Archive | January, 2012

New Jersey may eliminate teacher tenure

16 Jan

People become teachers for many reasons. Among the top ten reasons to become a teacher are: 

1. Student Potential

2. Student Successes

3. Teaching a Subject Helps You Learn a Subject

4. Daily Humor

5. Affecting the Future

6. Staying Younger

7. Autonomy in the Classroom

8. Conducive to Family Life

9. Job Security

10. Summers Off 

Because of the recession, many are turning to teaching as a career that might have employment possibilities. Although there may be job cuts as states and some locales cope with diminishing tax revenue, the education sector still looks good in comparison with other sectors. Information about teaching requirements can be found at Education Week Career Community

The issue of teacher tenure is important because: 

There is no shortage of data that show a significant percentage of teachers leave just when they are becoming consistently effective. However, at the same time, too many teachers who have not become consistently effective achieve permanent status, also referred to as tenure. 

The question surrounding teacher tenure is how to protect quality teachers from unfair termination?

What is Teacher Tenure?

A good basic description of teacher tenure as found at teacher tenure. James gives the following definition:

WHAT IS TENURE?

Tenure is a form of job security for teachers who have successfully completed a probationary period. Its primary purpose is to protect competent teachers from arbitrary nonrenewal of contract for reasons unrelated to the educational process — personal beliefs, personality conflicts with administrators or school board members, and the like.

WHAT PROTECTION DOES TENURE OFFER THE PUBLIC SCHOOL TEACHER?

The type and amount of protection vary from state to state and — depending on agreements with teachers’ unions — may even vary from school district to school district. In general, a tenured teacher is entitled to due process when he or she is threatened with dismissal or nonrenewal of contract for cause: that is, for failure to maintain some clearly defined standard that serves an educational purpose.  

Time has a good summary of the history of teacher tenure at A Brief History of Tenure

Education News is reporting in the article, Christie’s Reforms May End Teacher Tenure in New Jersey:

Under Governor Chris Christie’s proposed education reforms, New Jersey may soon see the end of teacher tenure. Administrative and legislative officials confirm that much of Christie’s reforms could become law in the first half of 2012, writes Jason Method at the Statehouse Bureau.

Christie is also looking for more charter schools or private-public schools in urban areas.

State Sen. M. Teresa Ruiz, head of the Senate Education Committee, believes there is growing momentum for an assortment of reform measures as many school districts could see an end to annual budget votes.

It doesn’t matter where you’re coming from, as a union rep, from the principal’s association or a teacher, we’re all talking about what needs to get done to ensure we have great student outcomes,” Ruiz said.Christie declared 2011 as the Year of Education Reform. The governor said the kinds of reforms he wants have been heralded by President Obama and U.S. Education secretary Arne Duncan.

http://www.educationnews.org/education-policy-and-politics/christie%e2%80%99s-reforms-may-end-teacher-tenure-in-new-jersey/

What are the Pros and Cons of Teacher Tenure?

One of the best concise defenses of K-12 teacher tenure is from Cleolaf’s blog at Why K12 Teachers Need Tenure The reasons are: 

A) The teacher shortage is not evenly distributed. High performing schools don’t have the same problems attracting teacher. High paying district don’t have the same problems attracting teachers….

B) This really comes down to the question of why principals might want to be rid of a teacher. I would suggest that any manager would want to be rid of any employee who makes his/her job or life harder. Ideally, this would only be low performing teachers, but that is a fantasy view.

Any kind of rabble rouser can make a principal’s job harder. …Obviously, union activists are already protected by other labor laws.

C) Academic freedom in K12 is not like in higher education, that’s true. But it is still an issue.

A teacher who tries to raise the bar in his/her classes can create no end of problems for a principal. If standards in school have been too low, and a teacher demands more than students are accustomed to, students and their parents can demand enormous amounts of principal’s time. This is a different form of rocking the boat, but can still be enough for a principal to wish to be rid of the teacher.

Principals cannot be experts on everything. Once, when teaching high school English, my principal as a former middle school math teacher. He insisted that I as an English teacher, “not worry about critical and analytical thinking” and “just teach English.” Though he had no training or experience with high school English, he had ideas about what it meant. He did not approve of the fact that I was spending as much time on teaching my student how to reason as on the mechanics of writing. …

Another principal might be an old school traditionalist and insist that English classes only be about books. He might not approve of using film or video to teach about theme, plot, symbolism, character development, story arcs, allegory and any of the rest. But a teacher might feel that this would be the best way for students to learn these lessons….

No, we don’t need tenure if principals can be counted on to make good decisions in the best interests of children. But they are human, and therefore often make decisions in their own interests. Moreover, we have a real shortage of high quality principals, even as we are breaking up large schools into multiple small schools and opening up charter schools…. 

I do not suggest that there are not problems with our tenure system. A lot falls to principals, perhaps too much. Teacher observation and evaluation is not easy, and the tenure process in dependent on principals making good decisions about teachers during those first three years. …And that is why we still need tenure. It takes a series of bad decisions over a number of years for a poor teacher to get tenure. But without tenure, it only takes one bad decision for a good to be dismissed.  

Cleolaf points toward insufficient teacher assessment and evaluation as a prime cause of problems with teacher tenure. Research confirms that good principals are key to high performing schools. Good principals are also the key in Cleolaf’s view to making a tenure system work.

Another view of teacher tenure is found at Teacher Tenure: A Life Sentence for Kids This paper begins with the following case:

In 1986, after school administrators in the El Cajon School District in California

spent years documenting the more than 400 reasons for why high school English teacher

Juliet Ellory was an unfit teacher, the district finally succeeded in firing her. It cost the

district more than $300,000 and eight years of preparing and litigating the case.

According to the overwhelming evidence against her, Ms. Ellory “hardly ever lectured,

gave baffling assignments, belittled students and ignored repeated efforts by the high

school principal to get her to improve.”1 Ellory’s tenure status had protected her from

automatic dismissal. Though stories such as this one do not depict the average K-12

teacher, they are sufficiently widespread to provoke criticism and concern about the state

of our public schools, as well as skepticism regarding the actual benefits of teacher

tenure.

A key component of reforming teacher tenure is an improved evaluation system for teachers, which focuses on improving traits that produce student achievement.

Teacher Evaluation

The Center has produced a report, which focuses on teacher evaluation. Teacher Evaluation  Proper evaluation seems to be key to both addressing many problems teacher tenure was developed to protect from faulty evaluation of a teacher and to improve the quality of those in the teaching profession. Evaluation is just one component, however. New teachers need a proper induction into the profession and mentors to help them hone their skills and methods of teaching. If problems emerge, teachers need proper training and coaching to progress.

No matter where a teacher is in their career lifecycle, they will be confronting the issues of elimination of teacher tenure and more rigorous teacher evaluation. Increasingly, one component of teacher evaluation will focus on whether students are showing academic achievement gains. The point of contention, which may provoke disagreement between the evaluator and the teacher is how student achievement is measured.

In times of recession, all jobs become more difficult to find and often job seekers do not have the luxury of finding the perfect job. New teachers may find jobs in schools often considered less desirable or schools led by principals who are not considered to be leaders or supporters of their staff. Not all learning occurs during the academic portion of your life’s journey. If one finds that the first job is not the perfect opportunity, then prepare for the time you will find the perfect opportunity. Look for a teacher(s) you admire and who are successful and model what has made them successful. People who are skilled and become expert at their craft or profession will weather whatever change comes along, whether it is an elimination or modification of tenure and changes to the way evaluations are conducted.

Dr. Wilda says this about that ©

Amazing Grace: Dr. King’s dream was comprehensive

15 Jan

The Martin Luther King, Jr. Research and Education Institute is a treasure trove of information about Dr. King. Among the papers which can be accessed are his I Have a Dream speech.

Table of Contents

In his iconic speech at the Lincoln Memorial for the 1963 March on Washington for Jobs and Freedom, King urged America to “make real the promises of democracy.” King synthesized portions of his earlier speeches to capture both the necessity for change and the potential for hope in American society.

The text of the speech is found at I have a Dream Speech The Institute provides some background about the era in which Dr. King lived:

In 1950’s America, the equality of man envisioned by the Declaration of Independence was far from a reality. People of color — blacks, Hispanics, Asians — were discriminated against in many ways, both overt and covert. The 1950’s were a turbulent time in America, when racial barriers began to come down due to Supreme Court decisions, like Brown v. Board of Education; and due to an increase in the activism of blacks, fighting for equal rights.

Martin Luther King, Jr., a Baptist minister, was a driving force in the push for racial equality in the 1950’s and the 1960’s. In 1963, King and his staff focused on Birmingham, Alabama. They marched and protested non-violently, raising the ire of local officials who sicced water cannon and police dogs on the marchers, whose ranks included teenagers and children. The bad publicity and break-down of business forced the white leaders of Birmingham to concede to some anti-segregation demands.

Thrust into the national spotlight in Birmingham, where he was arrested and jailed, King helped organize a massive march on Washington, DC, on August 28, 1963. His partners in the March on Washington for Jobs and Freedom included other religious leaders, labor leaders, and black organizers. The assembled masses marched down the Washington Mall from the Washington Monument to the Lincoln Memorial, heard songs from Bob Dylan and Joan Baez, and heard speeches by actor Charlton Heston, NAACP president Roy Wilkins, and future U.S. Representative from Georgia John Lewis.

