reflective teacher

Matthew Lynch published in list, Matthew Lynch, Policy & Reform, Teachers March 19, 2016

5 Expert Tips on Working with Homeless Students

Homelessness is another step down on the ladder of poverty and it is a very real problem faced by 1.5 million children in the United States. Here are a few facts and tips that will help you work with any homeless students you happen to have in your classes.

Many homeless families live in shelters in rural or urban areas. With one income, high rent and living expenses, many families are just one emergency away from disaster. As a result, even children who still have a home to go to could lose it in a heartbeat.

For instance, a single mother trying to make ends meet cannot go to work because her child gets sick. She must be with her child, as she has no one to help. On top of this, she has medical bills piling up. Even if she has a job to return to, she may not be able to afford her rent.

Homeless children still need to receive an education. Yet, when they get to school each morning, they are often hungry and tired. Like many children living in poverty, homeless children move frequently, and are exposed to drugs, violence, crime and more. Also, transportation might be an issue for some homeless children and they miss a great deal of school.
When they are able to attend school, they may be teased for the clothes they wear and the fact they fall asleep in class. They may have difficulty making friends or a fear of participating in an activity in front of the class. Although many homeless children are with their families, older homeless children may be runaways or may have been kicked out of their homes. Many have been abused sexually and/or physically.
Teachers who have homeless children in their classroom need to know how to help and support children without a permanent home. Homeless children may be needy emotionally and due to lack of access to bathtubs or showers and little food, they may be unclean and unfed. Teachers can be an anchor for homeless children by showing them compassion and understanding.
It may also be a challenge to communicate with parents who don’t have regular access to a phone. Of course, the most important thing for homeless children is that their families find a home. Teachers might be able to help by working with local agencies, children, and their families to find a solution to their problem.

Homeless children deserve a quality education just like all students. Teachers are the first line of defense but we all have to pitch in and do what we can to ensure that all of our country’s children have the chance to lead happy, healthy lives. If you implement the strategies that I have outlined in this column, you will have no problem working with homeless students and their families.

Matthew Lynch published in Diversity, Equity, Policy & Reform, Teachers March 18, 2016

3 Things We’d Rather Not Hear About Gender Bias in K-12 Classrooms

Think back to your own days as a student in the classroom. Do you remember particular times when you noticed a difference in the way boys and girls were treated by the teacher?

Whatever your own gender, you may have felt like you were punished more harshly, expected to do more, or even completely ignored as a result. You certainly did not imagine this—research backs up the theory that there are many differences in how boys and girls are treated in the classroom.

It’s true that different treatment of the genders in K-12 classrooms is certainly not something that teachers do purposely, but the subtle ways that girls and boys are treated differently has an academic impact later on. For this reason, it’s good to know how gender bias affects students in K-12 schools.

Listed below are a few things that most of us would rather not think about when it comes to gender bias—but is still rather important to know.

1. Teachers pay more attention to boys than to girls.

Teachers tend to pay more attention to boys than girls by having more interactions with them. They tolerate behavior in boys that is not tolerated in girls, and tend to provide boys with more criticism and praise. Differences in the extra attention given to boys are due in part to the fact that boys simply tend to demand more attention, while girls tend to be quieter and more reticent.

Boys not only tend to dominate classroom discussion, but also access and use computers and technology more often than girls.

2. Gender representation in textbooks still leaves something to be desired.

Gender representation in textbooks and other educational material is also problematic. This has improved greatly over the past 30 years, but is still a problem. Educational materials still portray women as being more helpless than men, and stereotyping, tokenism and omission are still prevalent.

3. Boys and girls still tend to gravitate toward different subjects in school.

The types and levels of courses predominated by males and females continue to differ as well. Boys are still more likely to enroll in mathematics, science and engineering than girls and are more likely to take advanced courses in these subject areas. This enrollment pattern is not true for biology, English and foreign languages, where girls tend enroll in more advanced courses. Overall, women are underrepresented in professions that center on mathematics, science, engineering, medicine, and business leadership.

Hasn’t there been some progress though?

There are those who believe gender bias no longer exists. Proponents of this perspective contend that boys are not more accommodated than girls in the classroom. They suggest that in actuality, boys’ needs are often overlooked, as they learn best when they have more frequent opportunities to get up and move around, and engage in classroom debates– classroom activities that are often discouraged.

