teachered

Matthew Lynch published in Ask An Expert, Current Ed News, EdTech & Innovation, Education Leadership, Education News,

Instead of textbooks, why not pay teachers for content?

By Brandon Wilmarth

As an English teacher in Oklahoma’s Moore Public Schools, I was recruited by some textbook providers to help them create content. It was a lot of fun, and I was happy to make some extra money doing it. But there are so many teachers in our district who are much more talented than I am. If I was developing curriculum materials that school systems across the nation were purchasing, they certainly could be doing this, too.

So when I became a technology integration specialist for the district, one of my long-term goals was to leverage the expertise of our teachers in creating high-quality digital content.

Teachers are already scouring the web for videos, articles, and other free instructional resources, then pulling these together into coherent lessons and adding their own valuable context to help students understand the material or promote deeper lines of inquiry.

My thought was, why don’t we take some of the money we’re hemorrhaging on expensive, print-based textbooks that aren’t interactive and don’t effectively capture students’ imagination—and use it to pay our teachers more money for their efforts instead?

Our vision is to create a central repository of exemplary digital content that is developed and curated by teachers, for teachers in our district. All teachers would have access to these shared instructional materials. Not all teachers would be required to contribute, but those who do could receive a stipend for their work if it’s approved as a district-vetted lesson or unit.

This would allow us to use our most powerful assets—our teachers—to their fullest potential, while also recognizing and giving value to teachers for the lesson planning and content creation they already do so well.

That’s important, because in Oklahoma, our teachers are among the lowest paid in the nation—and many leave the profession after only a few years. Honoring their talents and contributions could help stop this mass exodus of young teachers as well as veteran content experts and keep them in our schools.

To realize this vision, we needed to have a technology platform that would support teachers in creating and sharing digital lessons. We found this platform in Ogment, which helped us create curriculum by making it easier to grab digital content, including what we found on the web, and turn that into useable lessons for our classrooms.

Part of the problem is not the lack of resources, but rather the overabundance of resources. Every teacher knows how much great content exists online—but managing it all can be a nightmare. Ogment has let our teachers clip videos, articles, games, and other internet resources and put them into lessons or presentations with a simple drag-and-drop process. Then, they can embed questions within a lesson to check for students’ understanding or prompt further discussion—and they can easily share their lessons with other teachers.

Our teachers have used the service to “flip” their classrooms and even personalize instruction. For instance, Tiffany Truesdell, a math teacher at Westmoore High School, says she has used Ogment to make customized lessons for her students.

“I can assign a lesson that presents all the material, and as students go through the lesson, I can have questions that check for their understanding just as if I were presenting the material in class. I can pull videos from any website to enhance the lesson, and if I only want a small section of the video, Ogment lets me assign just that portion of the video in my lesson,” she says.

“Ogment also allows me to differentiate a lesson. For example, if I have a student on an IEP who needs multiple choice, but I want the other students to have a free response question, I can create the lesson once but with differentiated questions. When the questions come up, it will give the IEP student the multiple choice question instead.”

Mrs. Truesdell’s example shows that with the right technology, our district can build a shared repository of lessons that is truly usable. More importantly, a system like this allows our teachers to apply their talents and reignite their passion for creating great content.

We are working toward a model in which we pay teachers extra for the content they create and share through this tool. We’re not there yet; we’re still trying to free up the funding to be able to do this.

But when we come up with the funding to realize our vision, we’ll be able to pay our teachers extra for creating and sharing top-notch lessons—rewarding teachers for their work and restoring professionalism to the field.

Brandon Wilmarth is a technology integration specialist for Moore Public Schools in Oklahoma.

  • no reactions
0
Share
Matthew Lynch published in Diversity

4 ways to get long-term English learners back on track

A guest post by Douglas Chrystall 

Districts around the country are struggling to teach English language learners (ELLs). An especially challenging subset of ELLs are long-term English learners (LTELs). According to ASCD, “a Long-Term English Learner is a student who has been enrolled in U.S. schools for more than six years, is no longer progressing towards English proficiency, and is struggling academically.” These students are often orally bilingual but don’t have the ability to read or write English for academic purposes. In school they try to fly under the radar, faking understanding whenever they can. This makes them the least engaged students in class—and because they perform below grade level in reading and writing, they struggle in all subjects.

In turn, their lack of academic English hurts their overall performance at school. LTELs are most at risk of dropping out. Students who drop out of school early are most likely to get into trouble with the law and find themselves in juvenile detention when they are younger than 18—and in prison when adults. Unless we help these students learn academic English, they are stuck in a vicious cycle that becomes more and more difficult to escape.

As an example of how limiting it is to not speak English in America, a 2005 census report found that 60% of people who don’t speak, understand, and write English at a fourth-grade level will not find full-time employment. And those who do find full-time work will earn, on average, half as much as their English-speaking counterparts.

