VCU Ed.D. Blog

ogdenvcu

This year, Chesterfield County leaders tasked administrators, in the various schools, with the inclusion of Standard 7 in teacher evaluations.  Standard 7 requires teachers to show measurable progress made by their students.  It reads, “The work of the instructional support provider results in acceptable, measurable and appropriate student academic, behavioral, or attendance progress.”  Teachers begin the year with a pre-assessment, determine a goal, conduct a mid-year check, and then, at the end of the year, bring the data to an administrator to prove they have positively impacted student learning.  This has caused a good deal of stress for teachers because for the first time, student performance is being tied to teacher evaluation.  In an article posted on the Huffington Post in the fall, teachers in Fairfax expressed some of their concerns:

http://www.huffingtonpost.com/2012/11/07/fairfax-teachers-in-virgi_n_2089099.html

I would also argue the new evaluation process, as a whole, has caused a good deal of stress for administrators.  All deans, administrative assistants, assistant principals and principals have spent several days in training sessions becoming more familiar with the requirements of this process.  Additionally, required half-day  content area sessions have been held to ensure all building-level leaders are aware of testing changes, best practices in instruction, and the “ look-fors” during observations.  In my own building,  I created a team of teachers to act as SMART Goal trainers.  In August of 2012, they were trained in writing appropriate goals.  They came back to the building, at the start of the school year, and worked with teachers in small groups to establish individual SMART goals.  One administrator was tasked with reviewing each goal and then, meeting with each teacher to discuss any necessary changes.  This was an extremely time-consuming process.

As we come to the end of the academic year, teachers are preparing to give the post-assessment.  They will then learn if they have impacted student learning in a positive way, according to the new process.  A fellow administrator and I will meet every teacher, at the end of April, to review their data.  At that time, 40% of the teachers’ evaluation will be decided.  Either you make it, or you don’t.  Student performance on one test could earn a teacher an “F”.  Certainly, this is cause for the stress that has been felt by teachers this year. But, I would also argue that being an administrator, tasked with giving the “F”, is not exactly a desirable position either.

There are 6 other standards included in the teacher performance evaluation; however, it would seem the focus this year has been tied almost entirely to Standard 7.  Now, questions are being asked about those other standards.  As we complete summative evaluations, teachers bring in proof of their performance over the past three years.  Many are asking what makes an “exemplary” teacher.  They are looking at this new measurement tool and asking why they are being rated as ‘proficient” and why I am rating them this way.  This new process puts a great deal of pressure on administrators.  Evaluating teacher performance is definitely part of the job, but assigning a summative grade better be backed up with plenty of formative feedback.  Providing teachers with frequent, significant feedback is the key.  It is a challenge, but as I have learned in this process, it is very necessary.  One or two conversations each year, with a teacher about their performance, isn’t sufficient.  How administrators approach these evaluations moving forward will be the key to their success and the success of their teachers.

Andrea Bumbrey

On Saturday morning,  I woke up somewhere between 2:00 a.m. and 2:30 a.m. I looked up and noticed the t.v. still on with Joel Olsteen peering at me. Although it was late and I needed to get up for church, I decided not to push the power button. Listening to the message, I soon grasped the essence of the message. “Be a Blessing”. Now although you may not believe in a higher being, the message simply means be kind to others. Each day we should do something nice for someone else. How about performing one random act of kindness a day? Just think of how you would feel if someone did something nice for you “just because”. What if this were a complete stranger?  Not only does this make you feel good but what positive effects would this have on the receiver? Will one act of kindness start a chain reaction?

Joel Olsteen gave an example. A customer went through Starbucks drive-thru. He bought his coffee and then gave the cashier enough money to pay for the coffee of this next person in line. As a result, the next person received a free cup of coffee and paid for the next person’s coffee. At the end of the day 80 people had recieved a free cup of because ONE person decided to pay for ONE cup of coffee.

At that moment, I decided to ”be a blessing” to someone each day. Beginning this week, I will begin journaling my daily acts of kindness.

Challenge: Perform one random act of kindness each day. If you get a chance, blog on my site your act of kindness.

Here are some ideas.

Kindness Ideas

Kindness Resources for Educators

Andrea Bumbrey

Over the past year, I have read several articles and heard news stories on the topic of cursive writing in elementary schools. With federal requirements for students being proficient in reading and math, do schools still include cursive writing in their curriculum?

When reviewing the Writing Common Core Standards, I did not see any reference to cursive writing. Interestingly 45 states and the District of Columbia adopted the the Common Core Standards (CCS). Virginia is one of the states that did not adopt the CCS.  Standards of Learning (SOLs) continue to be the curriculum taught by Virginia teachers. Guess What? SOL 3.8 states “The student will write legibly in cursive”. Coincidently, this is the first  year students take SOLS, not just one SOL but four (reading, math, history, and science). Although four content areas are being assessed, students are also taught writing and have an exporatory/specials class.

You be the judge.

