Earlier this week, the ProJo reported on Teach for America's Rhode Island debut, including 20 TFA-ers in the Providence Public Schools. Here's a link to Linda Borg's article, "R.I. Opens Doors to Teach for America," that includes a glamour shot of an incoming TFA-er. (Note to ProJo: make sure ongoing coverage of Rhode Island's teachers includes similar photography standards; not that our teachers are not beautiful and stunning on their own, but a little makeup and good lighting goes a long way after a long day in the classroom.)
Borg's article cites research demonstrating the effectiveness of TFA-trained teachers. True--and there's more to it. This Washington Post piece, also published this week, takes a more balanced approach, citing extensive reseach out of the University of Texas and California State University that finds that TFA teachers deliver mixed results for kids and create extra costs for districts.
I am not here to bash TFA per se. However, I am here to ask questions about its benefits in our city's schools. As a Providence Public Schools parent, I'd like to see clear statements from the district and the Rhode Island Department of Education describing the anticipated impact of TFA on students' learning and well being. If we are using precious additional resources to establish a TFA presence here, why? What's the upside? The ProJo article emphasized what TFA can do for the young people enrolled in its program and about to be in front of our classrooms. Less clear are the ways our own, slightly younger, kids will benefit, and the ways our district--including those teachers who have been there before the TFA recruits arrived, who will be there long after they leave, and who will be spending time formally and informally mentoring the TFA-ers--will benefit. How does TFA fit into the overall strategic plan to deliver the best public education tp all students in all schools? How does this improve teaching and learning? Absent clear communication, I can imagine all kinds of ways TFA will bring sunshine, laughter, and learning to our students, and I can easily spin out a morass of gloomy scenarios. You can too--please have at it in the comments.
Bottom line: how will this addition help us? I'd like to understand the district and state's sense of how TFA helps our kids learn and thrive. I'd like to understand how TFA fits into plans for professional development and creating the best conditions for the kind of teaching that leads to professional satisfaction and student success.
A final note: the questions I ask about TFA don't apply solely to TFA. This is the shiny new object of the week (rather, it was, before the news of Rhode Island's Race to the Top award, which is indeed quite super-sparkly) about what's happening inside our kids' classrooms, so I'm paying attention, and asking questions on behalf of thousands of parents who want to know more about the adults our kids interact with every day at school, how those adults are helping our kids use their minds well. Clear communication and opportunties for understanding help us support our kids, and their educators.
Wednesday, August 25, 2010
Thursday, August 19, 2010
Providence Public Schools: Jewish Holidays No More (for now)
Mario Hilario, the rhymingest reporter in Providence television news, recently reported this story on Providence Public Schools' discontinuation of Rosh Hashana and Yom Kippur as school holidays (well, Rosh Hashana, anyway, as Yom Kippur doesn't begin until sundown on Friday, September 18). Here's the ProJo's take on the story, with some added perspective from Providence district staff; I'm happy to note that both versions feature our rabbi, Emanu-El's Wayne Franklin.
Providence Public Schools have been off for RH and YK for 30+ years; reasons why they won't be this year, according to the above reports, include the early dates for the holidays this year (RH is on 9/8, a week after school starts), the declining Jewish public school student and teacher population, the ongoing challenges of accommodating holidays observed by diverse religious groups. and the pressure not to lose any days for needed instructional time (I'd love to know more about the percentage of PPSD Jewish kids and teachers/staff, as well as the ways that other major religious are/aren't acknowledged in various ways in school, investigations that will need to wait for another day).
All valid, and I was glad to hear that this decision is a trial and may not be repeated next year (though I would not put any money on its reversal). Likely, this issue wouldn't even be on my mind if my own Jewish children weren't going to be missing school just as school gets rolling. Do I think they're going to miss key learning that will penalize them thereafter? No, not so much. Though I do hope, perversely, that they miss something meaningful--otherwise, what was the point of this calendar change? Do I think that they will become more conscious that, as Jews, they're different than many of their peers? Yes, I do. Whether that's good, bad, or indifferent, only time will tell.