As any doctor will tell you, prevention is better than cure. A dollar spent on a student today is $20 saved in ten years’ time. While learning English won’t solve all of the challenges facing today’s LTELs, it will certainly help them on their way. Here are a handful ways that educators can help these students improve their chances of learning English, staying in school, and eventually finding good jobs.

Start early. Students who gain a grasp of academic English in elementary school have a much better chance at succeeding in the classroom. Those who start later in life are much more likely to become classified as LTELs.

 Keep LTELs (and other ELL students) in mainstream classes. Rather than isolating these students—who, as I mentioned before, already have a tendency to be quiet and withdrawn—keep them in classes with their wider peer group in two ways.

First, teachers should make a point of engaging these students in class so they get as much experience as possible speaking academic English. Second, schools should provide them supports they can use outside of class time to accelerate their English learning. Lessons that use video and sound can help “jumpstart” a student who might be stuck at a certain level.

 Use students’ knowledge of their native languages to strengthen their English. Bilingual students can help teach their native language to others. For example, a teacher could explain a concept in English and then ask a bilingual student to teach the same concept to the class in his or her native language. Not only does the bilingual student get the experience of translating, but the other students get to hear from a native speaker.

The language-teaching platform Lingo Jingo also uses this “bilingual” approach to help LTELs practice their English. They can learn new topics in their native language and then learn the same content in English. This method improves students’ understanding of new concepts as well as the academic language they’ll need to continue through high school and beyond.

 Track performance and act on the information collected. For students who are at risk of “falling through the cracks,” a little bit of data can go a long way. For example, knowing which learning activities students have accessed; how much time they spent on an activity; how many times they repeated each activity; and what key words, phrases, or concepts students have mastered can help teachers see exactly where students are succeeding and where they might need more help.

___________

Douglas Chrystall is the co-founder of Lingo Jingo, an award-winning language-teaching platform designed for language educators. Under his leadership, the company recently received a Small Business Innovation Research grant from the Institute of Education Sciences and the U.S. Department of Education. Douglas has worked in the software industry for more than 20 years, and is the author of several technology patents in use today. He is extremely passionate about how IT can improve educational outcomes, and works closely with local schools on the best use of technology.

 

  • no reactions
0
Share
Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

How to Build a Teaching Portfolio

When applying for a teaching position, you’ll need to have a portfolio put together and ready for presentation to your potential employers. A teaching portfolio is a compilation of works collected throughout your teaching career that highlight your work and accomplishments. Portfolios can be used for various reasons, including as an evaluation tool when completing your teacher education program or when interviewing for a job.

A teaching portfolio should reflect your personality and highlight and describe who you are as a teacher. Although each portfolio is unique, all portfolios contain the same kinds of information. Materials are typically contained in a three-ring binder for easy access when updating. Items contained in a portfolio may be in print or audiovisual format.

1. Print Items

  • Your résumé.
  • Transcripts, test scores, sample lesson plans, curriculum materials, journal entries, writing assignments, sample tests and assignments that you’ve developed, samples of student work that reflect differentiation.
  • Sample letters to parents, sample letters from students or from parents, observation notes.
  • Formal assessments of your teaching, certificates of memberships to professional organizations, and any awards that you’ve won.

2. Audiovisual Items

  • Video and audio recordings featuring a sample of your teaching.
  • Pictures of bulletin boards, charts depicting room arrangements.

Digitize It

A digital portfolio is a teaching portfolio contained on an external storage device rather than a hard copy filed in a notebook. A digital portfolio will contain exactly the same information but in an easy-to-distribute format. Investing a little time can make your digital portfolio stand out. If you have the technical know-how, you can create the entire interface from scratch. If you don’t, there are a multitude of online tutorials that will guide you through the process. Or you could approach graphic design students or Web designers to assist you. If you don’t know any personally, you could invest a small amount of money upfront, which will go a long way toward making your application stand out. Presentations, videos, and audio clips can be stored on CDs or small mobile flash drives. Always ensure that you format your flash drive and scan it for viruses before adding your content, because damaging your potential employer’s computer software or hardware in an effort to impress may defeat the objective.

Organization of your portfolio is extremely important. A neat and well-prepared portfolio will show future employers that you are serious and capable of quality work. Begin by organizing documents into categories, and then fine-tune the details. Documents can be arranged in various ways. Having a logical plan is of utmost importance. Start by dividing documents into categories. Categories may include personal background information, instruction-related information, context information, contributions to the overall mission of the school, awards and recognitions, and many more. After developing the categories and sorting each resource into the appropriate category, develop a detailed table of contents for easy access and use. Subject dividers may be helpful to allow the potential employer easily find the document he or she is seeking.

