and care special education students need.

Math and Science

In addition, during the 2015-16 school year, 42 states and the District of Columbia reported teacher shortages in mathematics, while 40 states and the District of Columbia did not have enough science teachers. Since 2000, more than 10 percent of schools “have reported serious difficulties filling mathematics and science vacancies,” according to the LPI report.

English as a Second Language

Bilingual instructors are also in short supply. More than 30 states reported they didn’t have enough people to teach English as a second language classes.

Changes in Supply and Demand

As schools start to lower pupil-to-teacher ratios and reinstate programs eliminated during the Great Recession, teacher demand has grown rapidly.

Between 2009 and 2013, the estimated number of required teachers across the country each year dropped from around 250,000 to about 175,000. During the Great Recession, there was actually a surplus of available teachers.

However, after that, the demand for new teachers increased sharply, soaring back to 250,000 in less than a year. But the supply of teachers fell, and the LPI study estimates that total will continue to fall before leveling off at around 190,000.

The hiring push comes at a time when teacher attrition is high and preparation program enrollments are down 35 percent nationwide over the past five years — a decline of nearly 240,000 teachers.

REASONS TO BECOME AN EDUCATOR

With so many educational openings nationwide, there are plenty of reasons to consider a career change and become a teacher.

Motivate students to go for their dreams. Educators play an influential role in the lives of children, and as a teacher, you have the opportunity to help students become future successful leaders in their industries.
Achieve a sense of purpose in your life. In other jobs, your work may not always lead to a net positive once a project is concluded. But as a teacher, shaping and teaching the next generation means you can impact the future in a meaningful way.
Be a role model. Many students today do not have positive role models in their lives. As a teacher, you can be someone students look up to and want to emulate. One teacher can make the difference between a student who doesn’t take his or her education seriously and one who does.
Prepare children to be world citizens. At school, many students learn the social skills and manners necessary to become good citizens in everyday society. As a positive example, teachers can lead children and instill in them the skills they need to be productive members of society.
Learn about yourself. Becoming a teacher can lead to greater personal growth. Teaching the future leaders of the country is a big challenge, and connecting with students can help you learn about yourself.
Find your passion as a teacher. Many people often report feeling stuck and unsatisfied in their current jobs. As a teacher, by impacting and changing lives for the better, you may find a career in which you enjoy going to work every day.

BECOMING A TEACHER

There are several requirements to become a teacher in Kentucky. A state law known as option 6 — the University-Based Alternative Certification — has made changing careers and becoming a teacher easier than ever.

The statute reads: “With approval of the Education Professional Standards Board, a university may provide an alternative program that enrolls students in a post baccalaureate teacher preparation program concurrently with employment as a teacher in a local school district.” Students in the program are granted a one-year provisional certificate to teach as long as they participate in a teacher internship program. Once the program is completed and all standards board requirements are met, these new teachers then receive their full professional certificates.

Pursuing a Teaching Career

Campbellsville University offers two fully online master’s degrees to enter the teaching profession. The online Master of Arts in Teaching Middle Grades (5-9) and the online Master of Arts in Teaching Grades 8-12 can be completed in as little as one year, with flexible schedules to allow you to pursue a career in teaching. Campbellsville professors provide real-world experience in the classroom, helping you develop the necessary skills and tools you’ll need to shape the next generation of students.

Matthew Lynch published in Digital & Mobile Technology, Education Leadership, Teachers November 30, 2017

5 Ways to Improve Your District’s Digital Leadership

Educators are counting on your digital leadership and your support to help everyone embrace edtech. Here are five ways you can help them embrace digital technology.

1. Recognize Concerns

Change doesn’t come easy for everyone, especially in the digital technology space. Educators stress about their ability to fully implement technology in the classroom and their workspace – even after decades of classroom technology. Nine out of ten teachers will agree that ed tech is here to stay, and yet only 40% of teachers report being prepared to implement it competently and confidently.

