See something, say something, get punished

Oh boy, this is a humdinger. A dumb policy combines with a dumb implementer. I assume the policy comes for the Board; the implementation was by the principal. 

Inspections and evaluations

Sometimes "the algorithm" sends me strange suggestions and this* is one of them. However, it resonated with me because I experienced something similar so (a) we can't rely on what we are told we can rely on and (b), as every teacher will tell you, a single evaluation (aka "high stakes testing") does not provide a complete or even an accurate picture.

The importance of entry-level programming

Now that I am (kind of) retired, I have begun doing some consulting and I have the luxury of being able to choose projects which I find of interest. So the other day I began a short series of methodology-linked sessions with lower elementary teachers at a nearby public charter school group. It was interesting.

Calculating the cost of childcare

I must say that I am happy the cost of childcare is being at least tangentially discussed at the highest national political levels. Having been involved in the setting program fees for many many years, I would like to add my two cents to the debate. I should point out that my involvement was always in Preschool, ie the lowest ages in school programs, and not childcare which did affect what was done and thus costs and thus fees to parents.

Leaving "the office" but still working

A few years ago, I was appointed Principal of a PK - 8 school and inherited a faculty who were, um, wanting in several respects. In my first few weeks I met with all, one on one, to ask about their thoughts on the school's position, direction and needs. However I could not find a time to meet with the counselor. She was too booked up advising students. So I wandered past her office, stuck my head in and suggested we meet one day after school. She declined, saying she left promptly each day as she had to "maintain a work/life balance".

Floppy flopping

I was catching up with a former colleague the other day about early reading and the struggles her district is having. She was tasked with investigating several off-the-shelf plug-and-play programs, both US and foreign. One of the most famous and most successful around the world comes from the UK, Floppy Phonics, of which I had never heard.

A rose by any other name

I try to avoid any politics other than those connected with education so please see this as an educationally-related comment, specifically related to language, and not as a political assertion. (I can't believe I need to say that, but the curse of interesting times appears to have hit.) I am referring to Hamas and Israel.

We think it's learning; they think it's a grade

A school with which I am familiar is making a huge effort to change its focus from evaluation to learning (think NCLB in reverse). One of their strategies has been to move to outcomes and thus skills (or competencies) instead of simple recall and "stuff". Another has been to using performance statements (rubrics) rather than grades. The is to describe what a student has done so that s/he can see what can be done in addition to show improvement. Guess what happened.

Buy me a coffee

I was contacted recently by a parent asking me if I could tutor her son. I asked a few questions and what seemed to be needed was a mix of homework support, remediation and building self-confidence. I suggested we meet for an initial session where I could assess (approximately) his levels, and he could see if he liked me and  my approach. Then, she said that any sessions must be in-person.

Moving with the clouds

I wrote earlier about my colored preschool water initiative* which reminded me of my solar panel plan. About 25 years ago, when solar panels where quite rare, I devised a scheme aimed at our preschool and elementary students. The scheme would have made us the first school in the state to have a solar array, but instead of being economically-driven, my motivations were educational.