King’s appearance was the last of the event; the closing speech was carried live on major television networks. On the steps of the Lincoln Memorial, King evoked the name of Lincoln in his “I Have a Dream” speech, which is credited with mobilizing supporters of desegregation and prompted the 1964 Civil Rights Act. The next year, King was awarded the Nobel Peace Prize.

The text of Dr. King’s spoken speech was transcribed from recordings of the speech.

The following is the exact text of the spoken speech, transcribed from recordings.


I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition.

In a sense we have come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.

It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked “insufficient funds.” But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check — a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God’s children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.

We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone.

As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, “When will you be satisfied?” We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro’s basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating “For Whites Only”. We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.

Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair.

I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident: that all men are created equal.”

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today.

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

This will be the day when all of God’s children will be able to sing with a new meaning, “My country, ’tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim’s pride, from every mountainside, let freedom ring.”

And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania!

Let freedom ring from the snowcapped Rockies of Colorado!

Let freedom ring from the curvaceous slopes of California!

But not only that; let freedom ring from Stone Mountain of Georgia!

Let freedom ring from Lookout Mountain of Tennessee!

Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring.

And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, “Free at last! free at last! thank God Almighty, we are free at last!”

Many “tea party” types choose to extract this section out of the entire speech:

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

                    I have a dream today.

Often, it is used to criticize folks who may be pressing for their Constitutional Rights. I simply say to those folks, read the entire speech. Mark Engler wrote the Nation article, Dr. Martin Luther King’s Economics: Through Jobs, Freedom which examined Dr. King’s economic ideas.

Schooled at Crozer Theological Seminary in the teachings of the Protestant Social Gospel movement, King’s theological vision included an economic critique. In a November 1956 sermon, King presented an imaginary letter from the apostle Paul to American Christians, which stated, “Oh America, how often have you taken necessities from the masses to give luxuries to the classes… God never intended for one group of people to live in superfluous inordinate wealth, while others live in abject deadening poverty….

King’s focus on economic justice became even sharper in the last years of his life. A noteworthy part of his critique of the Vietnam War was the idea that aggressive foreign interventionism exacted not only a moral cost but also an economic one: spending on the war was undermining President Lyndon Johnson’s Great Society programs. In his famous April 1967 speech at Riverside Church in New York City, King made a damning indictment of a budgetary imbalance that continues to this day: “A nation that continues year after year to spend more money on military defense than on programs of social uplift,” he said, “is approaching spiritual death.” http://www.thenation.com/article/dr-martin-luther-kings-economics-through-jobs-freedom

The fight for justice in the 21st Century is economic, focusing on parity in education funding and job creation. Too bad the current crop of politicians love to mouth the beautiful rhetoric without really examining the meaning of the words.

Dr. Wilda says this about that ©

 

Amazing Grace: Dr. King and the guaranteed annual income

15 Jan

Here’s an inconvenient truth, the Reverend Dr. Martin Luther King, Jr. was a Christian, a Baptist minister and a deeply spiritual man. What he was not was a deity. He was like all of us a human in need of grace. As a human he attempted to lift not only the spirit, but the human conditions of others. He was human and humane.

Dr. King wrote one final book, which was  excerpted on a blog

Few people have heard of the Rev. Martin Luther King Jr.’s last book. It was called Where Do We Go From Here: Chaos or Community? (New York: Harper & Row, 1967).

Even fewer people realize that King was an advocate of a guaranteed income. He weighed the issue carefully before drawing conclusions and making the following statement.

Toward the end of Where Do We Go From Here, in a chapter titled “Where We Are Going,” King states his support for the guaranteed income policy, that right-wingers and left-wingers had both been studying. See what he says to us.

This is an excerpt of what Dr. King said in the last chapter of Where Do We Go From Here:Chaos or Community? (New York: Harper & Row, 1967).

We have come a long way in our understanding of human motivation and of the blind operation of our economic system. Now we realize that dislocations in the market operation of our economy and the prevalence of discrimination thrust people into idleness and bind them in constant or frequent unemployment against their will. The poor are less often dismissed from our conscience today by being branded as inferior and incompetent. We also know that no matter how dynamically the economy develops and expands it does not eliminate all poverty.

We have come to the point where we must make the nonproducer a consumer or we will find ourselves drowning in a sea of consumer goods. We have so energetically mastered production that we now must give attention to distribution. Though there have been increases in purchasing power, they have lagged behind increases in production. Those at the lowest economic level, the poor white and Negro, the aged and chronically ill, are traditionally unorganized and therefore have little ability to force the necessary growth in their income. They stagnate or become even poorer in relation to the larger society.

The problem indicates that our emphasis must be two-fold. We must create full employment or we must create incomes. People must be made consumers by one method or the other. Once they are placed in this position, we need to be concerned that the potential of the individual is not wasted. New forms of work that enhance the social good will have to be devised for those for whom traditional jobs are not available.

In 1879 Henry George anticipated this state of affairs when he wrote, in Progress and Poverty:

“The fact is that the work which improves the condition of mankind, the work which extends knowledge and increases power and enriches literature, and elevates thought, is not done to secure a living. It is not the work of slaves, driven to their task either by the lash of a master or by animal necessities. It is the work of men who perform it for their own sake, and not that they may get more to eat or drink, or wear, or display. In a state of society where want is abolished, work of this sort could be enormously increased.”

We are likely to find that the problems of housing and education, instead of preceding the elimination of poverty, will themselves be affected if poverty is first abolished. The poor transformed into purchasers will do a great deal on their own to alter housing decay. Negroes, who have a double disability, will have a greater effect on discrimination when they have the additional weapon of cash to use in their struggle.

Beyond these advantages, a host of positive psychological changes inevitably will result from widespread economic security. The dignity of the individual will flourish when the decisions concerning his life and in his own hands, when he has the assurance that his income is stable and certain, and when he know that he has the means to seek self-improvement. Personal conflicts between husband, wife and children will diminish when the unjust measurement of human worth on a scale of dollars is eliminated.

Two conditions are indispensable if we are to ensure that the guaranteed income operates as a consistently progressive measure. First, it must be pegged to the median income of society, not the lowest levels of income. To guarantee an income at the floor would simply perpetuate welfare standards and freeze into the society poverty conditions. Second, the guaranteed income must be dynamic; it must automatically increase as the total social income grows. Were it permitted to remain static under growth conditions, the recipients would suffer a relative decline. If periodic reviews disclose that the whole national income has risen, then the guaranteed income would have to be adjusted upward by the same percentage. Without these safeguards a creeping retrogression would occur, nullifying the gains of security and stability.

This proposal is not a “civil rights” program, in the sense that that term is currently used. The program would benefit all the poor, including the two-thirds of them who are white. I hope that both Negro and white will act in coalition to effect this change, because their combined strength will be necessary to overcome the fierce opposition we must realistically anticipate.

Our nation’s adjustment to a new mode of thinking will be facilitated if we realize that for nearly forty years two groups in our society have already been enjoying a guaranteed income. Indeed, it is a symptom of our confused social values that these two groups turn out to be the richest and the poorest. The wealthy who own securities have always had an assured income; and their polar opposite, the relief client, has been guaranteed an income, however miniscule, through welfare benefits.

John Kenneth Galbraith has estimated that $20 billion a year would effect a guaranteed income, which he describes as “not much more than we will spend the next fiscal year to rescue freedom and democracy and religious liberty as these are defined by ‘experts’ in Vietnam.”

Dr. King was not the only leader who proposed the guaranteed annual income. President Richard Nixon’s legacy was tarnished by the paranoia, which led to Watergate. People often forget that no one is perfect and even deeply flawed people can accomplish some good things. PBS has a Nixon background report

Nixon supported the concept of the guaranteed annual income, although he and Daniel Moynihan differed about details. Back in the day, people from different parties could actually work together. Peter Pessell and Leonard Ross reviewed Moynihan’s book The Politics of the Guaranteed Annual Income in the New York Times.

But that proved to be the end of the line. In the summer of 1970 conservatives on the Senate Finance committee riddled H.E.W. Secretary Robert Finch with hostile questions and helped force his resignation. The Administration revised the bill and began losing the liberals. The decisive defeat, on a Finance committee vote of 10-6, united Oklahoma New Populist Fred Harris and liberals Eugene McCarthy, Albert Gore and Clinton Anderson with the most mossy-backed of the reactionaries. For two more years the Administration kept moving the plan to the right at the expense of support from the left. Currently F.A.P. reposes in a state best described as malign neglect.

What went wrong? Most of Moynihan’s eloquent, polemical book is devoted to an exhaustively researched attack on the liberal opposition. To be sure, he does not spare the right (and is impressively blunt in recounting Nixon’s own self-defeating partisanship in 1970–the year of Carswell, Cambodia, Scammon and Wattenberg). But the intriguing question–for the reader as for Moynihan–is why the left helped kill the guaranteed income.

Part of the answer is that it wasn’t much of an income: $1,600 for a family of four plus $800 in food stamps. This was more than a handful of states gave their poor, but much less than 1970 welfare levels in the big Northern states. On the other hand, states would have been able to supplement the F.A.P. minimum payments with the Federal Government picking up part of the tab. A “grandmother” clause would have assured current welfare recipients no reduction in benefits. F.A.P. supporters argued that states traditionally generous would remain so. Liberal opponents feared the outcome of putting the whole system up for grabs at a time of inflation, rising taxes and free-floating disgruntlement.