Remember, your portfolio is first impression. You want it to be informational, clean-cut and as well-put-together as you can manage!

  • no reactions
0
Share
Matthew Lynch published in Ask An Expert, Education Leadership, Matthew Lynch, Teachers

Promoting Student Achievement through Accountability and Assessment

Educators, parents, politicians, and concerned citizens agree that the American educational system is in poor shape, and that far reaching changes are needed for improvement. One illustration: in today’s junior high schools, more than 80 percent of Black and Latino students say they intend to go to college. For those who get to college, up to 60 percent require remedial work to prepare them for college courses. Furthermore, 25-50 percent of these students drop out of college after only one year.

Accountability in education refers to holding school districts, school administrators, educators and students responsible for demonstrating specific academic performance results. Accountability has become a word describing a whole host of educational activity, and is held up as a banner by some and feared by others. Throughout the country, policy makers are moving toward systems designed to reward educators for achievement and punish them for lack of improvement.

Historically, school system reform was guided by “inputs” into the system. Schools were given more resources, more funding, more staffing, and in some cases had added more days to the school year, in an attempt to improve learning outcomes. The focus on inputs did not necessarily lead to noticeable improvements in student achievement.

A paradox remains where low-performing schools are having the most difficult time making significant improvements. As a result, these schools risk losing funding and support they so desperately need to advance. Of course, many people are worried about making such huge funding and support decisions based on a single high-stakes test. Clearly, there are no easy answers to fixing our education system, but accountability and assessment are the current avenues we are taking. When discussing how to improve our educational system, it is important to understand the language and the relevant issues.

School reform can no longer rely mostly on giving schools more resources and more support. Time has shown that inputs have no real impact on student performance. Federal edicts, such as NCLB have enforced protocols based on standards, testing, and accountability. These standards emphasize performance objectives and require high levels of accountability from educators.

The required reforms, particularly those which impose sanctions similar to those imposed by NCLB, often create much stress and anxiety. Many educators ask whether it is fair to hold schools accountable for student achievement. And, even if it is “fair,” how are we to measure such achievement? What testing and evaluation formulas will be used? The answers to questions like this are not easy. Obviously, achievement can only be guaranteed if we assess it in some way. However, current assessment models are flawed.

Research suggests that standards and accountability may improve learning for some disadvantaged students, particularly those with disabilities. When some schools implement accountability guidelines, they promote an environment of increased collaboration among educators and create an environment where teachers expect all students to perform well academically, which in turn encourages better learning outcomes.

Some countries have been able to show effective and useful outcomes based on their use of certain accountability policies. However, American policy-makers and researchers still do not have any real evidence that these latest accountability reforms are working to improve outcomes for the vast majority of students.

Conversations around school accountability have been polarized. Politicians and parents often want to hold schools and teachers completely responsible for student achievement. Teachers point to disinterested students and uninvolved parents, saying that there is only so much they can do. But studies have shown that if teachers and students work together, and schools hold themselves accountable, great strides can be made. Open discussions of accountability and standards bring us to a place where schools are performing better and our children are learning. This is what the American education system should focus its attention and resources on. Then and only then can we make substantial progress in our quest to close the achievement gap.

Click here to read all our posts concerning the Achievement Gap.

  • no reactions
0
Share
Matthew Lynch published in Ask An Expert, Equity, Matthew Lynch

Ask an Expert: Authentic Diversity

Question: Dr. Lynch, I am an African American man whose son is being recruited by a large state university in the south. However, my friend informed me that this university doesn’t have the proper supports in place for minority students, and doesn’t have many minority faculty members. It sounds like this university only embraces diversity to be more marketable. Should I be concerned? Wayne R.

Answer: Wayne, thanks for sending this my way. It is not unusual for colleges and universities to have aggressive diversity recruitment programs in place when it comes to students and faculty. After all, a blanket priority for schools is to have student and faculty populations that are as varied as possible.

Pardon my cynicism here, but who exactly do these recruitment programs really benefit? Successful recruitment in this regard creates a visual diversity that looks good on college brochures and websites, but it is only skin-deep. A recent episode of Modern Family referenced this visual diversity when oldest Dunphy daughter Haley made the following observation about a community college mailer she received:

“At least this one doesn’t have that fakie lunchtime shot of the black guy, Asian girl and an Indian… oh, wait, there it is! Wow, that wheelchair kid is really cracking everybody up.”

It got a laugh from me and millions of other viewers who have seen this all too often in college recruitment. If a school can convince potential students that there are others already there, just like them, then enrollment numbers rise – along with revenue. While that may improve bottom line and freshman diversity, long-term retention and student success programs are often not considered. Who is on hand to give these marginalized, trophy students support when the reality of college demands sets in?