Worries about digital footprints, security, and privacy, or something else, can slow the adoption process unless you intervene.

2. Walk the Talk

Get your human resources department to help you set the expectations for digital leadership. Write job descriptions that require the use of current technologies.

Next, provide professional development to make sure that employees have the digital skills you need, and then evaluate every employee on how well they have met the digital expectations of their job descriptions.

3. Celebrate the Early Adopters

Teachers and administrators who are fearless in embracing new trends often lead their peers. Identify these influencers right away, celebrate their successes, and place them in a position of digital leadership.

Early adopters of new technologies can lead their peers in the right direction; these leaders often make excellent technology coaches.

4. Allow Time for Transition

Learning new ways to incorporate digital technology in your district takes time. Just as students learn at varying rates, your district employees will learn at different rates as well. Teachers, for example, need opportunities to thoughtfully engage with the technologies used for instruction, communication, and collaboration.

5. Create a Culture Based on Change

Adding digital technology to an already full plate for district employees doesn’t create change; it foments resentment because it comes across as one more thing to do. Instead, encourage a real metamorphosis of your culture. Changing the culture of your organization allows you to change the way everyone thinks and works collaborates. Technology allows educators to create a synergy that doesn’t exist within the isolated classroom.

By setting edtech expectations early on and providing adequate support, your district’s digital leadership can create a new culture of digital use and citizenship.

Matthew Lynch published in Education Leadership, First Year Teachers, Higher Education, Policy & Reform, Teachers November 13, 2017

What is the Future of School Fundraising?

As the news headlines regarding the current U.S. economy continue to improve, there is one area that is still feeling the squeeze from the recession years: public and private K-12 school funding. Less state spending on education negatively impacts the learning experience that students receive in our nation’s classrooms. As a result, teachers around the country are turning to fundraising to address their funding gaps.

Teachers looking to lead their districts into 2018 and beyond need to recognize that change is a surety and that to survive this inevitability, they must adapt the way they engage potential donors and their community as a whole. They have to understand the need to find new donors, the factors that motivate donors to give, and the opportunities that are possible with the use of new technologies.

So what does the future of school fundraising look like? Not an easy question to answer, is it? Here’s what I think.

How is edtech shaping the future of school fundraising?

Over the last decade, edtech companies have been experimenting with innovative ways to use technology to help educators fundraise more efficiently and with greater success. Thankfully, several of these companies are getting it right and are doing a great job. One company, in particular, Edco, has done an excellent job of creating a comprehensive application designed to help teachers exceed their fundraising goals. “Edco was founded because we wanted to help schools raise money effectively and efficiently in an ongoing manner and use the best practices of the best fundraisers. We know that a lot of people want to donate directly to the school, but don’t want the products, goods, and services,” says Rafi Musher of Edco.

The first time I heard about this company was during a conversation with a gifted education teacher that I used to work with. I called her to see how things were going, and during the talk, she told me about a recent trip to the U.K. that she made with five of her students. She teaches in a school district that serves a large number of low-income students, whose parents are hardworking but often find themselves just trying to make ends meet. Since I knew that the school district hadn’t been fully funded education in decades, I wondered how she managed to finance this trip.

That’s when she told me about Edco, a new school fundraising web platform, and how it helped her raise the monies necessary for their field trip across the pond. Recently, I had a chance to visit their site to see what all the fuss was about. Here is what I found out. In two minutes or less, you can create your webpage that’s ready to take donations immediately – on any device. Your dedicated webpage allows you to create a goal, upload a team photo, and also tell your team’s story. It includes sponsorship templates, the ability to have Edco assist with your outreach and access to Nathan, who heads up partnerships, as your fundraising coach. Pretty cool, huh?