I suspect, as well, that Jewish kids may feel evaluated in some real way by this change. Every other year, the major holidays of their religion were recognized by school--one of the other key institutions in their lives. Now, no, and I think they and other kids, Jewish and not, will take note of that change and perceive that what was important isn't anymore.
When I think broadly about what's best for all kids, keeping school open for the Jewish holidays makes sense. Here's hoping that PPSD does great things with the extra time. Still, I worry about the loss, both for actual Jewish children who miss learning and bonding with their peers so early in the school year, and for all of the kids, who get the message that what was important last year isn't anymore.
Providence Public Schools have been off for RH and YK for 30+ years; reasons why they won't be this year, according to the above reports, include the early dates for the holidays this year (RH is on 9/8, a week after school starts), the declining Jewish public school student and teacher population, the ongoing challenges of accommodating holidays observed by diverse religious groups. and the pressure not to lose any days for needed instructional time (I'd love to know more about the percentage of PPSD Jewish kids and teachers/staff, as well as the ways that other major religious are/aren't acknowledged in various ways in school, investigations that will need to wait for another day).
All valid, and I was glad to hear that this decision is a trial and may not be repeated next year (though I would not put any money on its reversal). Likely, this issue wouldn't even be on my mind if my own Jewish children weren't going to be missing school just as school gets rolling. Do I think they're going to miss key learning that will penalize them thereafter? No, not so much. Though I do hope, perversely, that they miss something meaningful--otherwise, what was the point of this calendar change? Do I think that they will become more conscious that, as Jews, they're different than many of their peers? Yes, I do. Whether that's good, bad, or indifferent, only time will tell.
I suspect, as well, that Jewish kids may feel evaluated in some real way by this change. Every other year, the major holidays of their religion were recognized by school--one of the other key institutions in their lives. Now, no, and I think they and other kids, Jewish and not, will take note of that change and perceive that what was important isn't anymore.
When I think broadly about what's best for all kids, keeping school open for the Jewish holidays makes sense. Here's hoping that PPSD does great things with the extra time. Still, I worry about the loss, both for actual Jewish children who miss learning and bonding with their peers so early in the school year, and for all of the kids, who get the message that what was important last year isn't anymore.
Tuesday, August 17, 2010
Recess Shunned in Favor of the Popular Kid, Physical Education
Today's ProJo reports that East Providence is banning recess, as defined by 10-15 minutes of aide-supervised post-lunch running around, in favor of optional in-class breaks and additional formal physical education opportunities. All well-intentioned, and now East Providence is now meeting Rhode Island's basic education plan requirements for physical education. Kids have more time to eat lunch, too, which is all to the good in my book--if that time sitting were followed by time running (and yes, sometimes falling, an event that the head of the East Providence School Committee, paraphrased in the ProJo article) is eager for children to avoid, along with recess' potential for fights and hurt feelings).
But formal physical education is not the same as unstructured time, which children (and adults) need during the day. Increasing the opportunities for formal physical education means increasing opportunities to supervise, evaluate, and control kids. Eliminating time for kids simply to be and interact, without judgment or structure or expectations during an otherwise highly regulated school day means that the joys (and sorrows) of play are now subject to the inevitable angst of a grade. There may be good in what's being implemented in East Providence, but the costs are high.
But formal physical education is not the same as unstructured time, which children (and adults) need during the day. Increasing the opportunities for formal physical education means increasing opportunities to supervise, evaluate, and control kids. Eliminating time for kids simply to be and interact, without judgment or structure or expectations during an otherwise highly regulated school day means that the joys (and sorrows) of play are now subject to the inevitable angst of a grade. There may be good in what's being implemented in East Providence, but the costs are high.
Tuesday, February 16, 2010
Choosing Schools: Ways to get advice from other adults
Two weeks ago, Kidoinfo ran a piece I wrote up ideas about talking with other parents/adults about the schools in your area and the ways their experiences and ideas have such a strong influence on us. It's here. I was pleased with the result and especially with the comments, one of which suggested we needed a local online forum at which parents can ask questions about and discuss schools. At this stage, I don't have the bandwidth or tools to create that on this site, though that was and in some ways still is the aim of this highly intermittent blog project.