Aside from money, controversy centered on work requirements and work incentives. Until the mid- sixties, welfare recipients stood to lose at least a dollar of benefits for every dollar they earned working; even more, if they happened go be unlucky enough to just miss the income cutoff for public housing. Welfare legislation in 1967 reduced the direct take-back to two dollars in three, but left in much of the perverse incentive to shun work. A family might still inch its way over a bureaucratically defined poverty line, and thereby lose a thousand dollars in Medicaid benefits.

There were several possible ways of correcting the problem. The Government could lower the rate at which it penalized welfare recipients’ earnings. This would cost money, and would make large numbers of the working poor eligible for the dole–a strategy with political costs as well as advantages, as George McGovern later discovered. Or the law could simply force welfare recipients to work, incentives or no. The difficulty here was that there were very few jobs–especially in an economy with steeply rising unemployment–for untrained welfare mothers. Alternatively, one could create jobs. Congress tried that in 1967 with the “Work Incentive Program” (cheerfully abbreviated as WIN).But by September 1969, only 13,000 welfare recipients had been put to work. Neither local agencies nor Congress has shown much enthusiasm for paying an annual $1,000 or $2,000 per child for day care facilities so that mothers could work off their welfare payments on $3,000-a-year jobs.

Faced with these uncomfortable alternatives, the Nixon Administration chose a bit of each. F.A.P. would cut the penalty rate from two-thirds to one-half of every extra dollar earned by the poor while on welfare; all welfare recipients would be required to register with the United States Employment services for work and would be docked $500 if they refused. New WIN jobs and day-care facilities would be promised.

No one expected the work requirement to work, least of all the President. “I don’t care a damn about the work requirement,” he told Moynihan, “This is the price of getting $1,600.” Again, as McGovern belatedly found out, the only way to promote welfare changes was to call them workfare.

But the price Nixon paid for a vague and unstructured work requirement was to exacerbate liberal fears. Mothers of small children, it was argued, might be ordered to work regardless of the adequacy of day-care facilities or the appropriateness of the job. To make matters worse, hard-won rights of judicial review for welfare recipients would have been curtailed by the Nixon bill.

Evaluating these fears is a problematic task, which Moynihan does not systematically attempt. In a thick, complicated book he finds little space for the detailed arguments raised by the liberal opposition. His focus, instead, is on motives. The liberals, he charges, could not permit fundamental change in the welfare system for they were too beholden to their constituencies of social workers, self-seeking spokesmen for the underprivileged and existing welfare recipients in high-payment states.

A more sympathetic phrasing could be constructed on the same evidence. F.A.P. offered epochal gains for the Southern poor at the price of a change in the rules with uncertain consequences for the mothers and children on welfare in the North. Liberals chose to be strategically conservative.

What lesson is to be learned? Moynihan, though defeated in this instance, draws a happy conclusion. Quoting W.H. Auden, his epigraph states the theme: “In the prison of his days/Teach the free man how to praise.” His opening and closing chapters offer praise for the American political system, which can broach (and, Moynihan trusts, one day accomplish) “fundamental reform” such as the substitution of F.A.P. for welfare. That a Republican President could offer F.A.P. and carry with him a fair portion of conservatives, Moynihan contends, testifies to the system’s remarkable capacity for change. That liberals could help shoot it down is but a regrettable example of the frustration and delay inherent in any great project of revision.  [Emphasis Added]

Microcredit and microlending are proven vehicles to raise communities out of poverty. The new struggle is for economic self-sufficiency. This country is in a wrenching moment in history because credit crunch weasels through maneuvers that a skilled Vegas high roller would have avoided, have put this country deep in debt and indebted to others. One can only speculate, but had Dr. King survived he would have probably been leading the fight for jobs, preserving the middle class, and helping more of the poor into the middle class.  The new struggle is economic so that people have a roof over their head and can afford a choice of where to live. 

Robert J. Samuelson, the economist, wrote an opinion piece which appeared in the Washington Post, which questions the value of credit crunch weasels to this economy and this society. In A Wall Street Pay Puzzle Samuelson says the following:

Why does Wall Street make the big bucks? A nation with 10 percent unemployment is understandably puzzled and outraged when the very people at the center of the financial crisis seem to be the first to recover and are pulling down fabulous pay packages. At Goldman Sachs, the average pay for 2009 has been estimated at nearly $600,000; at J.P. Morgan Chase’s investment bank, it’s been reckoned at slightly below $400,000. These averages conceal multimillion-dollar bonuses for top traders and investment bankers; underlings get smaller sums. Are Wall Street’s leaders that much smarter and more industrious than everyone else?

By their own admission, they’re not. Testifying last week to a congressionally created commission, Wall Street chief executives conceded that their errors directly contributed to the crisis. Wall Street money moguls may be bright and diligent, but they’re not unique. It’s where they work — not who they are — that’s so enriching. A study of Harvard graduates found that those who went into finance “earned three times the income of other graduates with the same grade point average, demographics and college major,” reports Harvard economist Lawrence Katz, the study’s co-author.

Is it possible that what Wall Street does is three times more valuable to society than other well-paid occupations? That’s hard to believe. It’s not that Wall Street is just the vast casino of popular imagination. It helps allocate capital, which — done well — promotes a vibrant economy. In 2007, Wall Street firms enabled businesses to raise $2.7 trillion from the sale of stocks, bonds and other securities. But Wall Street sometimes misallocates capital, as the 1990s “tech bubble” and today’s crisis painfully remind. The huge social costs (high unemployment, lost income) refute the notion that Wall Street consistently creates exceptional economic value that justifies exceptional compensation….

All this provides context to today’s pay controversies. Wall Street may be greedy — who isn’t? — but the explanation for its high compensation is its economic base (wealth, not production). That’s why it’s so hard to control or regulate. Since the 1960s, the industry has changed dramatically. Then, revenue came mainly from commissions on buying stocks and bonds for others. In 1966, commissions were 62 percent of revenue. Now, firms mostly make and manage investments for themselves and others. In 2007, commissions provided only 8 percent of revenue.

The transformation has made Wall Street a greater source of potential economic instability. Some compensation packages exacerbated the crisis by offering big bonuses if big risks paid off. Because government provided a safety net for the whole system, it’s justified in taxing the industry — as President Obama proposed last week — to cover the costs, as Douglas Elliott, a former investment banker now at the Brookings Institution, correctly argues.

A larger issue is: How much should society concentrate on existing wealth as opposed to creating new wealth? Wall Street’s lavish pay packages may attract too many of America’s best and brightest. “It’s bad for the rest of the economy,” says economist Thomas Philippon of New York University, a student of the financial sector. “We also need smart brains outside finance.” If that somehow happens, the crisis may yet have a silver lining.

Hopefully, the pols will take this moment in time to make the structural changes to the economic system, which are necessary to preserve true competition, yet provide true economic stimulus to all parts of the society. Right now, the only people with a guaranteed annual income are credit crunch weasels.

The fight for the dignity of the person continues.

John Newton (1725-1807)
Stanza 6 anon.

Amazing Grace, how sweet the sound,
That saved a wretch like me.
I once was lost but now am found,
Was blind, but now I see.

T’was Grace that taught my heart to fear.
And Grace, my fears relieved.
How precious did that Grace appear
The hour I first believed.

Through many dangers, toils and snares
I have already come;
‘Tis Grace that brought me safe thus far
and Grace will lead me home.

The Lord has promised good to me.
His word my hope secures.
He will my shield and portion be,
As long as life endures.

Yea, when this flesh and heart shall fail,
And mortal life shall cease,
I shall possess within the veil,
A life of joy and peace.

When we’ve been here ten thousand years
Bright shining as the sun.
We’ve no less days to sing God’s praise
Than when we’ve first begun

Amazing Grace, how sweet the sound,
That saved a wretch like me.
I once was lost but now am found,
Was blind, but now I see.

http://constitution.org/col/amazing_grace.htm

Dr. Wilda says this about that ©

 

A baby changes everything: Rapper Jay-Z gets religion about the ‘B’ word

14 Jan

The culture seems to be sexualizing children at an ever younger age and it becomes more difficult for parents and guardians to allow children to just remain, well children, for a bit longer. Still, parents and guardians must do their part to make sure children are in safe and secure environments. Kristen Russell Dobson, the managing editor of Parent Map, has a great article in Parent Map. In Are Girls Acting Sexy Too Young? Dobson says….

I suppose there are a group of parents who don’t want conflict and give in because “everyone else is doing it.” Remember the everyone else is often the lowest common denominator. Some parents feel they must be their child’s BFF. Wrong. You are supposed to be the parent. Some one has to be in charge. Russell provide some excellent resources for managing the media. Find resources for managing media here.

Young and often impressionable teens think that Hilton and LiLo, and rappers like Jay-Z despite all evidence to the contrary, have it together because of the fame or infamy, the clothes, and the money. It is no wonder that Candace Bushnell of the Sex and the City $$$$$ franchise is laughing all the way to the bank while stepping over the bodies of those who bought into her philosophy. Here is what Lilo said in the Entertainment News article, Lindsay Lohan’s Life Inspired By ‘Sex in the City.’

Lindsay Lohan has hailed seminal sitcom Sex and the City for inspiring her dating philosophy.
Even though Lohan was only 12 years old when the Sarah Jessica Parker-starring comedy started, the Mean Girls star admits she loves having open and casual relationships with men, like Sex and the City characters Carrie Bradshaw, Miranda Hobbs, Samantha Jones and Charlotte York.
She says, “Sex and the City changed everything for me, because those girls would just sleep with so many people.”
Lohan admits she has double standards about her open attitude to relationships–she wants to be able to sleep with whomever she chooses, but doesn’t want to share her male companions.