While diversity of the student population gets a lot of press, this is not the only group universities target for variety. Increasingly, colleges are seeking out minority faculty members that fit certain criteria and are meant to dispel the myth that professors are usually “old, white guys.” It’s a slow go, however. While 30 percent of the undergraduate population are considered minority students, only 12 percent of faculty are in the minority category. For minority faculty numbers to rise, schools need to make sure they are creating welcoming environments that encourage success. The sad truth is that many minority faculty members did not have many, if any, professors or instructors “like them” when they were earning their degrees and so they are blazing their own trails when it comes to their ethnicity, race and position of authority. It is not enough for schools to recruit diverse talent; they must cultivate those skills to retain those faculty members long term.

An example of a college with strong recruitment and follow up when it comes to diversity is the State University of New York at Stony Brook. The school graduates 70 percent of its black student population and 65 percent of Latino students. These are not just lucky numbers, but are the result of a concentrated program called the Educational Opportunity Program. Designed to target first-generation, low-income college students, EOP includes mandatory study hours and meetings with academic success counselors. Instead of leaving students to their own devices, the program assumes students need that extra encouragement for success.

Other colleges are on board with this idea of hands-on guidance too. The North Carolina Community College Minority Male Mentoring Program incorporates networking and developmental courses to improve retention and ultimately graduation rates for minorities. The University of Florida has a medical school minority mentoring program designed to connect students and health professionals.  The University of Alabama in Huntsville has a freshman minority mentorship initiative that requires mentors to meet at least once each month with their students.

Programs like these provide a bridge between diverse student recruitment and minority retention and graduation. They go beneath the appearance of a student population to address the real people involved. With more of a push in this mentorship direction, more minority students like your son will graduate workplace-ready and less will become collateral damage in university diversity initiatives.

 

  • no reactions
0
Share
Matthew Lynch published in HBCU's, Higher Education

Is it OK to spank a misbehaving child once in a while?

Ronald W. Pies, SUNY Upstate Medical University

Spanking, or, as it’s formally known, “corporal punishment,” has been much in the news of late.

Out on the presidential campaign trail there was Senator Ted Cruz’s revelation that

If my daughter Catherine, the five-year-old, says something she knows to be false, she gets a spanking.

And recently, in Canada, following a call by the Truth and Reconciliation Commission to prohibit spanking, the Liberal government has promised to abolish a parent’s right to physically discipline children. Along similar legal lines, in June 2015, the Supreme Judicial Court of Massachusetts ruled that the state was justified in denying foster parenting privileges to a couple who practiced corporal punishment and supported spanking or paddling children. The couple in the case had argued, unsuccessfully, that physical discipline was an integral aspect of their Christian faith.

According to a recent Washington Post article,

America is slowly growing less supportive of spanking children. But a majority of Americans still support it.

So, is it okay to spank a misbehaving child, every once in a while?

By way of personal disclosure, my wife and I don’t have children, and I try not to sit in lofty judgment of couples whose kids present very difficult behavioral problems. But as a psychiatrist, I can’t ignore the overwhelming evidence that corporal punishment, including spanking (which is usually defined as hitting a child with an open hand without causing physical injury), takes a serious toll on the mental health of children.

Why parents spank children

In a review of corporal punishment in the United States, Professor of Psychiatry at the University of Toledo Michelle Knox noted a striking irony in the American attitude toward corporal punishment.

In the United States, it is against the law to hit prisoners, criminals or other adults. Ironically, the only humans it is still legal to hit are the most vulnerable members of our society – those we are charged to protect – children.

What makes parents spank kids?
Lauren, CC BY-NC-ND

Knox, like many mental health professionals, cites a strong correlation between corporal punishment and child abuse, noting that “…spanking is often the first step in the cycle of child abuse.”

What may begin as the parent’s well-intentioned wish to discipline a child often ends with the parent’s mounting anger and worsening blows.

It isn’t that the parent is “evil” by nature or is a “child abuser.” Often, the parent has been stressed to breaking point, and is not aware of alternative methods of discipline – for example, the use of “time-outs,” removal of privileges and positive reinforcement of the child’s appropriate behaviors.

Impact of spanking on children

The psychological toll on children subjected to corporal punishment is well-documented.

In 2011, the National Association of Pediatric Nurse Practitioners (NAPNA) issued a statement noting that,

Corporal punishment (CP) is an important risk factor for children developing a pattern of impulsive and antisocial behavior…[and] children who experience frequent CP… are more likely to engage in violent behaviors in adulthood.

Similarly, the American Academy of Child and Adolescent Psychiatry, in a 2012 statement, concluded that,

…although corporal punishment may have a high rate of immediate behavior modification, it is ineffective over time, and is associated with increased aggression and decreased moral internalization of appropriate behavior.