There is also a strong focus on the fact that the gaps in education levels between boys and girls have virtually closed since 1970 and now, even though they still lag behind boys in mathematics and science, girls in high school do better than the male students in reading, writing and other academic subjects, earn more credits, are more likely to get honors, and are more likely to further their education at colleges or universities.

While it might be argued that it is difficult to see gender bias in schools, there can be no question that in terms of money earned there is a gender bias in the work force. The average earnings of women with a high school diploma is 85 percent of that of men with the same level of educational attainment, and that figure drops to 80 percent for college graduates. This means there is a level of gender bias, even if it is somewhat hidden in the school system. Gender bias is evident as students move into the workforce. Men are more likely to be given jobs with higher status and higher salaries than women.

So the problem of gender bias as it relates to success is one that extends well beyond K-12 classrooms, but it certainly originates there. As teachers become more aware of the ways that their actions impact the long-term success of their students, gender interactions will likely improve and equalize. It is just a matter of being willing to change traditional classroom models and interactions for the betterment of all students – regardless of gender.

What do you think about gender bias in K-12 classrooms? Are boys and girls being treated fairly in the classroom? Leave a comment below.

Matthew Lynch published in Policy & Reform, Teachers March 14, 2016

6 Ingenious Ways Activists Are Transforming K-12 Education

Activism when it comes to public K-12 education is flourishing. Laws regarding K-12 education are no longer simply handed down and enforced without pushback – student, parents, teachers and outside activists have a larger voice than ever when it comes to the decisions impacting the future of their public schools.

After some thought, I came up with the six most impactful things (in no particular order) that education activists have done in the past few years when it comes to K-12 education:

1. Student-driven change. When it comes to the paths of their educations, K-12 public school students are standing up for their rights more than ever before and empowering positive changes in their learning experiences. In April, over 100 Chicago Public Schools students made news when they skipped their standardized testing to protest the tests instead. Speaking to the press, one CPS student said that the protest was designed to draw attention to the fact that “standardized testing should not decide the future of our schools and students.”

Student-led zombie flash mobs took place in front of the Philadelphia School District headquarters to oppose the closing of public schools in the city. Hordes of students in other cities like Denver, Providence and Philadelphia followed suit and spoke out against the advance of high-stakes testing and school closing. They rallied together and marched relentlessly to prove their strong dislike against standardized testing – and the belief the effects are not a true measure of success in the real world. While there may have been some parental encouragement behind the scenes, these students appeared to act alone in their pursuit of a better public school learning experience.

2. Parents as reformers. In California, the parent-led “trigger movement” made waves as parents demanded more from failing public schools. Dessert Springs Elementary School in Adelanto is an example of a school that was transformed from a consistently failing school (students had reading scores in the bottom 10 percent of the state) to a public charter that better served its student body – all because parents took a stand and demanded the change.

The Lone Star State had some big news this year when a coalition led by parents was successful in petitioning the state to reduce by two-thirds the number of tests required to graduate high school. In 2011, the state required at least 15 high-stakes tests on students prior to earning their diploma. Two years of hard work later, the Texas legislature passed an education bill reducing the number of tests to five.

3. Activists stepping up. During 2013, civil rights advocates found an audience with Secretary of Education Arne Duncan. In January, these public-school supporters gathered in DC to discuss their grievances to the Department of Education. The Journey for Justice came as Chicago was on the cusp of closing around 50 schools, and New York and Philadelphia had voted to close more than 20 each.

These activists had every right to speak up – research shows that the closing of public schools in urban areas has the biggest negative effect on Latino and Black students. Mass school closures often shake up communicates and disrupt children’s learning, among other effects on displaced students. Perhaps the biggest public school activism success story for 2013 was the teacher union-led Scrap the Map in Seattle. After months of protesting Washington’s mandatory MAP standardized testing at Garfield High School, a decision was made to make the test optional for students throughout the state. In 2013, public school activists came out en masse and took to their local, state and federal legislators to protest detrimental closings and other public school legislation.