At least one parent is sending caution alerts about the Sex and the City philosophy and young women. Dave Taylor is a father who writes the Attachment Parenting blog. This is what he says in the post, I Don’t Want to Meet Candace Bushell’s Sex and the City Women as Teens

A person would have to be living under a rock to not know that Jay-Z and his wife Beyonce are now parents. Here is an example of the pre-religion Jay-Z from the blog, Classy Black Lady:

Jay Z – Black Woman as a “Double Zero”

Jay Z is yet another rapper who we have countless examples of disrespect of black women and girls. I can distinctly remember “back in the day” when his song “Girls, Girls, Girls” came out and he took the opportunity to attach every negative stereotype he could think of to the black woman in his story. Well I chose another more recent yet more obscure offense instead.

In his video “On to the Next One,” which many people associated with satanic images, there is one image in particular that stood out to me. There is a young black woman with traditional African corn rows in the video, just standing around looking sad with two zeros on her chest.

Here is the video. You first see her right around the 0:24 mark in the video, but she appears throughout.

Now what does this image mean? Is she just a “nappy headed ho” to Jay Z and crew as Don Imus stated in his hatefully notorious comment about the black Rutger’s women’s basketball team? Or is Jay Z and his producers simply telling this black woman that she is not only a ZERO, but a double ZERO and he/black men/the world should be “on to the next one.” Is he saying she is a zero because she won’t move onto the next level of putting weave in her hair, contacts in her eyes and sexing herself up in the way that his wife, Beyonce, has done?

Black women, open your eyes and don’t continue to let subliminal messages like this slide. I sure won’t.

http://blog.classyblacklady.com/2010/12/black-rappers-vs-black-women-5-specific.html

So, moi read with great interest how a baby has changed life for Jay-Z and Beyonce.

Seattle PI.Com is reporting in the article, New dad Jay-Z vows to drop the ‘B’ word from his rhymes:

Rapper Jay-Z has vowed to drop the word ‘b**ch’ from his lyrics after becoming a first-time dad.

The hitmaker’s baby girl Blue Ivy was born in New York last Saturday and she has inspired dad to clean up his rhymes – something that even Oprah Winfrey failed to do while challenging Jay-Z about his questionable lyrics during a 2010 appearance on her show.

In a poem dedicated to his little girl, the “99 Problems” rapper writes, “Before I got in the game, made a change, and got rich/I didn’t think hard about using the word b**ch/I rapped, I flipped it, I sold it, I lived it/Now with my daughter in this world I curse those that give it.”

He continues, “I never realized while on the fast track that I’d give riddance to the word b**ch/To leave her innocence in tact/No man will degrade her, or call her name/I’m so focused on your future, the degradation has passed. http://blog.seattlepi.com/people/2012/01/13/new-dad-jay-z-vows-to-drop-the-%E2%80%98b%E2%80%99-word-from-his-rhymes/

Entertainers like Jay-Z are just one component of the sexualization and demeaning of women and girls.

Joy Sewing of the Houston Chronicle is reporting in the blog post, Walmart Offers Make-Upand Anti-aging Products for 8-Year-Oldsthat Walmart is aiming a line of make-up at “tweens.”

Wal-Mart is going after the tween (ages 8-12) market (and their parents’ wallets) with the new GeoGirl beauty line. That 8-year-olds need lipstick is another debate, but this line will offer colorful cosmetics and “mother approved” makeup products. According to a recent article in Women’s Wear Daily, the formulas are designed for young skin and have natural ingredients like white willow bark to exfoliate, chamomile, lavender and calendula to calm and antioxiodiates to prevent aging. (Sounds a little much for a tweener, but I not a parent to one.)

Good grief! What’s next – in store Botox?

The Walmart execs need to stop hanging out with the Viacom pinheads and sleaze merchants. Parents need to learn how to say NO and put the brakes on out of control execs and slime merchants attempting to rob children of a childhood.

The essence of childhood, of course, is play, which my friends and I did endlessly on streets that we reluctantly shared with traffic.”

 Bill Cosby

When childhood dies, its corpses are called adults and they enter society, one of the politer names of hell. That is why we dread children, even if we love them, they show us the state of our decay.”

 Brian W. Aldiss

Nice. Glad that Jay-Z got religion to protect his child. What about other people’s children who were led astray?

Related:

11 Rap Songs to Disrespect Women To                                    http://therapup.net/2009/04/11-rap-songs-to-disrespect-women-to/

Dr. Wilda says this about that ©

 

New Idaho education law: ‘Students Come First’

12 Jan

High quality teachers are teacher who produce academic achievement in THEIR POPULATION of kids. Kids arrive at school at different points on the ready to learn continuum. High quality teachers are able to work with THEIR POPULATION of children and move them along the continuum of academic achievement. Idaho has passed a new law with the intent of putting more high quality teachers in the classroom. AP is reporting the story, Idaho teacher evaluations to include parent input which was printed in the Idaho Statesman.

At least half of an Idaho teacher’s job evaluation will be based on student achievement starting July 1, and what parents think will count too.

The state Department of Education plans to ask lawmakers Wednesday to clarify when parental involvement will factor into the evaluations of educators and school administrators. The change was part of an education overhaul signed into law last year.

Under the plan introduced by public schools chief Tom Luna, at least 50 percent of all teaching evaluations performed after June 30 will be tied to the academic performance of students. But to some, the law was unclear as to when the parents become involved.

http://www.idahostatesman.com/2012/01/11/1948842/idaho-teacher-evaluations-to-include.html?story_link=email_msg#storylink=cpy

Parent involvement is just one change in a ambitious new Idaho education law.

The Idaho Department of Education has information about the new law, “Students Come First” at its site.

Among the highlights of the new law, “Students Come First” which can be found at the following Link to Idaho Department of Education: http://www.sde.idaho.gov/   are new

Teacher and Principal Evaluations

We know that the most important factor in a student’s education is the quality of the teacher in the classroom. Why leave this to chance? Students Come First ties at least 50% of a teacher and administrator’s evaluations to growth in student achievement. To read more about Idaho’s framework for teacher evaluation, please click here.

Students Come First also requires parent input on teacher and school-based administrator evaluations.

http://www.sde.idaho.gov/site/teacherEval/

http://www.studentscomefirst.org/evaluations.htm

Teacher Evaluation Forms, Templates and Resources

Daneilson – Interview Protocol for a Postconference

Danielson – Informal Classroom Observations

Danielson – Evaluation Schedule

Danielson – Formal Classroom Observation Form

Danielson – Handout Cover Sheet

Danielson – Identifying the Domains Handout

Danielson – Individual Professional Development Plan

Danielson – Notes from Observation

Danielson – Responsibilities within the Formal Observation Process

Danielson – Sample Evaluator Letter

Danielson – Sample of Artifacts

Danielson – The Placemat Quadrant of Four Domains

Comparison of State Adopted Standards to Danielson’s Framework

There is also a new provision, “Pay for Performance,” which is found at: http://www.studentscomefirst.org/performance.htm

Pay for Performance

Currently, teachers have little or no control over how much money they make each year in the State of Idaho. Teachers are paid based on where they fall on the Instructional Salary Grid, based on their level of education and years of experience. This makes it difficult for Idaho to reward excellence in the classroom or to attract and retain the best and the brightest in the classroom. Now, every teacher has the opportunity to make money above and beyond their base salary.

The goal of the pay-for-performance plan is not to force our current educators to work harder. We already know teachers and principals across Idaho are working hard for students each and every day. The goal is to reward them for the work they already do. Idaho’s pay for performance system would add to the current salary schedule, not replace it.

The pay-for-performance plan was agreed to by all stakeholders in 2009, including the Idaho School Boards Association, Idaho Association of School Administrators, Idaho Education Association, and representatives of the Idaho Business Coalition for Education Excellence.

Under this pay-for-performance plan, all teachers (including physical education teachers, special education teachers, alternative high school teachers, etc) are eligible to receive performance bonuses in three different areas.

·    Teachers can receive bonuses for working in hard-to-fill positions, as determined at the local level.

·    They can receive bonuses for taking on leadership responsibilities, such as mentoring new teachers or developing curriculum. These are things many teachers already do, but do not get paid for.

·    Teachers and administrators will also receive bonuses for working in schools that meet student growth targets set at both the state and local levels. At the state level, we will distribute bonuses based on academic growth in a whole school. At the local level, districts will have the flexibility to set their own student growth measures. It is important that these academic growth bonuses be awarded to the whole school, rather than individual teachers, because every teacher contributes to a student’s success in the classroom, whether it is in math, physical education, or art. Additionally, it is important that teachers continue to collaborate and share ideas, rather than pitting teacher against teacher.

Why is the student achievement portion of this plan based on academic growth? Because we know education is a process, not a destination. We are never done learning. So we shouldn’t assume that a child who is at grade level is done learning, either. Therefore, we should measure educators in a school based on the growth that the students in that school make in the year they have those students. This is the only fair way to measure academic performance.