In short, spanking a child may seem helpful in the short term, but is ineffective and probably harmful in the long term. The child who is often spanked learns that physical force is an acceptable method of problem solving.

Parents vs. researchers

But wait: aren’t there exceptions to these general findings? Aren’t there times when a light rap on the backside can do a misbehaving child some good – or at least, not cause any significant harm?

Many parents think so, but most specialists would say there is little evidence to support such claims. That said, Dr Marjorie Gunnoe, a professor of psychology at Calvin College, and her colleague, Carrie Lea Mariner published a study in 1997 that concluded that, “for most children, claims that spanking teaches aggression seem unfounded.”

Gunnoe and Mariner argued that the effects of spanking may depend on the “meaning” children ascribe to it. For example, spanking perceived by the child as parental aggression (as opposed to nonaggressive limit setting) may be associated with subsequent aggressive behavior by the child.

Spanking can lead to child aggression.
Greg westfall, CC BY

And, to be sure, some parents have argued that it is the misbehavior of children that leads to spanking – not the reverse.

Nevertheless, there is a strong consensus in the mental health community that any form of corporal punishment can cause harm.

Dr Catherine A Taylor (of Tulane University) and colleagues concluded in a 2010 review that

…even minor forms of corporal punishment, such as spanking, increase risk for increased child aggressive behavior.

Furthermore, clinical studies have shown that reducing parents’ use of corporal punishment can reduce children’s subsequent aggression.

Parents who believe they have no alternative except to spank their misbehaving children do not need finger-wagging lectures from clinicians.

But they do need professional support and education, aimed at reducing their level of stress and increasing their use of alternatives to corporal punishment.

The Conversation

Ronald W. Pies, Professor of Psychiatry, Lecturer on Bioethics & Humanities, SUNY Upstate Medical University

This article was originally published on The Conversation. Read the original article.

  • no reactions
0
Share
Matthew Lynch published in Education Leadership

Behavior matters: Fostering a successful mindset

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

A guest post by Justin Foster 

As an elementary school counselor, one of the favorite parts of my job is teaching my guidance lessons. During a guidance lessons a counselor will touch on topics such as citizenship, friendship, anger management, and how to deal with bullying to name just a few. Generally my lessons have a theme for the year and build off the previous lesson. My goal is to conduct one lesson a month for each grade level (my school is K-4).

I am a big proponent of personal responsibility and while that may seem simplistic, something we can all agree upon, base off of stories I have seen recently in the news dealing with young people in schools and bad behavior this is not the case. In my opinion there is an epidemic of violence in schools involving students against each other, and students towards school staff members. This is something that for some reason does not get the attention in the media that it should. This violence impacts the quality of our young people’s education and needs to be address more on a national level. This will no doubt have an impact on the economic well being of many communities and our nation as a whole.

For me teaching students how their behavior affects them and those around them is just as important as teaching manipulatives in math or decoding words. Teaching coping skills and conflict resolution are some of the most important things one will learn in school. One of the issues that I have seen through my career in education is that there are far too many parents who don’t foster and nurture a mindset of school success in their children. School too many times is seen as a necessary evil or something that is just done by going through the motions. Waking up, going to school and coming home is not all there is to receiving the best education possible. School must be looked upon as a vehicle for future advancement and success in society.

Fostering a Mindset

The dictionary defines mindset as a mental attitude or inclination and a fixed state of mind. Working off this definition the attitude that must be taken by all regarding school is that it is for students of school age one of the most important things in their lives. A mindset that views the school experience as one that works best when rules are followed and respect is shown at all times no matter our emotions at a particular moment is critical.

Just in the past three weeks I have seen stories of students assaulting teachers, students refusing to comply with simple school rules and authority. I have watch several YouTube videos showing students fighting each other in school while peers just stand around and in many cases record them. What type of mindset or attitude says it is normal to disobey simple request such as putting away a cell phone in class or that body slamming a principal is appropriate in any form? Who among us really thinks that a school with such chaos and mayhem on a regular basis is an environment that is conducive to learning at an optimum level? Respect, both respect of self and others is one of the most important qualities any school aged student must have in order to reach their full academic and individual life potential.

This has to be instilled at home by parents and caregivers. All the guidance lessons in the world can’t counterbalance parental apathy or parents that do not regularly discuss with their students how important education is and how their attitude towards school will impact their success. No matter how much you may not like your neighborhood school for whatever reasons, it is important to view it as a place that for now is preparing your student for success. Many of us have had bad experiences at the dentist or at a hospital, but we still understand the need for both. Believe it or not most teachers in public education teach because they love the profession.

A certain reverence should come with this role, a reverence that in times gone by was more prevalent, that now sadly is not. Engaging with young people of all races and backgrounds gives most educators tremendous satisfaction. For me as a male educator I love not only teaching my content area but also serving as a role model to students of all races and backgrounds and teaching them the importance of their behavior and why it matters. In order to succeed academically behavior matters!