4. Pushing for increased funding. In 2013, activists were vocal about the need for stronger programs in science, technology, engineering and math. Thankfully, President Obama listened. His 2014 budget includes $3.1 billion in investments in federal STEM programs – an increase of nearly 7 percent over the budget of just two years ago. Of that total, $80 million is intended to recruit 100,000 well-qualified educators and another $35 million is earmarked for the launch of a pilot STEM Master Teacher Corps. The rest of the money will go to supporting undergraduate STEM education programs and investment in breakthrough research on the way STEM subjects are best taught to modern learners. At the urging of advisors and activists, the president realized that demand for STEM-related jobs is there and the money allocated to STEM learning initiatives will better prepare today’s students for the worldwide workforce.

5. Supporting Race to the Top. Over the last 2 years, education activists have continued to support the president’s incentive-based Race to the Top program. Race to the Top was launched in 2012, and it rewards states that are willing to reform their education models to best adapt to modern student learning needs. The Race to the Top initiative has raised standards for learning to reflect a push toward college and career readiness. Each year, the program gives even more in federal funding to states that prepare plans for reforming their student offerings and 2013 was a big year for it.

To date, the program has allocated more than $4 billion among 19 states that have shared well-developed plans to improve learning standards, teacher effectiveness and struggling schools. The states that have been granted the funds represent 42 percent of all low-income students in the nation – making the initiative an effective way to close the achievement gap and equalize funding in areas where schools may struggle based on their geographical location.

6. Lobbying for college affordability. College affordability activists urged the president to make earning a college education more affordable for all Americans and convinced him that this will impact future K-12 classrooms. In August 2013, the President announced plans to assign a ratings system to colleges by the 2015 school year that takes items like tuition, graduation rate, debt and earnings ratios of graduates and percentage of low-income students who attend into consideration. The grand plan? To base the amount of federal financial aid colleges receive on the rankings system by 2018.

The overall principle is not to call out colleges but rather to make them more accountable to students, and to ensure that every American with college degree aspirations has the actual means to make it happen. Long term, this will impact the quality of teachers in the classrooms, particularly in urban settings where research has shown that the most effective teachers are generally those who come from the same background. More lower-income college students earning degrees will have a positive impact on the entire education system and the college scorecard initiative is a step in that direction.

What would you add to my list? Don’t forget to leave a comment.

Matthew Lynch published in Education Leadership March 13, 2016

3 Reasons Educators Are Opting for the Distributed Leadership Style

Nowadays, it is becoming more popular in schools for leadership duties to be spread out among educators, rather than concentrated in the hands of a few. This concept is known as distributed leadership, and it’s worth knowing why this leadership style has become the style of choice for some schools and districts.

For one, the “charismatic hero” leadership style associated with transformational leadership can be hit or miss. Furthermore, distributed leadership allows school leaders to handle tasks of much greater complexity. After all, it is not the heroic leader who makes an organization function well, but rather the “mundane,” everyday activities that matter.

Aside from that, there are a few more reasons that a school might adopt a distributed leadership style. Consider that:

1. Distributed leadership is well within the broader policy spectrum for public services.
In a government’s emerging model for public services, we see three major types of leadership that the government favors. These are hierarchy, market, and network. Now, if we overlay the school setup on the government model, then we see where the schools’ “capability and capacity” fits in relation to the network regime of governance, where distributed leadership is positioned.

Distributed leadership can therefore be said to be similar to the broader policy process, since government will construct a goal that would require both school actors and non-school actors to distribute their efforts between organizations and/or within organizations to achieve this end. It also provides a cultural reference to the official structural similarities of two traditionally separate organizations.

2. Distributed leadership promotes collaboration between organizations. Distributed leadership fits well with the merging or networking of work-based activities according to current trends on inter-agency working in schools; with the joint production of personalized needs and solutions; and finally with the changing workforce . All these efforts seek to merge the professional cultures of different groups.

With the above in mind, the emergence of distributed leadership is not only a reaction to the recent policy shifts; it also reflects changes in contemporary culture. Organizations can no longer control their workers through the so-called rational or bureaucratic structures of the past. Those out-of-date methods inhibit the kind of independent work that relies on solidarity, respect, or mutual trust, since all they end up doing is bringing about authority conflicts.

3. Distributed leadership is a result of changing attitudes toward organizational culture.

The present focus on distributed leadership is not so much related to the cultural turn toward taking emotions into account, like transformational leadership, but is more of an example of management theory resonating with a contemporary shift 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 now keen to set up a policy that ensures that literacy is achieved by all, with no regard to social status. The role of the school leader is therefore shifting from economic management to social management.