·         Local PFP Submission Form and Waiver

·         MEMO PFP submission

·         Pay for Performance Webinar

·         PFP Calculation Template (2)

·         Master Agreement PFP Template – Small District

·         Master Agreement PFP Template – Large District

·         Local PFP Share Awards Template 2011-2012

·         Archived Pay for Performance Webinar

·         Pay-for-Performance Plan Fact Sheet

·         Leadership Awards

·         Student Achievement Measures

The legislation has some very ambitious goals:

What does this bill mean to you?

Students

  • Every student will have a highly effective teacher every year they are in school.
  • School will no longer be the least technological part of a student’s day. Classrooms will be interactive and engaging as well as educational.
  • Every student will have access to high-quality courses no matter where they live in Idaho.
  • If students meet state graduation requirements early, they can take dual credit courses paid for by state.
  • Students will take a college entrance exam, such as the SAT, ACT or Compass, free of charge before their senior year.
  • Student achievement will be a factor in teacher and school administrator performance evaluations.

Parents/Families

  • Every high school will receive more funding for math and science
  • The state will make unprecedented investments in effective classroom technology to aid students in the learning process.
  • High school students can take dual credit courses and earn college credit while still in high school at no cost to parents, if they meet state graduation requirements early.
  • The state is paying for all students to take college entrance exams, such as the ACT, SAT or Compass, before their senior year.
  • All parents will have input on teacher and principal performance evaluations.
  • Student achievement will be a factor in teacher and principal performance evaluations.
  • Locally elected school boards will have more local control than they have had in decades.
  • The state will phase out tenure for new teachers.
  • The state will make unprecedented investments in technology for every classroom, including the implementation of a one-to-one ratio of students to computers in high school over the next five years.
  • Every Idaho student will have access to high-quality courses no matter where they live in Idaho.

Link to Idaho Department of Education http://www.sde.idaho.gov/

There is no magic bullet or “Holy Grail” in education. There is only what works to produce academic achievement in each population of children. That is why school choice is so important.

Idaho is embarking on a huge education experiment.

Realted:

New Harvard study about impact of teachers          https://drwilda.wordpress.com/2012/01/08/new-harvard-study-about-impact-of-teachers/

Dr. Wilda says this about that ©

Could newest teaching strategy be made in Japan?

11 Jan

Amy Hetzner and Becky Vevea of the Milwaukee Journal Sentinel have written the article, How Best to Educate Future Teachers which is part of a series

Alverno College, the small women’s college on Milwaukee’s south side, has been widely cited as a national model for training teachers, thanks to its combination of clinical and classroom experience and use of video and other tools to evaluate whether graduates are meeting the standards for what makes a good teacher….

Key elements of an excellent teacher education program:

  • Strong content knowledge, teaching skills. Future teachers gain a solid grounding in the content to be taught as well as how to teach it.

  • Flexible methods. Emphasis is placed on teaching diverse learners – knowing how to differentiate teaching to reach a broad range of students.

  • Fieldwork. Coursework clearly is connected to fieldwork. The clinical experience, like in medical school, consists of intensive student-teaching, preferably for a semester or entire year, under the supervision of an experienced mentor.

  • Professional mentors. Mentors observe future teachers in the classroom – sometimes videotaping for later analysis – and work with them on everything from lesson-planning and creating assignments to monitoring student progress and grading.

  • Designated “learning schools.” Mentors and school sites for student-teaching are well-chosen. There are close relationships and a sense of joint responsibility among the school sites at which future teachers train, the local district and the teacher-education program.

  • Escalating teaching responsibilities. Future teachers gradually take over a full classroom, first teaching short segments on a single topic with a small group of students, then co-teaching with the mentor before assuming full responsibility for a class.

  • Feedback. Feedback from multiple sources (mentors, professors, peers) is routine.

  • Selective admission standards. Admission to the program is selective; not everyone has the necessary skills or demeanor to be an effective teacher.

Sources: National Council for Accreditation of Teacher Education; faculty at Columbia University Teachers College, Stanford and Harvard Universities.

Compiled by Justin Snider of The Hechinger Report

These are the elements that have made the graduates of one education school successful.

Linda Lutton has written the article, Japanese strategy for improving teachers is catching on in Chicago for the Hechinger Report:

In the sunlit library at Jorge Prieto Elementary on Chicago’s’ northwest side, an experiment is under way.

A provisional classroom has been set up. A white board sits at the front of the room, and 20 eighth-graders are seated at library tables. Math teacher Michael Hock is giving a lesson about the distributive property.

Scattered throughout the room are some 30 other teachers. They aren’t wearing lab coats—but they might as well be. They clutch clipboards and carefully monitor kids’ reactions to the teacher’s explanations, peering over students’ shoulders as they write answers.

What is the area of the garden?” Hock asks students as he points to an illustration on the white board. “Nestor, I haven’t heard from you today.”

Listen to the audio story

Nestor answers the question, and the 30 adults, including visiting teachers from Japan, scribble notes.

The exercise is called “lesson study.” It’s a professional development strategy used extensively in Japan that essentially dissects a teacher’s lesson and the way it’s delivered.

Here’s how it works: teachers come up with a detailed lesson plan and explain ahead of time to colleagues the goals of the lesson. Then, one teacher tries the lesson out on a group of students, while dozens of other teachers watch what happens.

Finally, the observers offer feedback and ideas for improvement.“[We’ve been] doing lesson study more than 100 years in Japan,” says Toshiakira Fujii, a premier professor of math education in Japan who was among those teachers observing at Prieto. “But lesson study in the United States is quite new.”

Fujii says Japanese teachers see lesson study as a proving ground, a way to shine in front of their colleagues.

You can see [it] everywhere in Japan,” says Fujii. “In Tokyo in the case it’s Wednesday. Wednesday [we] usually finish at lunch time. Then one class stays, and the other classes dismiss. And then every teacher comes to that one class and observes. Even the school nurse and school counselor also join to watch the lesson—that’s our traditional way.”

There’s been lots of talk about how Chicago should evaluate teachers. Lesson study is being billed as a way to help teachers improve.

The strategy is one both teachers unions and school districts say they like. The head of instruction in Chicago Public Schools says she’s a fan of lesson study.  The Chicago Teachers Union helped organize the lesson study at Prieto—and convenes other sessions on holidays like Pulaski Day, when students and teachers volunteer to participate. http://hechingerreport.org/content/japanese-strategy-for-improving-teachers-is-catching-on-in-chicago_7350/

See, ‘Lesson Study,” Japanese Strategy For Improving Teachers, Catching On In U.S.  http://www.huffingtonpost.com/2012/01/10/lesson-study-japanese-str_n_1197229.html

Teachers also have some thoughts about effective teaching. Valerie Strauss of the Washington Post has a guest column written by teacher Larry Ferlazzo. In Teachers: What We Need to Do to Fix the Schools Ferlazzo writes:

Evaluating Students and Teachers Using Fair, Valid and Reliable Measures
We need to reduce our dependence on standardized testing as the primary method of assessing students and teachers. Using multiple measures, including portfolios of student work, allows us to evaluate students based on work they have constructed themselves, as opposed to their skill in selecting the one right answer from a list of possibilities on a multiple choice test….

Enhancing Collaboration Between Teachers
Making time for peer learning is a critical step toward improving instruction and—as studies have shown—reducing teacher turnover. Providing strong administrative support for weekly meetings and engaging teachers in discussions about the kind of professional development we want and need is necessary to help move us beyond our “egg crate” model that limits professional collaboration. …

Shared Leadership and Accountability in Schools
Schools that include substantial teacher input across many levels of school decision-making—or that are actually run by lead teachers rather than principals—are being launched in Denver, Detroit, Los Angeles and other urban districts nationwide. Teacher-led learning organizations may not be a good fit for every school system, but the emerging models suggest some best practices that translate well to nearly any school environment….

Building Bridges Between Schools and Communities
We understand and embrace the idea that teachers are the most powerful
in-school predictor of student achievement. But there are many factors outside of the traditional scope of schools’ work with children that must be addressed—health care, job training, affordable housing, etc.—that have an enormous impact on student achievement….

Rather, he writes, schools are actually complex systems filled with constantly moving parts that require constant adjustments. He questions the wisdom of “grafting” complicated procedures onto complex organizations.

Really, it comes down to each population of kids should have solutions tailored for their needs. There really should not be a one size approach to education.

Kids know good teaching when they see it. Donna Gordon Blankinship of AP reports in the Seattle Times article, How Do You Find An Effective Teacher? Ask A Kid

Adults may be a little surprised by some of the preliminary findings of new research on what makes a great teacher.

How do you find the most effective teachers? Ask your kids. That’s one of four main conclusions of the Bill & Melinda Gates Foundation and its research partners after the first year of its Measures of Effective Teaching Project.

Preliminary results of the study were posted online Friday; a more complete report is expected in April, according to the foundation….

The first four conclusions of the study are as follows:

-The average student knows effective teaching when he or she experiences it.

-In every grade and every subject, a teacher’s past success in raising student achievement on state tests is one of the strongest predictors of his or her ability to do so again.

-The teachers with the highest value-added scores on state tests, which show improvement by individual students during the time they were in their classroom, are also the teachers who do the best job helping their students understand math concepts or demonstrate reading comprehension through writing.

-Valid feedback does not need to come from test scores alone. Other data can give teachers the information they need to improve, including student opinions of how organized and effective a teacher is….

See, Students Know Good Teaching When They Get It, Survey Finds

Bottom line, education is a partnership between the student, parent(s) or guardian(s), teacher(s), and school. All parts of the partnership must be involved. Students must arrive at school ready to learn. Parents must provide an environment which supports education and education achievement. Teachers must have strong subject matter knowledge and pedagogic skills. Schools must provide safe environments and discipline. Communities are also part of a successful school system and outcome for community children. Education is a partnership.