I think of San Francisco's Parents for Public Schools site and organization when I think of such an endeavor, and of course the amazing Inside Schools in New York City. Here's what I just belatedly added as a comment to the Kidoinfo piece:
I just noticed as I reread this piece to prepare for writing my next Kidoinfo piece that the long comment I submitted on 2/5 never posted! So sorry--I didn't mean to be silent in the presence of such thoughtful and useful comments. I wish I could recall the specifics of that comment, and do want to add that gut feeling does count for a lot, absolutely, and underscores the necessity of going to see for yourself.
- Research what else is out there, what other cities have, talk with their founders and organizers
- Determine its utility: seems like it needs to be both an independent information resource and advocacy organization (advocating parental involvement, offering strategies and tools for parental/family involvement, pushing for a family/community-driven reform initiative).
- Get a grassroots initiative going
- Find sponsors/raise money.
I think of San Francisco's Parents for Public Schools site and organization when I think of such an endeavor, and of course the amazing Inside Schools in New York City. Here's what I just belatedly added as a comment to the Kidoinfo piece:
I just noticed as I reread this piece to prepare for writing my next Kidoinfo piece that the long comment I submitted on 2/5 never posted! So sorry--I didn't mean to be silent in the presence of such thoughtful and useful comments. I wish I could recall the specifics of that comment, and do want to add that gut feeling does count for a lot, absolutely, and underscores the necessity of going to see for yourself.
Sarah and Beth, I often think about ways to create discussion within communities about school options. Some communities do have such a thing: I think of San Francisco's Parents for Public Schools website (http://www.ppssf.org/) which has a ton of resources that offer ways for parents to support public schools, be better advocates, and a members-only listserv with discussions about schools. There's another listserv on Yahoo called sfschools which serves this purpose (I think that many cities have this, I just happen to be dialed into that one because I used to live in SF). NYC has Inside Schools, (http://insideschools.org) which offers comprehensive reviews of and opportunities for online discussion about NYC's public schools.In order to figure out ways to make this happen, the steps are:
We don't have a similar resource. This makes me think again about ways we could create one.
- Research what else is out there, what other cities have, talk with their founders and organizers
- Determine its utility: seems like it needs to be both an independent information resource and advocacy organization (advocating parental involvement, offering strategies and tools for parental/family involvement, pushing for a family/community-driven reform initiative).
- Get a grassroots initiative going
- Find sponsors/raise money.
Monday, August 31, 2009
New statewide school busing plan
From the ProJo, a new statewide busing plan aimed to save district expenditures on out-of-district busing costs. Useful application of scale and consolidation! Next step: get rid of law that mandates that students choosing to use private/parochial schools are entitled to school buses to get there.
Friday, June 19, 2009
Read this: "Rhode Island Risks Losing $4.3 Billion ‘Race to the Top’"
As the recent weather has demonstrated, when it rains, it pours. And same here: 2 blog posts in a day! I wanted to take just a minute, which is less than I have given the amount of work I've got, to share Angus Davis' statement on behalf of the Rhode Island Board of Regents for Elementary and Secondary Education about Rhode Island's foolish move to cut charter funding. Read Davis' statement here.
The effect is not only to squash educational innovation here in RI, but also to put our state in serious jeopardy. We are otherwise likely to be in good standing to receive competitive Race to the Top ARRA stimulus funds. With this, as well as with Governor Carcieri's move to use the first round of educational stimulus money to plug budget holes, we're losing access to those funds, and to the advancement that will result.
Lacking the time, capacity, or expertise to get deeply into this infuriating decision, I want to inspire you to learn more. Read Davis' statement, think about it, and demand better for our young people and systems set up to educate them.
The effect is not only to squash educational innovation here in RI, but also to put our state in serious jeopardy. We are otherwise likely to be in good standing to receive competitive Race to the Top ARRA stimulus funds. With this, as well as with Governor Carcieri's move to use the first round of educational stimulus money to plug budget holes, we're losing access to those funds, and to the advancement that will result.