Distributed leadership is emerging as an alternative to the hierarchy we have seen in organizations in the past. What do you think are some reasons for the growing popularity of this leadership style? Leave your comments in the section below.

References

Distributed leadership is a theory of leadership that was developed by Peter Gronn, and has been written about by many other scholars since then. To read more of his work on distributed leadership and other topics, click here to visit his Amazon.com page.

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

4 Facts You Should Know About Gamifying K-12 Classrooms

Before they even reach kindergarten, children today are becoming intimately acquainted with mobile technology. When they arrive at their first organized school experiences, they are often already savvy on basic computers and mobile devices. If their parents used this technology correctly, these kids have had at least some exposure to phonics and math through learning websites, downloads and other applications.

Seeing how prevalent technology usage is in young children, you would think that this is carried over to the classroom, right? However, research suggests that once these young learners enter a classroom, learning through tech “games” disappears. Families may still choose to buy the apps and use them at home but schools are slow to bring gamification of education into their classrooms.

Should schools even care about gamifying their classrooms, though? I think that they should. I will talk about that in more detail later.

For now, though, here are a few facts you as an educator might want to know about gamifying K-12 classrooms, so that you have a better idea of what you are dealing with.

1. Educational games are currently marketed toward parents, not educators. A report by the market research group Ambient Insight found that edtech in the forms of learning games is not making its way into classrooms. Instead of educators making learning game purchases, marketers target parents because they are the ones who buy them. The North American edtech market is expected to grow over 15 percent in the next half-decade but company leaders have candidly said that they will focus marketing efforts on parents, not schools. To paraphrase, targeting schools is simply a waste of time.

So why are games developed for young learners having such a difficult time entering classrooms? Read on to the next fact to find out.

2. Money is the major issue when it comes to gamifying the classroom. Believe it or not, money impacts more than the purchase of the games or applications themselves. K-12 schools are still in the process of creating mobile technology policies and finding the money in their budgets to fund these initiatives. Then, there are also issues of slow internet speeds and low bandwidths that prevent too many students from flooding the network at once. If teachers do not have the right technology in their classrooms, they cannot purchase the games to enhance lessons.

3. Regulations are another issue when it comes to the quick implementation of learning technology, including games. There seems to be a distrust of games, and in some cases of technology in general, and their place in the classroom setting. By the time teachers can prove the worth of the games they want to use, another game is available with more bells and whistles. For-profit companies that develop these learning games have no hoops to jump through with parents, but the same cannot be said of schools.

Does all of this really matter, though? Are kids still learning what they need to know without inundation of education games?
And the answer is…

4. No, those games do not actually rot children’s brains. While the general consensus seems to be that screen time negatively affects little ones, researchers have actually found benefits for young minds. In her paper “Children’s Motivations for Video Game Play in the Context of Normal Development,” Cheryl Olson found that games, even non-educational ones, improve decision-making and encourage self-expression in children. If there is an educational feature, children absorb the knowledge while finely tuning motor and strategic skills.

So it stands to reason then that children with access to gaming technology at home are at an advantage. If there was no educational gaming at home AND no educational gaming at school, it would be a different story. Instead, parents that can afford the vehicles for the technology and the games themselves are able to better prepare children for the classroom and academic success – furthering a socio-economic achievement gap. Through educational technology that is readily available to consumers, the advantaged become more advantaged…and the disadvantaged fall farther behind.

For all students to benefit from edtech initiatives, schools need to find the funding for better technology suites and cut through red tape more quickly. Otherwise, the educational opportunities presented through gaming will never be fully realized and the students will suffer.

Have you found ways to incorporate edtech, particularly when it comes to gaming, into your classroom? Leave a comment below.

Matthew Lynch published in Equity, HBCU's, Matthew Lynch March 7, 2016

3 Easy Ways New Teachers Can Organize for Maximum Success Before School Starts

As the new school year begins, most students look forward to joining their new class, and as a new teacher, you hope to make this academic school year as effective for your students as possible. Being a superstar teacher brings to mind engaging your students and upholding your standards, but the truth is that much of your success will actually come from the efforts you make before your students even set foot in the classroom. Staying organized is actually very important and will save you from a lot of headache later on. Here are three organization-related tips to use that will set you and your students up for success before they even set foot into your classroom.

Arrange your classroom in a way that works best for you and your students.