_________________________________________________

Justin A. Foster currently works as a public school counselor in Pennsylvania and has over a decade of experience working with youth and families in both public and private education. Justin is a speaker, author, and educational consultant who enjoys working with students, parents, community leaders and others with a vested interest in being positive influences in the lives of our young people. You can contact him at [email protected] or on twitter @ justincounsels

  • no reactions
0
Share
Matthew Lynch published in Policy & Reform, Teachers

Understanding Federal Funding Part I: 3 Types of School Funding

Not only do school systems receive state funding but also federal funding through various programs and initiatives. Therefore it is important to understand three types of federal funding methods that transpired throughout history which include categorical aid, grants, and Title I funds.

Currently, the federal government contributes approximately 9% annually, or about $71 billion, to the education of the nation’s elementary- and secondary-aged children. The amount of support varies from state to state, with some states receiving more federal monies. South Dakota receives the most federal funding (an estimated 16% of the state’s entire educational budget), while New Jersey gets only 3% of its funds from federal sources. The U.S. Department of Education was allocated $63.7 billion for fiscal year 2010. The department distributes funds to schools, determines major education issues and focuses attention to them through provision of funds, instigates programs designed to ensure an equal education for all, and engages in research activities that result in an accumulation of educational statistics.

Before the 1980s, federal funding was distributed to states solely in the form of categorical aid
(or grants). Basically, money was designated to fund several federally sponsored programs and to support federally based educational legislation. Categorical aid was spent on specific items or in particular ways. For example, money for textbooks was to be used exclusively for textbooks. Schools and districts had to track how money from categorical aid was spent and had to report these expenditures to the federal government to ensure that money was used in the manner for which it was intended. Any unused funds had to be returned to the provider, if they were not spent within an allocated time frame. Many critics claim that the stipulations attached to federal monies allowed the federal government to more readily influence state-based education, as districts had to accept federal regulations in order to receive the funding.

In the 1980s, the Reagan administration introduced the notion of the block grant. With this method of funding, monies were dispersed to states with relatively minor conditions attached. This change in funding reflected the Republican belief that the federal government should play a lesser role in educational policy making. The federal government transferred money in a “block” to individual states, and the states decided how the money would be spent. Both block grants and categorical aid are currently used by the federal government to finance education. States are accountable to the federal government for how monies are spent. To this end, they must accept conditions attached to grants and prepare plans for funds received. All expenditures must be tracked, and reports regarding how monies were spent must be submitted to the federal government. These requirements have led to an increased federal influence over education nationwide.

Federal government monies are often distributed to school districts through the state departments of education. Typically, states apply for available federal funds to support state goals and needs, although school districts can apply directly to the federal government for grants as well. As a beginning teacher, you may be asked to sit on a committee that structures a grant proposal. You may also want to consider taking the initiative to suggest an idea, a program, or an educational service that could benefit from the funds provided by a federal grant.

Some sources of federal funds have been available for a number of years. Funds under Title I of
Elementary and Secondary School Act (ESEA) have been available since 1965, when the legislation first passed. Title I funds are directed toward improving the education of students from low-income backgrounds. The intent of the legislation of ESEA 1965 is to provide “compensatory education” as a means of ensuring equality of educational opportunities for all children, regardless of the economic status of their parents. Today, states wishing to receive Title I monies must submit to the federal government a proposal for educational improvement.

Typically, the state disperses funds to school districts, which then provide funds to individual schools. All schools considered for Title I funds must have a minimum percentage of low-income students in attendance. Schools with the highest percentages of poor students receive the most money from the Title I fund. Schools have the right to decide how the money will be spent on site and do not have to specifically allocate funds to individual students. Title I monies can be channeled into general programs of improvement, benefiting all students enrolled in the school. Initiatives such as the “Race to the Top” stimulus program have also been initiated at a federal level. This fund aims to assist states in achieving the standards outlined by Title I, acting as a stimulus grant for schools that can demonstrate that they are committed to reform and take proactive steps to ensure the output of competent students. As a beginning teacher, you should investigate how your state participates in and coordinates reform initiatives and ensure that you remain abreast of requirements. Your investigation will also familiarize you with many of the structures discussed in this chapter and with applying the required guidelines to your particular school and students.

In the 2006–2007 school year, the federal government committed almost $14 billion to Title I grants, which aided 17 million elementary- and secondary-aged school children in 61,000 schools across the country. Almost two thirds of the recipient children were in elementary school. Funds aided the education of 35% of all Hispanic students, 33% of all European American students, and 25% of African American students. Asian American and Native American students made up the remaining 7%. A national assessment of Title I conducted in 2006 found that students who had received services through the grant made modest improvements in both reading and mathematics, as evidenced by standardized test scores. Although Title I funds have helped low-income children improve, their progress in basic reading and mathematics lags behind that of their higher-income peers.

