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Stimulus money in the schools will be gone in a year, and positions funded by this program will be cut. As a principal, I would be thinking about cost saving measures such as building up my volunteer staff. Volunteer staffs can provide many hours of free labor for a school. People can volunteer to review with a student before SOL tests, help a student learn multiplication tables, or many other tasks where one on one assistance is needed. Volunteers can come from the general community, retired teachers, or even a program where a local corporation offers employees a few hours a month of time at their local school. (The school does need to have a way to check the background of volunteers.) Volunteers are great, but I am sure very hard to find qualified ones. I do agree this will be a terrible problem when the stimulus money rus out. Schoosl will need to find other resources and plan ahead for thos cuts. (Kevin White) I agree that ideally a volunteer status would be great, but in small schools like ours, where the majority of the parents work, it could be very difficult to find volunteers. I think that schools could do a couple fund-raisers a year to earn extra money. They could also delegate the duty of grant writing to different teachers. In our county, the crisis manager wrote a grant to employ school nurses for three years .(Christy Bowman) For me, (Angie Cornett) the issues that seem the most pressing in my school environment seem to be low socio-economic family issues leading to old thinking vs.new thinking. This is in respect to some parents who may not value education or weren't successful in school themselves and don't encourage their child to be literate, responsible, and interested in school. Additionally, I would say that we've had an increase in autism cases in our part of the county recently and we are all learning about how to best reach those students. As my school combines with another school next year we will be working to come up with a school wide discipline program. I'm looking forward to this. Unfortunately, I think there is a continued increase of children needing, or I should say, expecting special education resources, to the extent that those students with real needs, like autism, are not receiving the help they need. (Keli) Our county is still functioning on stimulus money. In one more year, this lack of funds will play a major factor in education unless the economy changes drastically. Funding is an issue that effects all aspects of all schools, especially now. It seems that every day we hear about local schools closing or combining to save money. I fear there will be much more of this as many schools run out of stimulus money next year. (Melissa M). Yes, we have a small school that consists of only about 100 3-6 graders. The talk about combining with the larger schools has been in the air for a few years now. I have a hard time understanding how our county (and I'm sure other counties are the same) can justify cutting teacher's positions because they are "cutting the budget", but still have the money to renovate high schools in the county. These renovations are around 2.5 million dollars each. How many teachers could we keep for that amount of money? I understand that upkeep and renovations are sometimes necessary, but I feel that the renovation process could be prolonged until the budget becomes a little looser. (Christy Bowman) With the school system having to cut positions because of budget shortfalls, administrative positions have changed dramatically. It is difficult for a school to become a community when they don't know year to year who their leader will be.
 * An educational leader faces multiple challenges in today's world of accountability and vanishing resources. Even with reduced resources more and more is being expected of schools and ultimately of school leaders. Of the many challenges facing today's schools (review the List of Issues provided in your course) which issues seem to be the most pressing in your school world?**

The issues facing my county are lack of parental support, reaching our at-risk population, 70% of our students are on free/reduced lunch and major budget problems, like other surrounding systems. It is very difficult to meet the current standards in education, when we are struggling financially. Many of our students live in poverty and it is sad to think that we can't provide them with state of the art schools and resources due to our funding problems. There are so many other professions that get the best of the best to provide services to the public. Education is available to everyone for free! I think as a nation we need to make sure that we have the best of the best for educating all students.

The major problem in Wise County Schools at the moment is what to do with our high schools. The buildings are very old and in disrepair. There are many needs,such as updated electrical systems to assist with technology, lack of air conditioning, window issues that prevent adding air conditioning,as well as the lack of funds to maintain all 6 high schools in the future with the enrollment declining. The county is so divided on whether to spend a lot of money to upgrade the current schools(a large band aid if you will) or to consolidate the schools. Then, there is also the problem of how to consolidate...3 new schools in specific locations or 3 separate schools in one location with shared cafeteria and auditorium(can you believe that!!??) Yes, it seems as if academic development has taken a backseat to pride, love of mascots, and school colors!!!(Rusty)