The set up and layout of the classroom will determine the ease with which the children can move around the classroom. When setting up a classroom, you also want to consider your teaching style. Here are just a few things you should consider when deciding the layout of the classroom.

Teacher’s desk. In the traditional setting, this is one item that is generally kept in the far corner of the room or toward one wall in order to avoid the teacher’s desk being in the middle of high traffic. On the other hand, if your approach to instruction is likely to be more flexible and interactive, you might want to have the teacher’s desk closer to the students’ tables and chairs.

Students’ desks. The layout of students’ desks depends on the kind of interaction that you want with students. For example, for sessions that involve direct instructions, it is best for students to face the front of the room. On the other hand, when you want students to work in groups, it may be better to group students in clusters.
Overhead projector or multimedia projector screen. Remember to keep the screen at a height and angle that allows everyone to see the screen easily. You can make sure of this by sitting in each seat to determine if you can view the screen comfortably from all positions.

Classroom supplies. Keep frequently used items closer to the students. Items used less often can be stored in a cabinet. The pencil sharpener and trash should be kept slightly away from the students to avoid distraction.

Announcement board. Decorate the board to liven up the classroom, as well as to communicate with students about important events during the academic year. Consider these suggestions:

Make the board colorful with project work that has been completed by students.
b. Put up a “quote of the day” that is relevant, inspirational, and motivating. You may also make this a revolving duty of the students.
c. Allow students to put up pictures of places they visited on a holiday.
Make sure you have all your supplies handy.

Okay, so now you have decided on the layout of your classroom and feel that you are ready for the new a new batch of students. Not really! There are many other things that you need to prepare before you can feel comfortable about welcoming your new students.

Being an organized teacher will make your life a whole lot easier; trust me. If you have your materials and supplies in one place, you will not have to frantically look for folders or paper clips at the last minute. It will also help your classroom management efforts and decrease the frequency of classroom disruptions and misbehavior. Ensure you have the following supplies:

Textbooks
• Plan books
• Classroom reading books
• Attendance register
• Paper clips
• Grade book
• Rubber bands
• Stapler and staple pins
• Tissue
• Pencil, pens, erasers and pencil sharpeners
• Tapes of different kinds
• Folders and folder tags

Take home packets are also a must for students at the start of the New Year. This packet helps you communicate important information to students and their parents. If you keep parents informed from the beginning, you have made the first step in building strong parent-teacher relationships. Make sure that you include the following in the take home packet.

Welcome message to parents
• School rules
• Supply list
• Emergency and approval forms to be signed by parents
• Transport rules and bus route

Organize your cabinets.

From the very beginning of the school year, there is so much paperwork that a teacher needs to keep track of. As a result, your cabinets can quickly look as if though they have been hit by a tornado—overflowing with folders, teaching materials, handmade cards from students, and other supplies. Use these tips to keep your cabinet organized and in order:

Create a designated place for your material. All folders should be marked and kept in one place. There should also be a separate place for personal belongings.
Highlight all original copies of master sheets with a yellow colored highlighter, to tell you that this is the master, preventing you from giving it away or losing it.
Label all your files and folders, and mark the worksheets based on the folder that they need to go into. Once you have identified the specific folders that each worksheet goes into, you can ask a student or volunteer to help you with the filing.
Many times there are some sessions in a year that require more material than others. If you feel that material from one session is crowding your cabinet, try putting all the relevant teaching material into one box. Remember to label it and store it in a cabinet in the classroom. You can then find all the required material ready for use when the time comes.

Then, every three months go through everything in your cabinet and throw away any unnecessary items. When you discard items, put them in a carton labeled as ‘free’ and let everyone know that they can dig around to see if they can use anything. Something that you discard may be useful to someone else.

Bonus tip: Do these during the first week of school to stay in control.

Completion of items on the following checklist will surely help you feel more comfortable, organized, and in control when the horde of excited students appear at your door on the first day of school!

Prepare class rolls and records
• Create nametags for each child
• Get to know the schedule for each student, including gym, art, library and lunch
schedules
• Create a folder that can be used by a substitute teacher in case you are unable to
make it to the school; this should include the daily schedule and seating chart
• Create a file for each student that contains information about the child and
• correspondence from parents
• Develop tentative lesson plans for the next week and place them in a folder

By starting the year off with a bang, you are setting the tone for the rest of the school year. Instead of dealing with classroom management issues, organizational issues, and disgruntled parents, you will be able to enjoy a relatively stress free year. Good luck to you and I hope you have an outstanding year.