Lacking the time, capacity, or expertise to get deeply into this infuriating decision, I want to inspire you to learn more. Read Davis' statement, think about it, and demand better for our young people and systems set up to educate them.
summer unschool
Three more days left for kids in this school year, make-up snow days at this point. If any teachers are still planning lessons and working on content and creating powerful teaching and learning at this point in the year, wow, my hat is off to you.
Elias, my third grader and Leo, my kindergartener, both students at Dr. Martin Luther King, Jr. Elementary School, are looking forward to summer (and, with this terrible weather we've been having, aren't we all) and sad that school is ending. Elias is captivated by science, for which we have his teacher, Kathy Sullivan, and Brown University's K-12 science program to thank. Science has replaced gym as the highlight of his week. Leo mostly talks about missing his friends, but is also reluctant to part with gym, and centers, and the routines of his classroom. I am sad that his wonderful teacher, Joan Abrames, is retiring even as I am gratified that she, and teaching assistant Ms. Eileen, and everyone at King has given Leo such a great first year of school.
Next week, I'll talk with them about what they want to learn and explore this summer. Elias wants to experiment with bridge building, and he has two research projects inspired by music, to investigate the names and places cited in "We Didn't Start the Fire" and "Harvey Haddix. I think that Leo wants to work on math and numbers, and also explore beaches and learn how they work and what's there. I think we may get down to DC, so need to get more immersed in space so we can have a great experience at the Air and Space Museums. I'll post about what they're learning this summer, and how we find ways to support that while also having fun and allowing their minds to run free. And - how we find time to support them as fulltime working parents of three young kids. I want to find a way to give them ways to explore a subject in some depth, in a project-based way, so they know how to do that and what that feels like.
And I'll get back to post about what's happening at PPSD and Providence students, including looking at summer programs and learning--both intentional programmed learning, and the great, mundane, terrible, life-shaping learning that happens no matter what. What are Providence kids learning this summer? I hope to have better citywide insight into that question by September.
(I don't want to overlook three year old Henry--he's starting camp fulltime at the JCC and will be learning what it's like to spend the day out of the house, learning a new routine, bringing his own lunch. Exciting stuff! He is fired up. I think he'll be learning a lot more; we'll be working on the alphabet and numbers through sensory stimulation now and then.)
Elias, my third grader and Leo, my kindergartener, both students at Dr. Martin Luther King, Jr. Elementary School, are looking forward to summer (and, with this terrible weather we've been having, aren't we all) and sad that school is ending. Elias is captivated by science, for which we have his teacher, Kathy Sullivan, and Brown University's K-12 science program to thank. Science has replaced gym as the highlight of his week. Leo mostly talks about missing his friends, but is also reluctant to part with gym, and centers, and the routines of his classroom. I am sad that his wonderful teacher, Joan Abrames, is retiring even as I am gratified that she, and teaching assistant Ms. Eileen, and everyone at King has given Leo such a great first year of school.
Next week, I'll talk with them about what they want to learn and explore this summer. Elias wants to experiment with bridge building, and he has two research projects inspired by music, to investigate the names and places cited in "We Didn't Start the Fire" and "Harvey Haddix. I think that Leo wants to work on math and numbers, and also explore beaches and learn how they work and what's there. I think we may get down to DC, so need to get more immersed in space so we can have a great experience at the Air and Space Museums. I'll post about what they're learning this summer, and how we find ways to support that while also having fun and allowing their minds to run free. And - how we find time to support them as fulltime working parents of three young kids. I want to find a way to give them ways to explore a subject in some depth, in a project-based way, so they know how to do that and what that feels like.
And I'll get back to post about what's happening at PPSD and Providence students, including looking at summer programs and learning--both intentional programmed learning, and the great, mundane, terrible, life-shaping learning that happens no matter what. What are Providence kids learning this summer? I hope to have better citywide insight into that question by September.
(I don't want to overlook three year old Henry--he's starting camp fulltime at the JCC and will be learning what it's like to spend the day out of the house, learning a new routine, bringing his own lunch. Exciting stuff! He is fired up. I think he'll be learning a lot more; we'll be working on the alphabet and numbers through sensory stimulation now and then.)
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