 

http://articles.washingtonpost.com/2013-04-04/local/38274984_1_cursive-students-districts

http://pressrepublican.com/0100_news/x63033614/Cursive-writing-at-risk-in-U-S-schools

http://www.standard.net/stories/2013/04/08/cursive-handwriting-being-erased-public-schools

ruthannhorn

In the April edition of “The Reading Teacher,” this article caught my attention.  Since evaluating the Saxon Phonics program, I continue to look for literature to review on how should we be teaching reading.  According to this article, we have a great deal of research on teaching reading which should help us get every child on reading grade level by the end of first grade.  However, it states that almost no schools in the U.S. have anything in place that looks like what the research says young children need to become engaged readers.

The article goes on to say that the writer hopes to convey what the research has indicated in plain language.

What went wrong?  Much emphasis was placed on explicit and systematic phonics instruction.  Effective decoding instruction is a small part of every kindergarten and first grade reading lessons.  Then decodable texts were listed as being needed; however, no research indicated that decodable texts were necessary or useful in beginning reading instruction.  Then children were taught to pronounce decodable nonwords.  This too is not effective.

The article goes on to summarize that children need a stead diet of high-quality reading lessons, lessons in which they have texts they can read with an appropriate level of accuracy and in which they are also engaged.

Many things stated in this article are not what we found in our literature review for what helps young children read.  There are many differing opinions.

Dawn Miller

 

On the second day of spring break, I had the fortune of being introduced to the Florence Crittenton Home for Unwed Mothers in Helena, Montana. This non-profit organization was established in 1882 by a wealthy New Yorker, Charles Crittenton, who lost his 4 year old daughter, Florence, to scarlet fever. Suffering from severe depression, Crittenton eventually became rejuvenated after a religious revival which led him to New York City. There, Crittenton witnessed and was appalled by the lost, fallen women and wayward girls who had no place to go. Eventually, forming a partnership with Kate Waller Barrett, whose own crusade targeted unwed expectant mothers, the two established the first Florence Crittenton Home for unwed mothers. In 1889, a Florence Crittenton home opened in Helena, Montana. Today, this non-profit supports approximately 50 young women,per year, between the ages of 15 – 21 providing therapuetic services that are the basis for healing and growth. Florence Crittenton Home serves young women of the city of Helena providing a safe haven for them and their babies. The community’s focus is on the future of its citizens.

My introduction to the Crittenton Home was moving. I appreciate the presence of this safe haven for young women as it meets the needs of the citizens of Helena in a respectful, nonjudgemental manner. Staff members at Crittendon are committed, caring professionals.

My take away from this experience, and one I share with you, is that the genuine interest, of one individual, in the welfare of these young women resulted in a program that supports the posterity of the youth of Helena just as it is my hope that my work in connection with the doctoral program will have a similar result.

For more information: http://www.thenationalcrittentonfoundation.org

cmgravely

As an educator, especially a former special education teacher, I am concerned about the changes that will take effect in 2013-2014 in regard to the modified diploma for students with disabilities.  For students entering the ninth grade during 2013-2014 they will no longer have the option of obtaining a modified standard diploma.  In the past, students with disabilities have had the option of pursuing the Modified Standard Diploma option.  Under this diploma option, students with disabilities were able to participate in general education classes with their same age peers and not have to take the SOL test.  They had to pass the class but did not need the verified credit that that Standard Diploma option required.  The proposed changes concern me that students with disabiliti With the changes, students will now be allowed credit accommodations.  The Department of Education is currently working on establishing guidelines for this process to allow for credit accommodations for the standard and verified credit requirements for the standard diploma for students with disabilities.  This will be interesting to see the requirements when VDOE releases them to say the least.

http://www.doe.virginia.gov/instruction/graduation/modified_standard.shtml

Shawnya Tolliver

In general, I believe educators become educators because they have a strong passion for helping young people grow, develop, and become productive members of society.  These educators spend countless hours matriculating through an educational program at a university or college with the hopes of molding youngsters.  Little do they know that the task at hand will require a much broader skill set than may have been taught in their college courses.  Though these educators may graduate with a solid knowledge of educational theory that knowledge might not be enough to mold the children that enter their classrooms. 

During my 21 years as an educator the biggest change I have seen has been in the students.  Over the years more and more students come into our schools with emotional or mental challenges.  I have seen children as young as 4 and 5 diagnosed with emotional disturbance, bi-polar disorder and/or obsessive-compulsive disorder.  In addition, some students’ ability to process day-to-day emotions are ineffective and can be extremely disruptive to the learning environment.  Teachers, administrators, and districts are ill prepared to handle the severity and magnitude of this growing concern. Though districts, administrators, and teachers have a strong desire and go above and beyond to support the children and their families the bottom line is that schools and districts are filled with educators not mental health professionals.  Facing these challenges coupled with the primary focus of providing standards-based education to students leaves many teachers burned out. 

Developing programs that prepare teachers for the mental health aspects of today’s children could improve overall teacher effectiveness.  Additionally, the development of partnerships between school systems and mental health agencies could increase the availability of support that is offered to students and their families.  Considering the evolution our students and their families are going through, our educational system needs to evolve also. Our teachers can do a lot but they cannot do it all. 

 

Tammy Hanna

Read the article below…   March 27, 2013 Bill requires administrators to substitute teach By The Associated Press   CHARLESTON, W.Va. — The West Virginia Senate has passed a bill requiring that school administrators serve as substitute teachers for three days each year.The bill passed Wednesday gives exemptions to county superintendents and administrators who have [...]