Matthew Lynch published in Higher Education, Matthew Lynch February 24, 2016

College Football Obsession: Sending the Wrong Academic Message?

This past weekend was the kickoff for the college football season. It seemed that every social media newsfeed was full of people cheering on their alma maters or sending shout outs to their favorite college mascots. The start of football season on the professional level and every tier below it has become an iconic fall tradition of American culture. This glorification of a sport, particularly in the case of college athletes, put priorities in the wrong spot though.

Does our collective obsession with college football and other collegiate sports give K-12 kids the wrong idea about the purpose of higher education?

Let’s face it; athleticism is at least partially genetic. People love to mention the story of Michael Jordan being cut from his high school basketball team as an example of motivation for anyone who faces adversity. No disrespect to Mike, but his raw athletic ability had to be apparent during his high school years. The fact that he was cut from the varsity team was likely more a result of relying on that talent, and not putting in the effort to hone it. Once he realized what a lot of practice and persistence, paired with unmatched talent, could mean in his life he was able to excel at what he was already good at doing.

Call me cynical, but not every kid who is cut from a sports team has the ability to be like Mike by just putting his nose to the grindstone.

The same goes for college athletes, many of whom are put on a pedestal by peers, coaches and parents. Yes the feats of the human body are admirable but should a young adult with athletic ability be treated better by an institution of higher learning than one whose strengths are in engineering or the life sciences? The promise of fame and fortune (achieved after a college career if NCAA rules are followed) make a “career” as a college athlete look glamorous. But what is lost from an academic standpoint?

Colleges and universities do not elevate athletes in principle, of course. There is no bylaw that mandates the best athletes be given advantages or treated better than everyone else on campus. But money talks. The highest grossing college football program is at the University of Texas and it brings in an astonishing $90 million annually to the school. You can add the Ohio State University, the University of Florida and the University of Notre Dame to the short list of college football programs that consistently bring in revenue in the tens of millions to their schools.

The direct financial impact is not the only way football, and other popular athletic programs, aid in a school’s bottom line. A strong athletic program brings in more future students and rallies boosters under a common cause. To call college football a cash cow is an understatement; these programs are more like the blue whales of university revenue outside of actual tuition.

So students athletes like Aaron Hernandez are allowed to act suspiciously, getting into violent bar fights, as long as they are part of an epic college team headlined by Tim Tebow. Years later when Hernandez is accused of involvement in multiple murders, and no longer a college football player, people claim that there was always something “odd” about him. So why did he get a pass?

Of course most college athletes walk the line. They hone their athletic abilities while showing respect to academics and the reputation of their schools. They should be applauded for their accomplishments but not to the point that academics take on a role of secondary importance on campus. It’s not the fault of the athletes, most of whom are just young adults. It is the fault of the school officials and supporters that send the message from grade school that sports culture is greater than academics.

What do you say? Does the cultural obsession with college sports send younger students the wrong message about the purpose of higher education?

Matthew Lynch published in Ask An Expert, First Year Teachers, Matthew Lynch, Teachers February 22, 2016

New Teacher Tip: Time Management – Organizing your Cabinet

There is so much paperwork that a teacher needs to do within a few weeks of starting a new school year. In fact, your cabinets may look as if though they have been hit by a tornado. Your cabinets are most likely overflowing with folders, teaching materials, handmade cards from students, wads of paper, pencils and other stationery, all of which seem to be appearing on their own. Remember that the bigger the mess, the more time it will take you to rummage through and find what you are looking for, which may cause you to lose precious minutes. Use these tips to keep your cabinet organized and in order:

Create a designated place for your material. All folders should be marked and kept in one place. There should also be a separate place for personal belongings.
Highlight all original copies of master sheets with a yellow colored highlighter, to tell you that this is the master, preventing you from giving it away or losing it.
Label all your files and folders, and mark the worksheets based on the folder that they need to go into. Once you have identified the specific folders that each worksheet goes into, you can ask a student or volunteer to help you with the filing.
Many times there are some sessions in a year that require more material than others. If you feel that material from one session is crowding your cabinet, try putting all the relevant teaching material into one box. Remember to label it and store it in a cabinet in the classroom. You can then find all the required material ready for use when the time comes.