Dr. Wilda says this about that ©

The importance of appropriate grading

11 Jan

Education is a partnership between the student, parent(s) or guardian(s), teacher(s), and school. Standards are a benchmark, but students and families need to prepare for and support student education success. Teachers must be prepared and supported in meeting the standards adopted by the schools. Schools must be learning environments which support and mentor teachers and keep children safe. Otherwise, standards are simply a nice goal.

A report, Standing On the Shoulders of Giants by Mark S. Tucker examines high performing education systems. Among the recommendations are:

What follows is a new agenda for recasting the structure of the preceding section, derived from the experience of the countries that have consistently outperformed the United States. It was constructed simply by taking the subsection headings and reframing the language of the preceding sections in the form of an action agenda. To be clear, this is not an agenda for the United States; it is an agenda for individual states:

Benchmark the Education Systems of the Top-Performing Countries

  • Make sure you know what the leaders are trying to achieve, the extent to which they achieve it and how they do on common measures

  • Compare your state to the best performers, with particular attention to countries that share your goals

  • Conduct careful research on the policies and practices of the best performing nations to understand how they get the results they get

  • Benchmark often, because the best never stand still

Design for Quality

  • Get your goals clear, and get public and professional consensus on them

  • Create world-class instructional systems and gateways

  • Define a limited number of gateways — not more than the end of basic education, end of lower secondary and end of upper secondary (matched up to college entrance and work-ready requirements)

  • Create standards for each gateway, making sure they are properly nested and are world class

  • Create logically ordered curriculum frameworks (topics for each year or each subject) for the basic education sequence

  • Create curriculum (broad guidelines, not lesson plans) for each school level leading up to the gateway exams (the level of detail at which this is done should be inversely related to the quality of your teachers)

  • Create exams for each gateway, based on standards and curricula

  • Train teachers to teach those curricula well to students from many different backgrounds….

Appropriate use of grading and testing are methods to determine whether the education system is meeting stated goals.

University of Michigan Center For Research On Learning and Teaching suggests in Best Practices for Designing and Grading Exams, adapted from M.E. Piontek (2008) :

The most obvious function of assessment methods (such as exams, quizzes, papers, and presentations) is to enable instructors to make judgments about the quality of student learning  (i.e., assign grades). However, the method of assessment also can have a direct impact on the quality of student learning. Students assume that the focus of exams and assignments reflects the educational goals most valued by an instructor, and they direct their learning and studying accordingly  (McKeachie  & Svinicki, 2006).  General grading systems can have an impact as well.  For example, a strict bell curve (i.e., norm-reference grading) has the potential to dampen motivation and cooperation in a classroom, while a system that strictly rewards proficiency (i.e., criterion-referenced grading) could be perceived as contributing to grade inflation. Given the importance of assessment for both faculty and student interactions about learning, how can instructors develop exams that provide useful and relevant data about their students’ learning and also direct students to spend their time on the important aspects of a course or course unit? How do grading practices further influence this process?

Guidelines for Designing Valid and Reliable Exams

Ideally, effective exams have four characteristics. They are:

  • Valid, (providing useful information about the concepts they were designed to test),
  • Reliable (allowing consistent measurement and discriminating between different levels of performance),
  • Recognizable  (instruction has prepared students for the assessment), and
  • Realistic (concerning time and effort required to complete the assignment)  (Svinicki, 1999). 

Most importantly, exams and assignments should focus on the most important content and behaviors emphasized during the course (or particular section of the course). What are the primary ideas, issues, and skills you hope students learn during a particular course/unit/module? These are the learning outcomes you wish to measure. For example, if your learning outcome involves memorization, then you should assess for memorization or classification; if you hope students will develop problem-solving capacities, your exams should focus on assessing students’ application and analysis skills.  As a general rule, assessments that focus too heavily on details (e.g., isolated facts, figures, etc.) “will probably lead to better student retention of the footnotes at the cost of the main points” (Halpern & Hakel, 2003, p. 40). As noted in Table 1, each type of exam item may be better suited to measuring some learning outcomes than others, and each has its advantages and disadvantages in terms of ease of design, implementation, and scoring.

Table 1: Advantages and Disadvantages of Commonly Used Types of Achievement Test Items

Type of Item Advantages Disadvantages
True-False Many items can be administered in a relatively short time. Moderately easy to write; easily scored. Limited primarily to testing knowledge of information.  Easy to guess correctly on many items, even if material has not been mastered.
Multiple-Choice Can be used to assess broad range of content in a brief period. Skillfully written items can measure higher order cognitive skills. Can be scored quickly. Difficult and time consuming to write good items. Possible to assess higher order cognitive skills, but most items assess only knowledge.  Some correct answers can be guesses.
Matching Items can be written quickly. A broad range of content can be assessed. Scoring can be done efficiently. Higher order cognitive skills are difficult to assess.
Short Answer or Completion Many can be administered in a brief amount of time. Relatively efficient to score. Moderately easy to write. Difficult to identify defensible criteria for correct answers. Limited to questions that can be answered or completed in very few words.
Essay Can be used to measure higher order cognitive skills. Relatively easy to write questions. Difficult for respondent to get correct answer by guessing. Time consuming to administer and score. Difficult to identify reliable criteria for scoring. Only a limited range of content can be sampled during any one testing period.

Adapted from Table 10.1 of Worthen, et al., 1993, p. 261.

http://www.crlt.umich.edu/gsis/P8_0.php

Choosing the appropriate measurement is important for accurate evaluation.

Education Research reports in the article, Teachers so focused on fairness issues they overlook best practices in grading:

The 77 teachers who participated in the study completed questionnaires asking them to rate their awareness of 4 grading principles and to provide information about their own grading practices.  Among the results:

  • 29% reported considerable awareness of recommended grading principles
  • 40 % reported some degree of awareness of grading principles 
  • 17% of teachers said they had only very little awareness
  • 13% said they had no awareness of the grading principles.

When asked how much they used these principles in their grading practices, 

  • 23% of teachers agreed that they followed the principles
  • 43% somewhat agreed that they followed   the principles
  • 10% said the principles did not apply to them
  • 13% somewhat disagreed that they fol- lowed the principles
  • 3% disagreed that they followed the prin ciples and 10% felt they did not apply to them.

In a standards-based system,  it’s important for teachers to stay focused on assessing a student’s achievement against standards, the study says.  However, teachers persist in taking into account a hodgepodge of other factors such as student effort  or whether the student hands in work on time, according to the study on the grading beliefs and practices of 10th-grade math teachers in Ontario….

The 4 principles that formed the framework for the study were:

  1. Grades should be referenced to the curriculum objectives or learning expectations (criterion referenced)
  2. A grade should be an accurate representation of achievement and non-achievement factors should be reported separately 
  3. Results from multiple assessments should be combined carefully with weighting that reflects learning expectations 
  4. Information about grading should be clearly communicated so that grades are justified and their meaning is understood by students, parents, and other teachers. 

The study was part of a larger nationally funded study on teachers’ grading practices in the provinces of Saskatchewan and Ontario. One goal of the study was to determine how teachers calculated students’ final report card grades in 2 educational systems with differing assessment policies. http://www.ernweb.com/public/Grading-best-practices-fairness-achievement-standards-based.cfm

Appropriate grading practices is an important component of ensuring that an education system is using best practices.

Dr. Wilda says this about that ©

Is K-12 community service a good idea?

10 Jan

For the past several years the idea of community service in K-12 grades has been deemed a good idea. The National Center for Education Statistics posted the following article, Service-Learning and Community Service in K-12 Public Schools at their site. Among the findings are:

Incorporating service-learning into K-12 schools is a growing area of interest to educators. Like community service, service-learning requires students to serve their communities. However, service-learning takes community service one step further by incorporating the service experiences of students directly into their school work. Service-learning has long been viewed as a possible means of improving education, with roots stretching back to late-19 th -and early 20 th -century. For example, John Dewey, an advocate of service-learning, believed that students would learn more effectively and become better citizens if they engaged in service to the community and had this service incorporated into their academic curriculum (Dewey, 1916). Though first suggested over a century ago, the incorporation of service-learning into the curriculum did not begin in earnest until the early 1970s, and it has only been in the last decade that extensive reform efforts have emerged.

Legislative reform over the past 10 years has set in motion a growing national emphasis on increasing students’ involvement with their local communities and linking this service to academic study through service-learning. The National and Community Service Act of 1990, through the Serve America program, and the National and Community Service Trust Act of 1993, through the Learn and Serve America program, provided support for service-learning activities in elementary and secondary schools (Corporation for National Service, 1999). In addition, through programs such as AmeriCorps, the federal government has offered opportunities to high school graduates, college students, and recent college graduates to serve local communities in exchange for stipends and payment of education loans or money toward future postsecondary education. Both Learn and Serve America and AmeriCorps are administered by the Corporation for National Service, a federal organization also created by the National and Community Service Trust Act of 1993. Two previous studies, one looking at high schools in 1984 and the other looking at 6-12 grade students in 1996, provide tentative evidence that service-learning has become more pervasive since the early 1980s. Based on a study conducted in 1984, researchers reported that 27 percent of all high schools (public and private) in the United States offered some type of community service and 9 percent of all high schools offered service-learning, defined as curriculum-related service programs (Newmann and Rutter, 1985). The 1996 National Household Education Survey (NHES), conducted by NCES, found that 49 percent of all students in grades 6 -12 participated in community service (U. S. Department of Education, 1997). Of the students participating in community service, 56 percent reported that their community service was incorporated into the curriculum in some way.   http://nces.ed.gov/surveys/frss/publications/1999043/

Although, the idea of a community service requirement has been growing, there are challenges.