Some criticize Title I as a waste of money, suggesting that there is no real evidence that Title
I helps to improve education outcomes for students who receive Title I services. Critics point out that the funding directed toward improved educational outcomes for low-income children has done little to stem the unremitting cycle of poverty. They maintain that social ills associated with poverty, such as drug use, dropping out of school, early pregnancies, and the inability to find work persist. Advocates of Title I claim that the legislation was never meant to address every facet of poverty, and that services made possible by Title I funds have resulted in small gains in the lives of children the services were intended to help. Proponents of Title I further argue that small successes have an inestimable influence on a life that would otherwise be destroyed by poverty, and that no monetary value can be assigned to that influence.

In addition to Title I, the federal government funds other compensatory programs, all aimed to provide equality of education for lower-income children. Some, like Head Start include a substantial parental involvement component as a means for increasing each parents’ role in facilitating the intellectual and social growth of their children. Other programs target older students, whether in elementary or in secondary schools. Tutoring, literacy training, and projects designed to discourage dropping out of school are all examples of programs funded by the federal government. Title I programs today fall under the No Child Left Behind (NCLB) Act, which was passed in 2001. The 2001 enactment of NCLB was actually a renaming and reauthorization of the ESEA. ESEA was modified several times after 1965, but NCLB was the first sweeping overhaul of the legislation.

Unlike its predecessor, NCLB includes extensive language that connects federal benefits and funding to evidence-based achievement, like standardized testing. NCLB includes specific goals for schools that include early learning initiatives for at-risk students intended to set them on the right path for learning in the formative years. These reading programs for young students have been shown to boost the overall educational achievement for children.

While ESEA took the first steps toward equalizing public school education, NCLB put more specific benchmarks in place. NCLB is grounded in the conviction that a student’s performance can be improved through the simple act of setting high standards and that the achievement of educational objectives can be accurately measured by standardized tests. NCLB requires schools to show adequate yearly progress (AYP) toward a goal of 100% proficiency among students by the 2013–2014 school year, in the areas of reading and mathematics. Schools not making AYP from year to year are subject to sanctions, ranging from the requirement to develop or revise an existing improvement plan after missing AYP for 1 year to complete school restructuring after missing AYP for 5 consecutive years. School districts that fail to ensure that sanctions are implemented at schools not making AYP risk losing Title I funds. Schools do have some leeway in how they can attain AYP. The safe harbor provision, for example, allows a school to improve by 10% overall, even if individual students have not attained state standard. Schools can also receive credit if individual students improve their performance by one third over the course of the year.

The federal government’s commitment to the education of all children was evidenced most recently with the American Recovery and Revitalization Act (ARRA), formalized in 2009.
ARRA allocated a total of $150 billion to keep schools open and functioning across the nation.
This particular piece of legislation was especially significant, because it marked the first time that the federal government provided funding based on the level of need of either the schools or the educational system.

Through the development of federal funding programs school systems are able to continue providing education to children and youth. Although there is still some controversy regarding the amount of funding given by the government, as Educators and guardians, we must be aware of the changes in legislation and how their decisions impact federal funds.

  • no reactions
0
Share
Matthew Lynch published in Ask An Expert, First Year Teachers, Teachers

The First Year Teaching: The desist approach to classroom discipline

By Matthew Lynch

As you look for your own way of operating your classroom efficiently, there are several styles of teaching discipline to consider. One that is often used because of its easy-to-implement practices is the “desist” approach. Unlike the self-discipline approach where students are responsible, the desist approach places teachers as the responsible ones. This approach can be viewed as a power system, as teachers have the power and they set the specific rules to give students discipline and correct students’ behaviors. Here is how this method is put into practice:

Assertive Discipline

This approach bases itself on the fact that teachers have the power to ask and require specific actions from students. However, this discipline still has students’ best interest in mind. Canter and Canter, in their historical study conducted in 1992, found that teachers who use this discipline are actually calm when it comes to the rules and limits. This discipline makes teachers assert clear rules.  It gives students the clear idea that misbehavior has consequences and if students want positive consequences, they know how to achieve them.

Behavior Modification

This approach centers around four types of punishment/reinforcement.  These are:

  • Positive Reinforcement: Giving extra credit for a question answered with much thought
  • Positive Punishment: A meeting with a Principal
  • Negative Reinforcement: Removal of an activity that the student does not enjoy
  • Negative Punishment: Decrease in free time

This approach finds the positive reinforcement to be the most effective while punishments are comparatively ineffective. It goes without saying then that teachers are expected to encourage students’ good behaviors instead of criticizing the misbehavior.