Every three months go through everything in your cabinet and ask these questions

Do I really need this?

What specific purpose will I use it for?
Should I keep it in my cabinet?
Is this a duplicate of something that I already have?
Is it outdated or can it come in handy even now?
Is it relevant to my current assignment or will I only need it later?

Don’t clutter your cabinet just because you do not have the heart to throw some things away. When you discard items, put them in a carton labeled as ‘free’ and let everyone know that they can dig around to see if they can use anything. Something that you discard may be useful to someone else.

Check out all our posts for First Year Teachers here.

Matthew Lynch published in Policy & Reform February 21, 2016

Buckle Up! Navigating the Legal Issues for Field Trips

A guest post by Candice C. Pinares-Baez

There is no question that field trips are an essential part of strengthening the curriculum and creating an interactive learning experience for today’s students. In fact, most independent schools pride themselves on the unconventional and unique off-campus learning opportunities provided to their students on both day trips and extended travel. However, before blindly embarking on these endeavors, it is important for schools to ensure that they are properly safeguarding themselves against liability in case of an unfortunate event. The truth is that these opportunities can come with a multi-million dollar price tag if proper safeguards are not put into place.

This lesson was recently learned by a Connecticut school after a $41.7 million verdict was entered against it when a jury found that it was negligent in not preventing a student from contracting encephalitis during an international trip. Specifically, the jury found that the school was negligent in not warning the student and her parents that she would be traveling in the mountainous and forested terrain of China, and that these areas posed a high risk for insect-transmitted diseases. The jury found that the school’s failure to warn the student prevented her from protecting herself from insect bites with repellents, long-sleeved shirts and pants, and by avoiding brushy undergrowth. In addition, the chaperone allowed the student to hike down a mountain unaccompanied on the day the student likely contracted the disease.

While it is impossible for any school to fully insulate itself from all possible liability arising from field trips, through proper preparation and the implementation of certain precautions, schools can manage the risk and limit their exposure.

Review and Analysis of Each Trip

First, schools should create and implement a detailed process for reviewing the details of every proposed field trip to ensure that any and all possible risks have been assessed and addressed before the trip takes place, and communicated to the students and parents. The review process should include a review of the transportation utilized throughout the trip, any risks associated with the destination, the physical requirements of the trip, the manner in which the trip will be supervised, the manner of implementation of contingent emergency procedures, and whether the School’s insurance policy covers the excursion.

A thorough and independent investigation should be conducted with respect to each facet of the trip and any known dangers associated with same. The investigation should include checking with the State Department to determine whether there has been a travel advisory posted for the destination and checking with the Centers for Disease Control and Prevention to determine whether there are any health advisories for the destination. The investigative findings should be shared with the students and parents in a timely fashion. In addition, any and all precautions that could be taken to minimize those risks should be shared as well. Parents should also be encouraged to conduct their own independent research and share any concerns they may have with the school.

Implement and Enforce Strict Guidelines

It is imperative that every person participating on the trip has a complete understanding of the behavioral expectations and disciplinary procedures and consequences associated with the trip. In addition to making it clear that all school policies apply on every trip, schools should also make trip participants aware of any trip-specific behavioral expectations (such as a no alcohol policy in countries where alcohol is legal) and the consequences for violating the rules, policies, and expectations (such as being escorted back to campus at the expense of the student). Each student participating in the trip and his/her parents should provide written acknowledgment of receipt so that they are less likely to challenge the enforcement of those rules in the event they are enforced.

Prepare Proper Documentation

As set forth above, the most important safeguard to limit liability associated with injuries related to field trips is disclosure of all information related to the trip, including any possible safety risks, to parents and students. This can and should be done in the context of a release. It is imperative that the parents of every student who participates in a field trip has executed a proper release. The more detailed and comprehensive the release, the more likely that it will be upheld in the unfortunate event of an injury to a student. At a minimum, the release should include: 1) the names of the parents and student; 2) the objective of the trip; 3) a detailed itinerary, including every location that the student will visit and any risks associated with same; 4) a list of every activity the student will engage in and the physical demand, if any, of each activity; 5) a list of any supplies the student should bring with him/her, including supplies that may minimize the exposure to any risks; 6) the transportation plan for the duration of the trip; 7) all anticipated costs and expenses; 8) a medical authorization; 9) agreement by the parents and student to adhere to all School policies and specific trip guidelines; and 10) a hold harmless clause. In most cases, liability release forms will not prevent recovery for cases where gross negligence or willful misconduct is found on behalf of the School or its agents. That is why it is prudent to train all adults who will serve as chaperones on all field trips.