Douglas Quenqua’s 2008 New York Times article, Good Deeds: The Backlash describes some of the challenges.

Cynics call these programs a form of forced altruism. Proponents say that they widen students’ horizons while getting service work done. Either way, the backlash has begun: not only do college admissions officers roll their eyes at bogus-sounding claims, but high schools are scaling back the requirements, acknowledging that a lot of the so-called service is meaningless.

When Lauren Swierczek took over last year as director of community service at Riverdale Country School, a private school in the Bronx whose students hail mainly from Manhattan (tuition: about $35,000 a year), she was troubled by the program she inherited. “What I was finding was that the fixation was more on hours than acts of service,” she said. Worse still, some students “weren’t actually doing it,” she said. “Documents were forged.”

Students from wealthy families were “knocking out their service hours with one total trip,” like a three-week summer jaunt to Costa Rica or the Galápagos Islands, Ms. Swierczek said. These teen tours, which cost $4,000 or more, use as a selling point the ability to rack up as many as 80 hours of community service. When they are not cleaning debris from beaches or teaching English to local schoolchildren, the travelers enjoy heavy doses of kayaking and scuba lessons.

So Ms. Swierczek abolished Riverdale’s requirement that students perform more than 100 hours of service before graduation. Instead, she decreed that all “naturally formed communities” at the school — sports teams, the school newspaper and adviser groups, to which all students belong — must tackle a community service project each year that is approved and supervised by her.

The result, she said, is a renewed focus on the charitable experience itself. “The message we want to teach our children is to live in a world bigger than their own,” she said. “It’s provided real camaraderie within the school community….

American high schools started adding community service requirements to their curriculums about 15 years ago. The practice had been around for decades at Jesuit schools, but began catching on at prep schools in the 1990s, with public schools quickly following suit. It didn’t hurt that colleges looked favorably on applicants who could claim hundreds of hours of charity work before they had even gotten their driver’s licenses.

The requirements became so popular — despite some unsuccessful legal challenges asserting that forced volunteerism was an oxymoron — that states began adopting them. Maryland now requires students to perform 75 hours of community service before graduation, and the District of Columbia requires 100 hours. Florida, Iowa and Rhode Island have granted local boards or districts the authority to set up their own programs.

In New York State, where schools set their own policies, requirements of 100 hours or more have grown common. (As always, New York tends to do things big: President-elect Barack Obama has suggested setting a national goal of 50 hours a year for all middle and high school students.)

BUT critics say that what started as a dignified attempt to instill a sense of noblesse oblige in high school students has devolved into an unseemly obsession with hours — not counting the ones that parents spend chauffeuring teenagers to soup kitchens. When students are in a panic over how to fill their hours, it leads to a debasement of community service that mistakes quantity for quality, these critics say. It also can prompt some teenagers to exaggerate their deeds, or, in the case of those from wealthier families, simply to buy their hours.    http://www.nytimes.com/2008/11/27/fashion/27service.html?emc=eta1

Alfie Kohn addresses the issue of community service hours in a Washington Post article.

Kohn opines in the article, Mandated community service: Risks and potential:

First of all, I have some concerns about bland activities undertaken by individual students. If, however, you were to redefine “community service” as an opportunity for collective action, genuine democratic involvement, and work for social justice — that would be as exciting as it is rare. (See Joseph Kahne & Joel Westheimer’s article “Teaching Democracy: What Schools Need to Do” in the September 2003 issue of Phi Delta Kappan, as well as other writings by both of these authors.)

Second, for anything of value to come out of this, students need to be involved at all points — in thinking about the rationale for doing some sort of service and in working together to plan every detail of the activities: deciding democratically how many options will be available to each student and discussing the rationale for each option, making contact with people in the community to set things up, making arrangements to evaluate the activities themselves as well as the students’ experiences afterwards, and so on.

The process probably ought to be framed as “How can we make our town/ our state / our country /the world a better place? What needs doing? Who requires our care and our help?” — rather than “How can we fulfill this requirement?” Sandwiching the activity itself between planning (before) and reflection (after) — and having the students play a key role in every stage (rather than just giving a menu of options to each student individually) — could turn out to be as valuable, both intellectually and socially, as the activities themselves.

Finally, what one doesn’t do can be as important as what one does. I hope it goes without saying that any benefit potentially derived from this activity would likely be wiped out by (1) rewarding students for their participation or (2) setting up some sort of competition between students (individuals or groups).

Some mandates are inherently useless, if not counterproductive, and should be actively resisted. (See under: No Child Left Behind) But my hunch is that this lemon can be made into lemonade. For school administrators to treat students the same way the administrators are treated by policymakers would instead be to turn salmon into salmonella.       http://www.washingtonpost.com/blogs/answer-sheet/post/mandated-community-service-risks-and-potential/2012/01/08/gIQA3liDkP_blog.html

The answer regarding whether community service programs are valuable for a particular school or individual student depends upon what the goal is and at the end of the project what was the accomplishment?

Community Service. Org has Community Service Ideas and the Top 7 Questions to Ask Yourself:

1. What are my skills?

Community Service organizations utilize a wide skill set, so there are just as many community service ideas as there are organizations. When seeking to commit your time to volunteering it is important to identify what you have to offer….

2. What are my logistical requirements?

Any community service ideas you might have must be feasible in order to achieve them. Organizations require dependability, even if you can only come in to help once a month, it is important for the organizers to know the schedule you intend to keep….

3. What duration works for me?

How many evenings, weekends, or days are you willing to commit to volunteering?  Sometimes, the need for some form of income might influence the level of this commitment.  Other times, volunteering can be committing yourself and your time to do something for an organization in order to build up your resume.  On the other hand, volunteering can represent a way to give back to your community and enrich your life by building instant connections with others.

4. What’s my style?

Are you an instant gratification person, or does delay work?

5. What do I believe in?

There are many organizations that help those in need.  From health issues like breast cancer awareness, to childrens  homes, and autism awareness organizations.  To figure out where you want to spend your time, and select a non-profit you would be most likely to return to, choose a major area of interest….

6. What type of non-profit am best suits me?

This question dove tails into “What do I believe in?” and “What are my skills?” But non-profits comprise a wide range of categories.  The categories below seem to define the majority of organizations.  The first three below are what we generally think of when we hear the word “charity…”

7. What does my research say?

Last but not least, when reviewing community service ideas, you should look at the research. All non-profits are companies, but some act like it more than others.  By reviewing the website of your organization of choice, looking over any printed materials and checking up on how the non-profit is conducted you can decide if it’s your type of place…. http://www.communityservice.org/volunteering/community-service-ideas-top-7-questions

Whatever decision is made regarding community service, they key is to make a real contribution and not just fill up time.

Dr. Wilda says this about that ©

New national K-12 curriculum sexuality standards

10 Jan

The Journal of School Health has released the report, National Sexuality Education Standards: Core Content and Skills K-12

The goal of the National Sexuality Education Standards:

Core Content and Skills, K–12 is to provide clear, consistent and straightforward guidance on the essential minimum, core content for sexuality education that is developmentally and age-appropriate for students in grades K–12. The development of these standards is a result of an ongoing initiative, the Future of Sex Education (FoSE). Forty individuals from the fields of health education, sexuality education, public health, public policy, philanthropy and advocacy convened for a two-day meeting in December 2008 to create a strategic plan for sexuality education policy and implementation. A key strategic priority that emerged from this work was the creation of national sexuality education standards to advance the implementation of sexuality education in US public schools.

Specifically, the National Sexuality Education Standards were developed to address the inconsistent implementation of sexuality education nationwide and the limited time allocated to teaching the topic. Health education, which typically covers a broad range of topics including sexuality education, is given very little time in the school curriculum. According to the School Health Policies and Practices Study, a national survey conducted by the Centers for Disease Control and Prevention’s Division of Adolescent School Health to assess school health policies and practices, a median total of 17.2 hours is devoted to instruction in HIV, pregnancy and STD prevention: 3.1 hours in elementary, 6 hours in middle and 8.1 hours in high school.1 Given these realities, the National Sexuality Education Standards were designed to:

Outline what, based on research and extensive professional expertise, are the minimum, essential content and skills for sexuality education K–12 given student needs, limited teacher preparation and typically available time and resources.

Assist schools in designing and delivering sexuality education K–12 that is planned, sequential and part of a comprehensive school health education approach.

Provide a clear rationale for teaching sexuality education content and skills at different grade levels that is evidence-informed, age-appropriate and theorydriven.

Support schools in improving academic performance by addressing a content area that is both highly relevant to students and directly related to high school graduation rates.

Present sexual development as a normal, natural, healthy part of human development that should be a part of every health education curriculum.

Offer clear, concise recommendations for school personnel on what is age-appropriate to teach students at different grade levels.