Differenitation was our focus this past semester in Wise County. I felt like it was successful in my classroom. I have been doing many of these things for years, and it makes teaching even more enjoyable to see each student becoming successful. (Rusty)

I know that I am going to ruffle some feather here, but in my opinion before we cut any teaching positions (even the ones that were provided by the stimulus grant), we should cut athletics. I'm not saying that I don't like athletics because my son plays every high school sport he can, but as a school, I feel that it is our opportunity to supply the students the opportunity for the best quality **education** they can have. Athletics should only be funded in addition to acedemics. The athletic teams could apply for grants to help with needed supplies. (Christy Bowman)

Our school VERY FORTUNATELY has wonderful parental support. Over half of our school unfortunately is on free/reduced lunch. I feel a problem in our county is that we are not technologically up with other counties. I mean at my school alone, there is one lone SMART board and it stays in the Tech Lab. It is on a stand on wheels and it takes approximatey 20 minutes to get it set up and ready to use. If we are going to be expected to "keep up" with technology, then we need the instruments needed to properly keep up. (Jodi Davidson )

(Kristin Ratliff) A challenge for administrators and teachers is balancing test scores with other measures of success. While some students may not pass SOL tests, it is important to place equal emphasis on making sure that those students make adequate yearly progress. As educators, it is sometimes hard to remember not to just "teach to the test", but to ensure that our children have other meaningful experiences at school.

The gap is widening between schools that have and the schools that do not have. Poverty and lack of parental support in education is an epidemic. There must be a greater focus on helping students who are in poverty to not continue to fall behind. We must strive to help these students read on their grade level and begin to experience the rewards and success of learning. The ability for students to get a quality education, despite their circumstances, can have a profound impact on their lives into the future.

I agree with this comment. Poverty is a vicious cycle and I believe the only way to end this epidemic is education! Administrators who work with students with low SES must set expectations very high for these students and for the teachers. We certainly aren't helping this population of students by coddling them and giving them excuses for failure. All students can and will learn if we provide them with confidence and authentic learning opportunities.

In my county, (Angie Cornett) we hired a Reading Coach last year through stimulus funds and we were able to keep that position for the next year. But, it is only a one year position. This position is really focusing on targeted instruction and has made a huge difference in this last year. I'd hate to see where we might lose ground if we lost this position after next year.

We also hired a reading coach in Floyd County with stimulus money this past school year. Our 8th grade SOL scores were improved and I think the extra reading instruction and the fact that we had smaller class sizes this past year for English 8 made a real difference. We just hope it was enough to be able to keep her after the stimulus money runs out. We are experiencing an increase in duties, class sizes (for 2010-2011), and expectations on current teachers because we did not replace a couple of retirees. This was done to save money because of the budget crunch. Unfortunately, we also did not get our step increases or any kind of raise for the extra work which was the case this past year as well. For the most part, people have taken it in stride. However, recently in a conversation with my principal we were talking about how long this could continue with having a significant impact on morale. Two years in a row with more work and less money is starting to make people volunteer less for extra duties, etc. and it is beginning to show in attitudes at times as well.

(Amber Lam) I am interested in learning more about what exactly reading coaches do in different locations. We have added one reading coach for each elementary school in my division over the past several years. Angie, how has your reading coach been a useful resource?

We have so many students and parents that struggle with reading. Reading is essential in all parts of life. The SOL's are requiring the students to read more, even on the Math SOL. We must find ways to continue to have reading specialists available to help our students. Unfortuantely reading instruction stops in elementary school in most cases, bu tnot all students have gained the skills they need to be successful across content areas.

(Joshua Eanes) We have the same problem this year. A third grade teacher was hired as a reading specialist using stimulus funding and another absolutely wonderful teacher replaced the vacant third grade position. Luckily funding has come through so we get to keep both teachers but the future is still looking very grim since the new teacher will not have tenure by next year. It's heartbreaking to think about my school losing such a positive and effective teacher but there are many other dismal stories facing most school districts during these troubling years.