If you are like me and have zero fundraising experience, not to fret, Edco’s tips and templates show you what you need to do to raise more money. If you plan to involve your students in the fundraising process, Edco’s system can track which students are raising funds, and where your donations are coming from. The application allows your fundraising team to accept donations through credit and debit cards. All contributions are tax-deductible. Edco processes the payments, provides the donation receipts, and places your monies into your school bank account or prepaid debit card if you need access to your funds immediately. “We provide a turnkey service to free students, teachers, and associations up so they can focus on other things,” informs Amy Zucchi-Justice, Director of Marketing for Edco. “Using online platforms for fundraising can help you raise more than four times what you would with traditional fundraisers,” adds Zucchi-Justice.

Edco makes it extremely easy to manage and communicate with all your donors – which will pay dividends for your next fundraiser. Since the system keeps a list of your ongoing supporters and opportunities, you don’t have to start from scratch every year. Wait, but that’s not it. You can promote your cause with social media posts and customizable emails. Also, you can invite parents, students, and other supporters to help spread the word.

Did I mention that Edco is free to use? They don’t charge you a fee for registering or organizing a fundraising team. Edco collects a reasonable 4.9% fee once you have collected money using their platform. When compared to the other fundraising sites, this is a drop in the bucket. They invest the fees that they collect back into their company to improve their school fundraising solution continuously.

Edco is a service driven organization, devoted to helping students, parents, teachers and other education leaders fundraise. That’s it. They believe that a lack of funding should not hinder the learning process. We agree. Without companies like Edco, teachers would have to continue to get by on the meager resources that they are given. In a space full of edtech startups looking to get rich, Edco is certainly a breath of fresh air. I am pleased to see entrepreneurs stepping up to plate, and developing edtech solutions aimed at solving the often overlooked problem of school funding. After an hour of being on the site, I left thinking “I wish Edco was around back when I was a teacher.”

Final Thoughts

Public and private K-12 school systems must understand that the education funding landscape is changing for the worse. The most effective teachers will recognize this and adapt their strategic planning and fundraising techniques to stay afloat and provide their students with a world-class education. Also, they will use technologies such as Edco to stay ahead of the competition, and efficiently raise funds.

What do you think the future of school fundraising will look like? Have you used Edco for a fundraising campaign? We would love to hear your success stories!

Matthew Lynch published in Ask An Expert, EdvocatePD, First Year Teachers, Teacher Education, Teachers October 25, 2017

How to Write Your Philosophy of Classroom Management and Classroom Management Plan

Back when I was a professor of education, one of the most significant sources of anxiety for preservice teachers was classroom management. Most of them seemed unsure about their ability to manage a classroom full of 20 to 30 kids while responding to problem behaviors and facilitating the teaching and learning process. I always assuaged their concerns by letting them know that before they left my class, they would have a philosophy of classroom management and classroom management plan, which could be adapted to any classroom environment.

In my course, they learned that if students are in a safe and supportive environment, learning can take place. It is critical to have an engaging educational environment that includes all students. The primary goal of any philosophy/plan of classroom management is to assist the teacher in creating an environment for all students that will allow them to be successful and ultimately reach their full potential. In this piece, I plan to walk you through the creation of your own philosophy of classroom management and classroom management plan. Let’s get started.

Writing Your Philosophy of Classroom Management

I taught my students to divide their philosophy of classroom management into the three sections below. Completing a philosophy of classroom management is not an easy task, but I found a way to simplify the process. All you have to do is answer the questions from each section and use the resulting content to shape the body of your narrative. From there, simply add an introduction and conclusion and you are done. Revisions may be necessary, but at least you have a great first draft.

My Beliefs About Students:

Do I believe that students need to be “controlled and disciplined” or that they can be taught self-control?
Do I think that students are naturally disruptive and therefore need to be molded and conditioned to behave appropriately?
Do I view students as equals or as charges?
Do I believe that establishing a democratic classroom and giving students responsibility means letting them take over the class?

My Beliefs About Teachers’ Roles:

Do I see myself as a boss or facilitator? A brick wall, jellyfish, or backbone teacher? An assertive educator?
Do I think that I should create all of the rules and consequences, or do I think that students should offer their thoughts?
Do I want to discipline or manage my students?
Do I believe that teachers should spend time at the beginning of the year to teach rules and routines?