In both cases, a lot of the responsibility of the enforcement of acceptable classroom behavior falls on the shoulder of the teacher but for individuals who want to have a tighter control over how things operate, this may be favorable. In classrooms with younger students, this may also be something that is desired as students, particularly in grades K-3, have not yet had enough classroom exposure to really understand how to implement self-discipline models.

In most cases, teachers will subscribe to more than one type of classroom management when it comes to discipline and order. If you are a teacher with different students depending on the period of the day, you may find that one style is preferable over another based on the personalities in your specific class. Conversely, you may go into the process with one style in mind and then find that in practice, something else works better. The main thing is that you at least consider how you want your classroom to operate before going into the process blindly, hoping for the best.

It may be hard to believe, but at some point you won’t need to put so much upfront effort into determining the kind of teacher you want to be — it will just come naturally. In the mean time, consider the best ways to function in your classroom to benefit your students and make your early teaching years more manageable for you.

Check out all our posts for First Year Teachers here. 

  • no reactions
0
Share
Matthew Lynch published in Matthew Lynch, Policy & Reform, Teachers

Don’t Miss this Quick (Yet Important) Guide to Multiculturalism in the United States

The United States is becoming more diverse every day. We are rapidly approaching, if not yet solidly in, an era where the majority of students are from ethnic minority groups. Because of this, it’s really important to know the role multiculturalism plays in the United States and in American education.

Here are 7 questions you’ll want to know the answers to. You will be that much more prepared to face any unique challenges that come with educating with multiculturalism in mind.

  1. What does “culture” mean in the United States? Culture in the United States can be separated into several elements, including behavior, beliefs, traditions, and values. In the early years of the republic, American culture was indelibly associated with European-derived, English-speaking Protestant culture. More recently, however, the influx of new languages, religions, and other cultural ingredients has created a more diverse and challenging environment. Many elements of personal freedom, including freedom of religion and speech, are protected by the legal system. But there’s a conflict between autonomy and assimilation: Is it better to press students into a monocultural mold or to celebrate their diversity?
  2. What is the role of ethnicity in our schools? Determining ethnicity can be complex and includes factors such as race, religion, customs, and culture. The United States is becoming increasingly diverse. Americans of Asian, African, and Hispanic origin are on the rise, and this is reflected in classroom populations. Furthermore, individuals who are multiethnic (who associate with more than one ethnic group) form an increasingly large portion of the student population. Laws have changed in the United States to reflect the value of cultures and languages other than the traditional European ones. It is important that teachers are aware of and are prepared to deal with racism in the classroom.
  3. What is the role of multiculturalism in today’s schools? Multiculturalism is the acceptance of multiple cultures coexisting in a society that provides equitable status to distinct ethnic groups. The former “melting pot” ideology is being replaced by a “patchwork quilt” perspective, in which cultural identity and language are preserved. A number of theories have been floated to explain the variety of performance levels in children of different backgrounds, including the cultural deficit theory (students don’t do well because of an inadequate home environment), the expectation theory (teachers have lower expectations of certain students), and the cultural difference theory (students from different cultures have different ways of learning).
  4. How can teachers embrace their multicultural classrooms? Currently, 37% of U.S. students view themselves as coming from multicultural backgrounds, and the percentage is increasing. By 2040, children of color will make up a majority of students. Schools are currently engaged in producing more inclusive curricula, which reflect the backgrounds of their student population. Teachers should be “color aware,” rather than “color blind,” and should encourage students to share and celebrate their diverse backgrounds and experiences by being inclusive and particularistic.
  5. How religiously diverse are our students? Today, only 51% of U.S. students are Protestant. Groups such as Hindus, Jews, Muslims, and Buddhists make up around 5% of the population, though this percentage is growing rapidly. The separation of church and state in the educational sphere has grown more pronounced in recent years, and it is now against the law, for example, to have school prayers. But it is important to encourage students to share about their religious experiences, and to celebrate all forms of religious experience.
  6. How linguistically diverse are our students? In the early part of the 20th century, laws were passed limiting the teaching of languages other than English. More recently, however, those laws were challenged. Students may now be taught in languages other than English, and transitional services are offered in many schools.
  7. Does America promote linguistic and intellectual diversity in the classroom? The United States does not have an official language. About 80% of Americans speak English at home. Other families speak languages such as Spanish, Tagalog, Hmong, French, and Chinese. As a result, most schools now include language programs for non-English speakers. The Bilingual Education Act and similar legislation stipulate that ELLs must be provided with the tools to acquire English. Models vary, however, and include the immersion model, the transition model, and developmental bilingual education.

Do you have any beneficial information on the role of culture in our society? What is your personal experience with multiculturalism in the classroom? I would really appreciate hearing your thoughts, so feel free to leave a comment.

  • no reactions
0
Share