The top ones that seem to grab the most attention are NCLB and student's with disabilities. NCLB has done a lot to raise the bar and expectations for all students. This is consistent with the general theme of leadership standards (ISLLC) which is to ensure we serve all students. Although these thoughts are positive and effective, there is still an argument for the use of the growth model to assure growth of all students. The current testing methodology is more or less nothing more than a snapshot of achievement with no consideration of ability or progress. As you think about this challenge, what are some appropriate ways to move toward a growth model.

I believe that we need to begin with a growth model on a school/district level. Waiting for a state/nationwide mandate may take years. Assessing student growth is not only beneficial for teachers and administrators, but it is a strong motivator for students. To see that they have grown, not passed or failed, they take pride in their work and find learning more rewarding. Receiving a failing grade can make a struggling student shut down. Each school should have before and after assessments in some fashion. It could be per unit, or by 9 weeks. Growth should be the only "grade" on this particular assessment.

I don't think "growth" should be the only "grade". I think we put our students at a huge disadvantage when we don't show them their weaknesses as well. This is how we learn. This isn't real life, either. We all succeed. We all make mistakes. We learn from our mistakes. We need to teach them that they can learn from their mistakes. If we only teach that they will get "growth" grades, are we being honest? What if they need more work in a given area? Do you still give a grade that shows growth? I think a teacher should always have positive things to say on a report card, but I believe you have give honest "grades".

Growth Model: A way for a growth model would be to look at each category of student..from the severe disabled, to intellectual disabled, learning disabled, the student that falls between learning disabled and average, average student, and gifted student. Students are not all the same, so giving them the testing that is appropriate for them would make the strides needed to see growth in each student. The student that has a learning disability to the student that is on the gifted program..each feels left out of the thought of what is in education for ME. At the present time, the education system is set for mainly one particular type of student and everyone else should fall in place with it. My answer to the "growth model" would be give the student an education for their needs not everyone has the same need. Isn't this called //Differentiation?//

(Amber Lam) Differentiated Instruction and Bloom's high Recalling Facts || Knowing What It Means || Using What Has Been Previously Learned || Disassembling Whole to Part || Assembling Part to Whole || Assessing Value || arrange define label list order memorize || classify describe explain review tell identify || apply illustrate solve interpret choose demonstrate || analyze compare contrast diagram diagram sort and label || create infer draw conclusions formulate || assess predict criticize rate judge support || []
 * Knowledge** ||
 * Comprehension** ||
 * Application** ||
 * Analysis** ||
 * Synthesis** ||
 * Evaluation** ||
 * Evaluation** ||

Great example Amber. I believe that every child CAN learn and it is my job as an educator to provide as safe and effective a learning environment as possible for that learning to take place. I was in Special Ed Pre-K for 4 years before getting my teaching position and I am here to tell you, I learned FAR MORE from the children than they did me. One of the main things I learned is that no two children learn in exactly the same way. The same concept needs to be taught in 2 or3 diferent ways to reach EVERYONE! ( Jodi Davidson )

I am right there with everyone. Children can learn despite their backgrounds, social status, or economic level. I'm not saying it will be an easy stroll but I have seen, as I'm sure many others, the "lower" achieving students become very successful in the classroom with the right support and tactics. Teaching is a constant trial and error process. We educators should be constantly improving and experimenting with other teaching styles and strategies so that we can reach those students who are having trouble in the classroom. Sometimes all that student needs is an extra push just to let them know that they are not alone for they will always have us their to help them. (Joshua Eanes)

I like the thought of "growing" and not just passing or failing. I had not thought of it that way. However, it is difficult to have a student always take pride in their work and it's also not feasible to make a different test for every single student. That's where a lot of trouble falls - especially in my classroom. I teach 9-12 graders in Personal Finance. I have immature, very mature, and everything in between. I also have students who are in statistics and some students that haven't passed Algebra I Pt I. I don't agree that the education system is set for ONE particular type of student - I think that could be blamed on individual teachers.