My Beliefs About Managing the Classroom:

Do I think rewarding students for good behavior?
Is the point of classroom management to manage the classroom or teach students to supervise and discipline themselves?
Would I be ok with using a school-adopted classroom management program, or do I want to have more freedom to choose my own classroom management practices?

Writing Your Classroom Management Plan

After completing your philosophy of classroom management, you are now ready to write your classroom management plan. The cool think about it is that you can use parts of your philosophy of classroom management. Write a narrative that includes, but is not limited to, the topics/issues found below. Make sure you back your narrative up with recent research (less than three years old).

Supportive, Effective, and Developmentally Appropriate Classroom Management Techniques
Classroom Climate: Class Structure, Rules, Routines, Procedures, and Policies
Classroom Design and Layout
Student’s Expectation of Teacher
Teacher’s Expectation of Students
Positive and Negative Consequences and Individualized Behavior Management Intervention Plans
Communication of Class and Behavioral Expectations to Students and Parents/Guardians
Responsibility of the Parents/Guardians, Students, Teacher and School in Classroom Management
Philosophy’s Connection to Theorist/Theory
Philosophy incorporates pertinent and appropriate information from course textbooks; Classroom Management: Models, Applications, and Cases; Teacher-and Tested Classroom Management Strategies

From there, simply add an introduction and conclusion and you are done. Revisions may be necessary about this, but at least you have a great first draft.

Reflection

Reflecting on your work is a vital part of being a professional and is essential to teacher development and the preparation of future teachers. Reflection allows you to examine your own beliefs, assumptions, and biases regarding teaching, learning, and classroom management and determine how those beliefs influence classroom practice and impact on the learning environment. If you are really want to impress your professor and receive an A, include a reflection along with your classroom management philosophy/plan.

Write a reflective 500 word paper about your philosophy of classroom management and classroom management plan. Please write the reflection in narrative form. The reflection paper should highlight how your classroom management details how you plan to develop a safe and supportive learning environment for your students. This may include:

How do you believe your philosophy of classroom management and classroom management plan will work to provide your students with a safe and supportive learning environment?
How do you plan on getting to know your students?
How you plan on introducing students to your classroom management plan in the first 21 days of school and then reinforcing it beyond that time period?
Communication of class and behavioral expectation to students and family
Substitute teacher materials?
Does the narrative reflect an understanding and thoughtful consideration of classroom management?

If you followed the directions in good faith, we are confident that you are now the owner of a world-class classroom philsophy of classroom management and classroom management plan. I would say good luck, but you won’t need it.

Matthew Lynch published in Education Leadership, First Year Teachers, Teachers October 24, 2017

Does Class Size Really Matter?

Education reformers and researchers debate a lot of things, but shouldn’t it be easy for them to agree on the importance of small class sizes in PreK-12 classrooms? Maybe. Keep reading to find out. When we speak of small class sizes, that usually means 20 students or under for elementary school classrooms and 20 to 25 students for high schools classrooms. The concept of using small class sizes to boost academic achievement and to solve classroom management woes is a popular one with parents, educators, and politicians. At least 80% of the states in the union have passed some type of class size reduction law or policy in the last two decades.

However, in spite of more than four decades of research, the efficacy of this ubiquitous practice is deceptively hard to measure, which has led to many debates. Most education researchers agree that small class sizes in the primary grades coincide with higher academic achievement and higher graduation rates for students from low socio-economic backgrounds.

Their disagreement is linked to whether or not the benefits of small class sizes outweigh the ginormous price tag, especially in states that already find it difficult to fund education adequately. Recently, those same researchers have been trying to figure out the mechanisms that allow smaller class size to work, and who benefits most.

