Comments on: New Challenges for School Leadership

By: Heleen

Heleen — Sat, 01 Dec 2012 06:09:05 +0000

shipwreckNovember 9, 2011Maybe they can ask the child a question like why do you think I don’t want you to do that? Then if the child undnastreds they can respond and if they don’t know you could explain. Like if you have a rule about sticking your tongue out at another person and catch a child ask them why it is wrong. Then if they don’t know explain it is rude because it makes the other child feel bad. The child will probably be upset that they disappointed you and may be open to the notion of apologizing for what they did wrong. Most young kids love their teachers and want to do the right things.

By: Ellen Falsey

Ellen Falsey — Fri, 16 Nov 2012 02:12:23 +0000

Based on my professional experience, I find the original premise of the article rings true. Administrators are not held to their own state standards of having knowledge of what is taught and the format it is to be taught in. They rely, as do teachers, on Literacy Coaches, or other department heads, which train teachers, to inform them. To the credit of the administrators, they often get distracted with more immediate issues and curriculum format often becomes less of an immediate priority. Therefore, in such situations, said administrators potentially observe classes without essential information and apply archaic benchmarks to teaching methods. This is due to the increasing job pressure they are feeling to step back into the classroom. As a result, their feedback is not as constructive as it could be and is often in conflict with how teachers have been trained by the district. When I read about schools that have “turned around”, they usually feature principals who are very involved in the teaching and subject matter and consider it a top priority above all else.

Having everyone on the same page is difficult in a large school, or even school district, but without a unified mission and viable steps to implement this mission, money is being wasted on current trends or under/misused technology. As also commented, teachers are being scapegoated for not being all things to all people. As, I am sure, administrators feel as well. Teachers are constantly criticized in the media and there is a constant call for better teachers. Research will indicate that teachers are not only highly educated, but are regularly receiving professional development and on-going training, at a rate that exceeds many other professions. Therefore, existing, highly trained and experienced professionals should not be dismissed as the cause of schools not meeting set expectations. Expectations are constantly changing and often conflict. The profession is trending towards its goal of being more technology based sporadically and its method of implementation has not been clarified. Teachers may need to be re-energized in order to reach new expectations. Some may want to contribute to the educational field via other venues, such as writing, changing subject areas, consulting, etc.. But once again, it should be duly noted, that existing teachers are highly qualified and educated. Being criticized nationally is not a motivational tool and it is often provided by those who have no direct experience in the field. If teachers are performing poorly, then why are there so many successful individuals in America?

By: Scott Smith

Scott Smith — Tue, 30 Oct 2012 21:14:47 +0000

If assessment is set up on a site by site basis will it be up to that school to determine if they have truly effective assessment? I agree that a one size fits all assessment is not neccesarily the answer, but how is it determined if the school is effective? Do school personell decide? Do outside sources decide? I like the philosophy of this but those would be my questions.

By: Karmi Gross

Karmi Gross — Mon, 29 Oct 2012 10:55:27 +0000

Your point is well taken. Rarely do teachers receive on-site paid planning time that would also allow for collaborative efforts which would benefit all. Using that time to plan, create, assess and revise as you suggest would go a long way towards improving teaching. As a principal I made a point of scheduling such efforts and required teachers to report weekly as to the results of these meetings.

By: Karmi Gross

Karmi Gross — Mon, 29 Oct 2012 07:00:36 +0000

And therein lies the challenge. When those who have very little idea of what is really going on try to assess the achievement of those who do know what’s going on how do we react? The answer, I believe, lies in the hands of our educational leaders, to step and LEAD. Our headmasters, principals or school heads must grab this bull by the horns and guide a confused nation towards the excellence they seek. Many of our leaders have abdicated this role, out of fear, lack of focus, lack of ability, or by being burdened beyond belief by administrative minutia. This has allowed those who should not be making educational decisions to undertake the task.

By: Karmi Gross

Karmi Gross — Mon, 29 Oct 2012 06:59:37 +0000

“Cover or discover”. I love it. May I use your comments to point to the fact that school leadership itself is often in dire need of becoming part of that ‘learning powerhouse’ you so speak of. Leaders must be cognizant of the fact that they too must continually develop, renew and grow accordingly. “What have you discovered today?” should be the guiding question that powers the learning of which we dream.

By: Karmi Gross

Karmi Gross — Mon, 29 Oct 2012 06:59:17 +0000

Exactly so. This is why setting up school assessment that is truly valuable must be done on a site by site basis. Any other attempts will most surely fail.

By: Karmi Gross

Karmi Gross — Mon, 29 Oct 2012 06:58:51 +0000

I think that every word of what you wrote is what Mr. Gates now understands to be true. You, the teachers are the key. You have done the incredible job of educating America with precious few resources and without the support you deserve. Now, just imagine what you can do if you had all the above.

As for you contention that: “I don’t know any other profession where a person in a job is decided to be great or not great by how OTHERS perform”, I must respectfully disagree. There are many who are judged by the success of others; just look at any sports coach, or for that matter at all leaders. Our mission is to embrace that challenge, take advantage of any and every source of support and enrichment, and change the world.

By: Karmi Gross

Karmi Gross — Mon, 29 Oct 2012 06:57:58 +0000

I think you have captured the intent of my words perfectly. It never seems to amaze me how similar two schools might be even if one is in Los Angeles and the other in Johannesburg, while two schools a few blocks apart have almost nothing in common. Site specific assessment is the only appropriate tool.

By: Preston Webster

Preston Webster — Sun, 28 Oct 2012 14:09:02 +0000

This isn’t complicated, but we have made it so. Teachers improve by supporting brief, regular cycles of Planning, Teaching, and Revising lessons. Assessing teachers should be based on formative assessments generated during planning.

But we usually don’t support teachers with the type of planning that prepares classroom-ready materials, which generated formative assessments and evidence of new teaching, so we struggle with how to assess them. Then we end up with these huge cumbersome evaluation systems.

Give teachers better support in planning quality classroom materials, then assessing teaching and making revisions (ongoing improvement) will fall into place.

It works! And teachers are engaged.