I think (Angie Cornett) that a growth model should have several components. First we need a beginning data point. Give a beginning of the year assessment. Next would be evaluating what reading or math skill needs the student has. Make a plan, following Response to Intervention strategies. Progress monitor on a regular basis and assess gain mid year to see growth, modify instruction, more RTI strategies and then a year end test. I believe the work assessed should be a mix of questions and portfolio work. To add to that, (Angie Cornett) I have recently seen a growth model that is circular is set up. First you assess, then you analyze data, then you plan instruction, and then you deliver instruction. It is cyclical. In Montgomery County we use PALS, Benchmark Tests, Running Records, SOLs etc. to assess. Then according to the model we would analyze by asking ourselves how well did the student do on xyz learning objective and what is the next step that they need to know. In the planning stage, we would see what resources we could use (text, technology, activities) and how it should be structured (whole class, small group, individually). Then you deliver the instruction and the cycle begins again with assessment. I agree, I've been reading about this RTI and find it quite interesting. It goes along with this growth model...consistent assessment, data collection, then delivery of instruction in a cyclical manner. Radford City has been doing this, successfully, with the use of running records. It works. They are now introducing C.A.F.E. (Comprehension, Application, Fluency, Efficiency) a guided reading program, still using running records that is proven to be highly effective. (Keli) The beauty of RTI is that when it is used as it should be it either improve student's performance before the are labeled with a disability or hels to "tease out" the specific needs of the child. This is especially true with younger children. In response to the data collection comments, one requirement of the high school in which I teach is the pre-test/post test data collection. This was not the norm in the previous system and I think it is so valuable. It really gives the teacher an idea of how to wisely spend the instructional time.

(Joshua Eanes) The growth model is a very interesting way to look at how well an individual student is doing. NCLB did do wonders for establishing a precedent for all students to achieve and it's something that our society needs. This is not to say the the system is flawed. Education is a continuing cycle so as educational leaders we should always be aware of changes, adapting to those changes, and overcoming all obstacles to close achievement gaps between groups of students. NCLB also reminds me of effective schools research and I am happy to see many more people adapting to the philosophy that all students can learn. Growth models can be a way to see exactly how far a student has come. In my opinion, a student does not have to make straight A's to be successful. Any improvement in a child's education is a victory not only for the educators but also the child and the child's family. Like mentioned earlier give a child what they need not what other people want. Every child's need is different so teachers must adapt to those needs.

I like the idea of a growth model because it can help meet the individual needs of our students. I would like to have all stakeholders in the community on board for this to be successful for all students. Parents also need to be made a part of the growth model because their ideas, beliefs, attitudes and values strongly influence their child's ability to grow.

One of the greatest issues facing our schools has to do with the standards movement under No Child Left Behind (NCLB). I think that most people would agree that standards and accountability are necessary and extremely valuable, but are we too focused on standards? Sergiovanni writes that "as now construed, standards too often erode local discretion, place the school's organizational character at risk, compromise its ability to be responsive to local needs and aspirations, and ultimately hamper its efforts to provide effective teaching and learning." Is the standards movement creating an educational system where the state has complete control? I think the American educational system needs to closely examine where we are going and if it creates classrooms where learning is exciting and expansive.

I am just curious what is supposed to happen now that we are moving away somewhat from "no child left behind" and now it's a "race to the top". How extreme will the changes be in our day to day operations of teaching these little ones? So now are we expected to "leave students behind". Sorry this is more just a reflection. ( Jodi Davidson )

I thin it's interesting that the federl government is controlling our approach and way of teaching. I am sure in the next ten years we will have another government idea that we will be follwing se we can have their funding. (Kevin White)

Sometimes a picture is worth a thousand words: I love the cartoon. So fitting and I agree that the accountability is important, but we need to also cultivate a child's creativity and teach them problem-solving skills. That is a difficult task with SOL tests looming over education.

LOVE the cartoon. SO LITERAL but it also reminds me that children ARE literal. When teaching, one needs to take the approach that a child hears and does EXACTLY word for word what is told to them. Accuntability IS important, but not just for standards that are taught, but also by leading by example. ( Jodi Davidson )

(Amber Lam)

The cartoon is very inspiring. I have always been the type of person to teach students what they need rather than what someone else thinks they need. Nonetheless we educators must abide by the standards that our state has set for us. Sometimes I feel it very upsetting that I have no time to teach students what I think they really need to learn in order to be a good and decent citizen rather teach them dull material that someone else has deemed important. I feel that sometimes that outside forces have become so influencing in our education system that we have lost the ability to really help the students be the best they can be. When we have to worry about numbers, SOL pass rates, and AYP it is very difficult to teach other material. (Joshua Eanes)