Here are the most interesting insights from their research:

Small class sizes work is because it gives teachers an opportunity to offer students more personalized instruction, which is probably the reason that academic achievement goes up. Teachers don’t necessarily change what they are doing, they are just able to increase their efficacy.
The efficacy of classroom management efforts is increased in smaller groups. Kids also seem to pay more attention.
Smaller class sizes must be coupled with competent administrative and parental support for it to work.
Students in smaller class sizes seem to outperform those who are taught in larger groups. We already knew that, but it is nice to have it verified by empirical research.
Smaller class sizes don’t have the same positive effects if you decrease the physical space in which they are convened. The more space the better.
Students with special needs benefit from smaller class sizes. To clarify, we are referring to students with disabilities who are mainstreamed into regular education classrooms.
Students were found to be more engaged in classrooms with fewer students and reported better relationships with their teachers and peers.
Students in smaller classes spent more time on task than students in larger classrooms.
Teachers in small classrooms reported having more time to differentiate instruction.
Students who experienced small class sizes in elementary school were able to continue that success throughout their K-12 career and were more likely to attend college.
Small class sizes have a positive effect on teacher retention. As class sizes go down, retention rates go up.
Teacher quality can have a positive or negative effect on the efficacy of reduced size classrooms. If you place a low-quality teacher in a classroom with 20 kids or less, the results will more than likely be poor.
Supports, such as professional development, quality curriculum resources, can enhance the effect of reduced class size.

So there you have. Under the right conditions, smaller class sizes do have a positive impact on the academic achievement, engagement, and behavior of PreK-12 students. What do you think? Are we missing something?

Matthew Lynch published in Education Leadership, Policy & Reform, Teachers October 24, 2017

When States Take Over School Districts, Disaster Usually Ensues

There is a disturbing trend taking place in school districts all over the United States. The pattern that I am referring to involves state departments of education wrestling control of low-performing school districts from local school entities. For a state to seize control of a school district, an emergency, either academic, environmental, or financial, etc., must exist and place students in harm’s way. Each state has its own definition of conditions that justify or trigger a takeover, as well as policies and procedures that must be followed during this process.

We will begin this piece with an overview of state takeovers in the United States and then look at a case study of the state of Mississippi’s botched takeover of its Jackson Public Schools district.

An overview of state takeovers

Before school districts are taken over, they usually know that they are in jeopardy of being taking over, and may have had several years to get their act together and show improvement. What makes this even more complicated and troublesome, is that struggling districts have no way of improving, as they usually do not have the expertise or capacity to facilitate change.

Many states have technical assistance teams that assist struggling districts in getting back on track. However, in many cases, these teams don’t have the capacity or expertise to foster school reform or change initiatives. The end result, many districts get taken over by the very entity that failed to offer them structural and strategic support, when they desperately needed it. As a colleague of mine put it, “it’s the blind leading the blind.”

States often announce state takeovers to great fanfare and make bold claims about the transformation that will occur under their watch. The results are usually less the underwhelming. School districts that are taken over find themselves in a comparable place academically in the next 3-5 years, and achievement either slightly improves, stays flat, slightly decreases or in the worst case scenario gets markedly worse. The problem is almost always that states make structural changes to these districts, but forget to, or don’t have the capacity to make strategic moves. The results are the results. And who ends up getting hurt? The students.

What makes this even more sickening is the fact that when states takeover school districts, they seem to strategically target districts with large populations of black and brown students. In some states, these school districts are either in sum or in part are turned into charter schools and exploited for financial gain. What makes this even more troublesome is that these charter schools end up failing miserably, and states usually do not have a mechanism for monitoring their progress or offering them support and technical assistance. They are left to their own devices, continuing to make millions of dollars and failing to educate black and brown students properly.

If you are keeping score, these poor and disenfranchised black and brown students have now been failed twice, once by their original school district and the state, and then by their new charter school and the state. While the scenario above may not be how things play out in your state, I am sure you will notice similarities.