Translate an emerging body of research related to school-based sexuality education so that it can be put into practice in the classroom.

http://www.futureofsexeducation.org/documents/josh-fose-standards-web.pdf

Envisioning the Future of Sex
Education: A Tool Kit for
States and Communities
The Future of Sex Education:
A Strategic Framework
(Executive Summary)

Select Comprehensive Sex
Education Programs

Evidence-Based Sex Education:
Compendiums and Programs

Lesson Plans
National Standards and
Assessment Tools

Erik Robelen of Education Week is preparing an article about how parents will react to these standards. See, New National Standards Address Sexuality Education for All Grades http://blogs.edweek.org/edweek/curriculum/2012/01/from_guest_blogger_nirvi_shah.html  and New sex education standards released http://seattletimes.nwsource.com/html/nationworld/2017198343_apussexeducation.html

Parents must talk to their children about sex because the culture is talking to them. Cara Pallone of the Statesman Journal of Oregon has written an article about a Halloween incident which describes the cultural divide which currently exists in this culture. On the one hand, are the Sex and The City mavens who advocate sex with anything with a pulse. On the other hand, are those who espouse what is commonly described as traditional values and who advocate a bit more restraint. Pallone reports in the article, Condoms for Halloween Trick-Or-Treaters

Some teenage trick-or-treaters received condoms in their bags on Halloween night in Silverton.

For the couple who handed out the prophylactics, the act was a community service, health education and a message of pregnancy prevention.

For the father of one 14-year-old girl who got them, the act was an intrusion of family privacy and a violation of his right to raise his daughter as he wishes…..

Parents must be involved in the discussion of sex with their children and discuss THEIR values long before the culture has the chance to co-op the children. Hopefully incidents like this will prompt parents to have discussions about sex and values at an age appropriate time for their child. Parents have an absolute right to instill THEIR values into THEIR children as long as they are not abusive or neglectful.

In answer to the question of whether handing out condoms to kids on Halloween was OK?

Dr. Wilda says NO. This is a discussion for the child’s family.

Lisa Frederiksen has written the excellent article, 10 Tips for Talking to Teens About Sex,Drugs & Alcohol which was posted at the Partnership for A Drug-Free America

1. Talk early and talk often about sex. “Teens are thinking about sex from early adolescence and they’re very nervous about it,” explains Elizabeth Schroeder, EdD, MSW, Executive Director, Answer, a national sexuality education organization based at Rutgers University.  “They get a lot of misinformation about sex and what it’s supposed to be like. And as a result they think that if they take drugs, if they drink, that’s going to make them feel less nervous.”

Take this quiz to sharpen your talking skills.

2. Take a moment. What if your teen asks a question that shocks you? Dr. Schroeder suggests saying, “‘You know, that’s a great question.‘ or ‘I gotta tell you, I’m not sure if you’re being serious right now but I need a minute.‘” Then regain your composure and return to the conversation.

Learn how to handle personal questions from your teen like: “How old were you when you first had sex?” and “Have you ever used drugs?”

3. Be the source of accurate information. Beyond many school health classes, teens have lots of questions about drugs, pregnancy, condoms, abstinence and oral sex.

Find out what one mom discovered when she sat in on her daughter’s sex ed class.

4. Explain the consequences. Since teen brains aren’t wired yet for consequential thinking and impulse control, it’s important to have frank discussions with your teens about the ramifications of unprotected sex and the importance of using condoms to prevent the spread of STDs, HIV and unwanted pregnancy.

Find out how to guide your child toward healthy risks instead of dangerous ones.

5. Help your child figure out what’s right and wrong. Teens need — and want– limits.  When it comes to things like sexuality, drugs and alcohol, they want to know what the rules and consequences are.

6. Use teachable moments. Watch TV shows (like “16 and Pregnant,”  “Teen Mom,” “Jersey Shore” and “Greek”), movies, commercials, magazine ads and the news with your teen and ask “What did you think about that?” “What did you notice about how these characters interacted?”  “What did you think about the decisions they made?” For us, one of the best ways to talk about a number of heavy topics was to take a drive — that way we weren’t face-to-face.

7.  Explain yourself. Teens need to hear your rationale and why you feel the way you do. One approach is to talk about sex, drugs and alcohol in the context of your family’s values and beliefs.

One of the most challenging moments for me was when my daughters brought up the subject of intercourse.  I explained that my hope was they would not do it until they were in a committed, mutually caring relationship and that it would be a choice, not an attempt to hold onto a relationship and that it would be mutually satisfying.

8. Talk about “sexting.” Texting sexual images and messages is more prevalent than you may think. Read more.

9. Remember how you felt. I know when I started puberty I had many thoughts, feelings and questions that weren’t discussed in my family. Things like body changes, feelings of attraction, acne, weight gain, emotional confusion and the desire to push your parents away.  I wanted to help my daughters avoid that confusion.  I wanted them to understand early on that puberty is a hardwired, biological change that happens to all humans so they become interested in sex for the purposes of procreation. It’s natural to have impulses and feelings that are part and parcel to puberty. Teens don’t have control over these feelings and impulses, but they do have control over whether they act on them.

10. Persevere. Dr. Schroeder warns that your teenager may not want to talk — he or she may shrug and walk away. “Adolescents are supposed to behave in that way when inside what they’re really saying is ‘Keep talking to me about this. I need to know what you think. I’m trying to figure this out for myself as a teenager and if I don’t get messages from you, then I’m not going to know how to do this,’” she explains.

Parents are entitled to teach their values to their children. Increasingly, they must have “that” conversation earlier and earlier.

Dr. Wilda says this about that ©

Food allergies can be deadly for some children

9 Jan

If one is not allergic to substances, then you probably don’t pay much attention to food allergies. The parents and children in one Florida classroom are paying a lot of attention to the subject of food allergies because of the severe allergic reaction one child has to peanuts. In the article, Peanut Allergy Stirs Controversy At Florida Schools Reuters reports:

Some public school parents in Edgewater, Florida, want a first-grade girl with life-threatening peanut allergies removed from the classroom and home-schooled, rather than deal with special rules to protect her health, a school official said.

“That was one of the suggestions that kept coming forward from parents, to have her home-schooled. But we’re required by federal law to provide accommodations. That’s just not even an option for us,” said Nancy Wait, spokeswoman for the Volusia County School District.

Wait said the 6-year-old’s peanut allergy is so severe it is considered a disability under the Americans with Disabilities Act.

To protect the girl, students in her class at Edgewater Elementary School are required to wash their hands before entering the classroom in the morning and after lunch, and rinse out their mouths, Wait said, and a peanut-sniffing dog checked out the school during last week’s spring break….

Chris Burr, a father of two older students at the school whose wife has protested at the campus, said a lot of small accommodations have added up to frustration for many parents.

“If I had a daughter who had a problem, I would not ask everyone else to change….

The Spokesman-Review of Spokane reported on the death of a child from a severe reaction to peanuts. See, New peanut butter Cheerios triggers anger from parents http://www.washingtonpost.com/blogs/on-parenting/post/new-peanut-butter-cheerios-triggers-anger-from-parents/2012/01/09/gIQAqm0rlP_blog.html?tid=sm_twitter_washingtonpost

In the 2001 article, Privacy vs. Right to Know Virginia De Leon reports about the death of a Spokane boy. The Center for Health Care in Schools describes the death and the subsequent litigation in the article, A Look Back At An Allergic Child’s Death

Laura Hibbard is reporting the story, Ammaria Johnson, First Grader, Dies After Alleged Allergic Reaction At School at Huffington Post:

Ammaria Johnson, 7, died Monday at Virginia’s Hopkins Elementary School from an alleged allergic reaction to peanuts after breaking out in hives and experiencing shortness of breath — sparking wide discussion on schools’ ability to handle severe allergic reactions in children, CNN reports.

Johnson was in cardiac arrest by the time emergency crews arrived at the school around 2:30pm, WTVR TV reports, and she was pronounced dead “a short time later” at the CJW Medical center.

The first-grader’s mother, Laura Pendleton, told the station that she doesn’t understand the school’s actions.

“She has an allergy action plan at the school,” Pendleton told WTVR TV, saying she authorized the school to give the student Benadryl during a reaction. “They didn’t do that.”

Pendleton went on to tell the station that at the beginning of the year, she had tried to give the school clinical aid and EpiPen for reactions, but was told to keep it at home. EpiPens inject epinephrine, or adrenaline, currently available only by prescription.

According to a report by the Richmond Times-Dispatch, investigators are waiting for a report by the State Medical Examiner’s Office on the cause of Johnson’s death, but Chesterfield schools spokesman Shawn Smith told the paper the girl died of a “pre-existing medical condition.”

Since severe allergies can develop without previous incidences, Dr. Dan Atkins, head of ambulatory pediatric at National Jewish Health in Denver, told ABC News that stocking EpiPens in schools might be a good idea. http://www.huffingtonpost.com/2012/01/07/ammaria-johnson-first-grader-allegedly-dies-from-allergy-at-school_n_1191368.html?ref=email_share

A physical examination is important for children to make sure that there are no health problems. The University of Arizona Department of Pediatrics has an excellent article which describes Pediatric History and Physical Examination The article goes on to describe how the physical examination is conducted and what observations and tests are part of the examination. The Cincinnati Children’s Hospital describes the Process of the Physical Examination

If children have allergies, parents must work with their schools to prepare a allergy health plan.

Resources:

Micheal Borella’s Chicago-Kent Law Review article, Food Allergies In Public Schools: Toward A Model Code

USDA’s Accomodating Children With Special Dietary Needs

Child and Teen Checkup Fact Sheet

Video: What to Expect From A Child’s Physical Exam

Dr. Wilda says this about that ©