That cartoon hits home being a band director. IN my one feeder school students now have to choose between choir and band so we can have more instrucional time. I agree with the idea of SOL's, but not to the extnt we take it that it is going to produce a community of students that can spit bck information. but they won't be able to create anythng with that information. (Kevin White)

I am attending a professional development workshop Monday (the 19th) conducted by Ron Nash. He encourages creativity and problem solving skills by actively engaging students in their learning.



[]

(Amber Lam) My division has adopted the Everyday Math program beginning in the 2010-2011 school year. "**//Everyday Mathematics//** is a rigorous PreK-6 curriculum used across the country. It is scientifically research-based and proven to build students' mathematical knowledge from the basics to higher-order thinking and critical problem solving." After our initial training, I'm eager to learn more about this program and grow in succesfully implementing it in my classroom. Here is a link for anyone who is interested: [] Everyday Math is a wonderful way to differentiate math instruction. I was fortunate to be able to use the program for 3 years and if implemented correctly, it is extremely effective. Our school has the scores to prove it. It provides for seamless transitions from grade to grade, and it spirals, so the entire school is working on the same objective based on grade level. This allow for great opportunities to put student work and math posters around the school. The students really pay attention to them when it is what they are currently learning about. (Kristin Ratliff) I like using EM in my classroom. It incorporates some higher level thinking problems and teaches children different ways to solve the same problem. I do think that some students struggle with the spiral method because some concepts are not mastered before we move on to the next unit. However, the transition from grade to grade seems to be very successful. Although EM hits most of our SOLs, there are some huge gaps that are left out from the third grade curriculum. EM is a great resource, but in my opinion needs to be supplemented with additional instruction.

I appreciate any attempts to measure what the students know and have learned that is not a standardized test. It will create more work for the teachers and administration, but I feel like it will definitely be worth the work involved to assist each student to be the best that they can be!!(Rusty)

High stakes testing is a major issue that all educators must deal with. Competition between schools and accountability can be stressful for administrators. The debate over charter schools is interesting. While charter schools provide students with alternative ways of learning, they also compete with public schools and influence funding. Standardized testing provides us with a limited picture of what a student learned during a school year. Although this information can be valuable, it should not be the only indicator of student success. NCLB allows no room for differentiation and individualized instruction. The bar is continually raised for schools with expectations of "one size fits all" learning. One test does not improve learning any more than a thermometer cures a fever, said Heubert, a professor of education at Columbia University and author of the book ''High Stakes: Testing for Tracking, Promotion and Graduation. We should be using these tests to get schools to teach more of what we want students to learn, not as a way to punish them. //-Boston Globe, December 7, 2001,Testing expert calls for more than MCAS results to assess students//



I strongly agree with this statement. We need accountability in education, but I think we have taken it to the extreme by expecting every student to fit one mold. I think we need differentiation among accountability standards. Our country doesn't have 100% pass rate on anything, so why does this expectation get placed on educators.

(Meredith Marks) agree that the standards movement is a problem. Obviously there needs to be accountability but this intense focus on SOL testing has handicapped both teachers and students. Teachers cannot stray off course with material and students are being taught to the test rather than through the enjoyment of learning. The classroom focus needs to be on the students, their growth and knowledge rather than a specific standardized material that will be tested at the end of the school year. Education should be customized for each student and her needs. With this focus on the test, however, learning cannot be customized for fear the student will not perform on this one standard evaluation. Further, teaching for this one standard evaluation takes excitement out of both teaching and learning causing both students and teachers to work for the wrong reasons.