An example of a state takeover disaster waiting to happen

Let me give you an example of a state takeover that is a disaster waiting to happen. The Mississippi Department of Education (MDE) is currently in the process of taking over Jackson Public Schools (JPS), located in the city of Jackson, MS, after an 18-month investigation. Mississippi is my home state, and I once worked in Jackson Public Schools, so this one is near and dear to my heart. Jackson Public Schools is a large urban school district, comprised of 58 schools.

This story starts in April 2016 after a cursory audit by MDE that found that the Jackson Public Schools district was violating 22 of the state’s 32 accreditation standards. The standards that were violated ranged from safety concerns to ineffective leadership. In August 2016, this information was presented to the Mississippi Commission on School Accreditation, which accredits public schools in Mississippi, and they voted to downgrade JPS’s accreditation status to probation.

This essentially means that JPS did not uphold the state’s accreditation standards and was forced to create a corrective action plan (CAP) within a specified amount of time. The Mississippi Commission on School Accreditation also voted to approve a full audit of all JPS schools, to be conducted by MDE. What makes this problematic, is the fact that JPS was simultaneously asked to create and implement a corrective action plan to get back on track, while being provided with technical assistance from MDE.

In September of 2016, JPS’s then-superintendent Cedrick Gray told its constituents at a town hall meeting, that JPS had created a corrective action plan and submitted it to the State Board of Education, and was well on its way to correcting all of its deficiencies. Then a month later in October 2016, Gray resigned as superintendent in the wake of an “F” accountability rating by the state and the looming possibility of another downgrade in accreditation status. Essentially, the person whose ineffective leadership created this mess was suddenly out the door.

In November 2016, the JPS Board of Trustees picked Fredrick Murray as interim superintendent and unveiled its plans to find a permanent replacement. Later on that month, the State Board of Education rejected the district’s CAP because it was not specific enough in certain areas. You would think that the state would be sympathetic to the district’s situation, and the issues that can arise during a transition of leadership. Not the state of Mississippi. Finally, in December 2016, the State Board of Education decided to accept JPS’s revised CAP, but board members warned the district of the urgency of this matter and reminded them that they were still at risk of takeover and losing their accreditation.

From January 2017 to July 2017, minimal movement occurred. Four JPS school board members resigned during this period, which increased JPS’s leadership vacuum. In February 2017, the board voted to hold off on the superintendent search until the end of the 2017-2018 school year and to allow Dr. Frederick Murry to continue as interim superintendent. In May 2017, JPS hired the Bailey Education Group to help it navigate the audit process. They were forced to do this when the state failed to provide the technical assistance that it is legally required to provide. I would be remiss if I did not point out that during the state takeover process, the relationship between JPS and MDE soured tremendously. In my opinion, it reached the status of unprofessional. This further complicated JPS’s school improvement efforts and sealed its fate.

Fast forward to August 31, 2017. The full audit that was ordered by the Mississippi Commission on School Accreditation was released, but it was not a complete audit, and MDE cited safety concerns at several of the state’s high schools as the reason. In September 2017, MDE reported its findings to the Mississippi Commission on School Accreditation, and the committee voted to recommend that the State Board of Education declare a state of emergency in the school district.

Why? Because JPS was found to still be in violation of 24 of 32 of the standards, 2 more than the initial audit of 2016. In September 2017, MDE presented its findings to the State Board of Education and recommended that the body declare a state of emergency in JPS, which would, in essence, trigger a state takeover. The board approved the measure on September 14, 2017, and announced Dr. Margie Pulley as interim superintendent. Yes, you read that correctly. Within 24 hours of hearing MDE’s case, they made a decision and also announced an interim superintendent.

The next step in the process is for the edict to be sent the governor for his signature. For a state takeover to become a reality, he has to agree that an extreme emergency exists. Initially, he said that he would not make a rash decision, and to his credit, he did not. Part of his justification for stalling the decision was the unavailability of one critical piece of data, the 2016-2017 MDE Accountability Ratings, which is an annual assessment of the academic achievement and growth of all Mississippi school districts. During the fall of each year, the rating system issues each district a letter grade from A-F.

