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Education Reform

The Role of the Community in Education

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The Role of the Community in Education

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In today’s economically and culturally diverse society it is vitally important that educators and community leaders find clarity on each other’s role in supporting our students’ academic achievement (Anderson-Butcher et. al., 2010).  This need is only intensified when we consider the context of the required school reform actions brought on by No Child Left behind (NCLB) and Adequate Yearly Progress (AYP) accountability measures.  However, the formation of effective school and community partnerships is usually defaulted to the responsibility of the schools and often are not established due to communication and expectation barriers (Hands, 2010).  With increasing reports of economic disparities between parents and communities of high performing schools and those of schools in need of academic achievement improvements, various factors have served as barriers to strong school and community partnerships.

Education Reform

What is your 21st Century Professional Development Plan?

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What is your 21st Century Professional Development Plan?

The increasingly competitive global workforce of the 21st century has brought on the need for students and teachers to develop new skills and competencies in our educational systems. Given that the modern classroom is characterized by innovation and project-based context, schools should adopt teaching and learning methods that blend creative thinking skills and methods of instruction that integrate learning technologies into real-world contexts (Wan & Gut, 2011).  To this end, educators need to be prepared to serve students in the context of new expectations to meet the demands for a more skilled workforce.  Accordingly, professional development training for teachers should incorporate innovative methods that include relevant technology skills and practical experiences in the new classroom environment.  This suggests that teachers should also learn about innovative curricula that incorporate critical thinking, complex problem solving, creativity and entrepreneurial thinking, communication and collaboration, innovative use of knowledge, and financial literacy.

Curriculum & Instruction/Education Reform

Assessment to Death

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High Stakes Testing Culture

In an age of accountability and high stakes testing, we have accomplished a lot. We have managed to learn how to analyze assessment data to determine trends. We have also learned how to break down objectives or learning standards into their most intricate parts. Most of all we have learned how to make ourselves feel good about our data.

Everybody is “data-driven” these days. But what does that really mean? There still exists a culture of assessment “I got ya”. Frankly, we are so focused on assessments that we have missed the whole boat on instruction. If we put the same energy and intensity that we have invested in assessments into quality instruction, we might actually have more accurate assessments. Now I realize having quality assessments can and should drive instruction, we just need to vary it a little.

Fundamental Questions

How can we, as school systems, transition from a culture assessment for accountability to one focused on students learning?  any of you may have experienced an educational system that has figured how the “game” of high stakes state testing.  The more intimately involved you are with teaching and learning the more repulsive the idea of playing with what state standards are taught and tested to merely make a school district look good.

I am ready to buck the system by actually teaching and assessing for student learning first.  I am not saying we should do away with summative assessments of learning.  I realize how necessary it is for every school system.  I would just like to see the focus put in the proper balance. Maybe we could even move toward looking at project-based work or performance-based assessments. In future posts, I will share some different strategies for assessing for learning.  In the meantime, I guess we will keep plowing away at making more new tests.

Assessment for Learning vs. Assessment of Learning

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