Require Training

Every adult participant should be trained before participating in a school-sponsored trip. The training should include a review of all applicable school policies and any trip-specific rules. It should also include a review of the expectations for adult behavior on the trip, including, the prohibition of smoking and drinking, adult/student boundaries, and the need to act as a role model for the students. During the training, it is also important to provide a detailed review of the itinerary, discuss any potential problems and how they should be handled, and go through the emergency contingency plans. Every adult on the trip should be a benefit to the school and not an added risk. Ensuring that they are properly trained helps the school achieve that goal.

While impossible to eliminate liability completely, managing the risk appropriately will help limit exposure.

Candice C. Pinares-Baez is an associate in the Fort Lauderdale office of Fisher & Phillips. She focuses her practice on defending employment related lawsuits and administrative complaints encompassing a variety of issues, including discrimination claims arising under Title VII of the Civil Rights Act, the Family and Medical Leave Act, the Age Discrimination in Employment Act, the Florida Civil Rights Act, the Americans with Disabilities Act, the Fair Labor Standards Act and other federal and state employment laws, and related tort actions. Candice has successfully litigated matters before state and federal courts and she also advises clients on preventive measures aimed at reducing employment-related claims.

Matthew Lynch published in Policy & Reform February 20, 2016

5 Steps for Creating School Reform Policies that Actually Work

Many school administrators enter the field hell-bent on making a name for themselves and refusing to live in the shadows of their predecessors. Often, they feel as though their only choice is to go in a totally different direction, making the previous reform null and void.

This situation creates frustration among the surviving faculty and staff. The changes of the new administrators often happen before they fully think about the consequences or repercussions of their actions. Perfectly competent adults massage their egos instead of thinking about what is in the best interests of the school, the teachers and the children.

To be fair, part of the reason that most administrators take the jobs they do is because they want to make a difference and blaze new trails. As teachers, it may have been difficult to implement the change they really wanted to see – but as administrators, that path is more straightforward. Taking the time to develop a well-thought-out plan, and keeping policies of merit in place, makes a big difference in the well-being of any school community, though. So how should administrators looking for reform proceed?

Here are five simple steps for effective school reform.

1. Start with a plan.

When initiating reform, an action plan must be developed before the school can determine how the reform implementation will be carried out. Too often, administrators become anxious and feel the need to change the implementation processes before any data has been collected. It is best to examine all the moving parts before making the decision to start from scratch on any initiative.

2. Allow time for the plan to work.

It is counterproductive to start one reform and then decide to start another several months later. Some school districts revert to a model proven to be ineffective due to impatience and the desire for quick results. Once reform has been implemented, all parties involved must show fidelity to one reform until there is concrete data or evidence that indicates the reform is effective or ineffective. Reform is about creating an environment in which students are the priority and we as their teachers assist them in starting and finishing their journey to becoming educated citizens.

3. Be okay with some setbacks.

Strategic planning and the implementation of school reform sometimes require schools to absorb temporary setbacks in order to reap the benefits of long-term gains. Student progress might dip for a month or two before teachers and administration see a significant gain in student learning and performance. Teachers and administrators need to allow change to take place and not panic when instant significant changes are not apparent.

4. Don’t compare.

Model schools can be found in every major city, but when trying to recreate their successes, many schools fail to achieve the same results. Trying to recreate another school’s success is potentially dangerous, even when schools share similar characteristics. This is because, regardless of the similarities, every district is unique. Often, after a large amount of time, energy, and money has been spent, the school declares the plan a failure and has nothing to show for the efforts.

5. Stay focused.

Too many plans to change can be as dangerous as not having a plan at all. Strategic plans are a district’s consistent road map, even in the face of overturning staff or administration. The plan will also serve as documentation when the federal government looks into accountability. In this way, schools should glean what they can from the efforts of other schools to implement and sustain change. In the end, a strategic plan that reflects the culture and needs of the individual school is likely a better route than attempts to replicate the efforts at another school, or a plan that is over-zealous for the wrong reasons.

What should you consider when developing a plan for reform? Leave a comment—I would be happy to hear from you.