The ratings were announced on September 19, 2017, and as expected, JPS was rated an F. We knew this because, during JPS’s September hearing with the Mississippi State Board of Education, MDE’s attorney mentioned that the preliminary data indicated that JPS would be receiving a grade of F. She disclosed this information, even though it was supposed to be embargoed until September 19, 2017. To be honest, I always thought her unethical disclosure was a political ploy. After receiving this information, the governor decided that he needed more time to make his decision.

In Mississippi, after the governor declares a state of emergency in a district, MDE takes control of and leads the struggling district (through an interim superintendent or conservator), until that district demonstrates sustained improvement, and when that happens, local control is reestablished. The average duration in of a state takeover in Mississippi is three years. The state of Mississippi has a charter school law, so all school districts rated below a C are eligible for charter schools to apply for a charter and operate schools in that district. MDE has created the perfect environment for this to happen in JPS. Time will tell if this was their objective all along.

Let me be frank, I worked in JPS for three years, and I can personally attest to its serious issues. However, MDE’s behavior during the state takeover process was anything but professional and does not lead one to believe that a takeover is not the correct move. During their audit of JPS, MDE failed to follow their own policies and procedures, and when they were called out on it, they covered their tracks. Next, state law required that they provide technical assistance to JPS as the district worked to implement their corrective action plan. However, JPS never received the full technical support that they requested, as MDE could not do so.

How on earth can you be in charge of auditing a school district, while also providing support to it? On top of that, how can you take over a district that you were in charge of helping it to improve, and failed miserably? Also, Dr. Margie Pulley, whom MDE has charged with leading JPS if it is indeed taking over, was the interim superintendent of Tunica County Schools during the 2016-2017 school year. Why is this important? Because Tunica County Schools received an F rating for the 2016-2017 school term. It seems highly unlikely that a leader of a district that was just rated an F can help transform a struggling district like JPS, who also received an F rating. This debacle in Mississippi is a cautionary tale of how greed and power grabs can lead a state and its education system down a path of destruction.

A Hollywood ending?

But wait, there is actually a happy ending to this story. Instead of signing off on a state takeover of Jackson Public Schools, Governor Phil Bryant has formed an alliance to develop a cooperative, comprehensive plan to improve the state’s second-largest school district. What happens to the MDE request for a state takeover of JPS schools? It remains active. Each member of the JPS Board of Trustees has resigned, per the Governor’s wishes. The plan forms a collaborative that includes the W.K. Kellogg Foundation, Education Commission of the States and the Mississippi Economic Council.

Also included is the creation of a Project Commission, which is made up of JPS stakeholders. The commissioners and local, state and national partners will host a series of focus group sessions for the community. With consultation from ECS, which will disseminate best practices developed from successes in other states, an RFP to perform an external evaluation of the JPS system will be distributed. The Kellogg Foundation will support the ECS’s efforts, including the external assessment and focus group sessions

The external review will be led by data collection and the focus groups. Its results will inform the creation of a plan that addresses all of JPS’s issues. The Project Commission will discuss the findings and work with stakeholders to identify current resources within JPS to apply toward the plan’s implementation. Episodic evaluations will then be conducted. Hopefully this collaborative will work, and become a model for the rest of the United States.

Conclusion

This disturbing trend has to stop. States must realize that local control is essential, and the idea of a state takeover should only be broached if a real emergency exists, not a manufactured one. A state takeover should always be the last resort and only attempted if the state has the capacity and expertise to help the seized district succeed. Otherwise, it’s a recipe for disaster.

You would think that this would be common sense in education circles, but as we all know, common sense is not all that common.

Matthew Lynch published in Assistive Technology, Black Boys in Crisis, Child Development Tech, Digital & Mobile Technology, Early Childhood & K-12 EdTech, October 19, 2017

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