I agree, it should be restated "No Child Left Behind (as long as you keep up with the county pacing guide)". I have been to workshop after workshop where the people say not to follow the pacing guides page by page and an effective teacher only uses the textbook as a mere resource. I agree with this and I would love to have the ability to live by this, but the reality is that the Central Office staff in our county do random spot checks of teachers and their lesson plans. If they "stop in" we are to be within a week of the pacing guide and be following along exactly. I believe this could potentially stife the quality of education the teacher is able to provide to the students. (Christy Bowman)

I totally agree....we are forced to teach to a test instead of teaching with depth and accomplishment. There is so much more to the subjects we teach besides the standards given us by the VDOE. We do need to slow down as educators and remember that we are teaching students a subject, not just SOL8.4. Quality shoud totally be more important.(Rusty)

I agre with Rusty. I grew up in Pennsylvania and we ad standardized tests to see how the students and schools were doing. It will be interesting to see in the years to come if data shows that students have learned more through this. Again, as I stated before, we are taking away the time for these students to create and synthesize work. (Kevin White)

Here's a thought......what if we just did away with the Department of Education and give the state's back the right to make their own educational decisions. Maybe this would take care of a lot of our problems....hmmmmm....something to ponder......

With policy makers leading the decisions as to the direction of American education, teachers are the ones in the reality of schooling. Schools must be united in striving for high standards and seeking to reach each child. However, schools build a climate of support and communication with the demands that are being placed on teachers and school performance. The standards movement can easily zap the energy and excitement out of teaching and learning. We need each other to be encouraged and rewarded for the good teaching and child development that is happening in schools...and not just good test scores.

I think this starts with our own education of who we qualify as teachers. Many of our youth across the country are entering the education field of study at the University level as their "fall back" because it's easy, the level of expectation is low. We do not have high standards at the University levels and therefore are not turning out highly qualified teachers to teach our youth. Many of the teachers that are teaching today are the low achievers of yesterday who settled for mediocrity in themselves. I believe its time for revolution in the Education field from the roots up. I think we need to be honest about who we hire as teachers, who we agree are good student teachers. It's time to select the best.

One issue pressing in a lot of schools is NCLB. Why would the federal government approve it when the state can't pay for it. Let's also throw in there the SOL's from the state. Between the federal and the state, the locality seems not to have much of a "say". At my school, we are losing more positions instead of gaining positions to lower the class sizes (which would probably help with SOL scores). School divisions seem to be cutting corners by hiring teachers that are not "highly qualified" -- instead let's hire a provisional teacher and save money. Most of these teachers do not even last 3 years to get tenured -- so the school divisions lose out again on the money spent so far on these teachers!

While these are all great comments and points, we should try and slim this piece down a little. Thoughts? Ideas?

Where is the fun? The joy? The lasting relationships? Persistent expectations demonstrate caring to our students. In a caring positive environment, students feel empowered to try, fail and try again. For me (Debra Perry) I really like my students and have a blast with them while we are learning. Learning is fun. The most challenging issue is for us to keep "it all" in context to our personal stance and our utmost duty to create a caring environment. How can supervisors assist taechers to create, maintain and protect as sacred their classroom's caring environment? We can go back to constructivism for help (at least when supervisors evaluate teachers): integrated units, small group activities, representing to learn, classroom workshops, authentic experiences and reflective assessment. But back to the main challenge, to keep the personal relationship at the forefront - teachers: be persistent. Supervisors can help by recognizing this care-giving role by doing all that they can to help make the "pile" of other issues concise and respectful. The caring should trickle down from the top!

From this course, I have learned so much about my school. I do not spend much time in a specific school building so this course has forced to learn more about my home school. After researching the topic of attendance, I found out that it is one of the areas of improvement. I work in a high achieving school with very little occurrences of fights or other major issues. In addition to attendance, schools worry the most about money. My school system had to make dramatic changes in school personnel and there is talk of the next year being worse. I am not sure how effective school is going to be with the number of students increasing in the classroom and the number of teachers decreasing. I am afraid more students will fall through the cracks.

Creating a learning environment in which students flourish is a challenge that all educators face. Administrators are responsible for developing and fostering a vision for their school that is shared by all stakeholders. As administrators, we have the challenge of bringing the school community together to engage students in the curriculum. Fostering the philosophy that all children can learn is both a challenging task and essential for student success. This is a video of The Ron Clark Academy in Atlanta, Georgia. I recently visited RCA and think it is an excellent example of a school with a shared vision of learning: []