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  • State’s Expanded Role in At-Risk Schools Will Benefit Students

    Posted by Dr. Rich Bozza at 5/9/2012
     

    New Jersey’s most troubled schools will be getting more ‘hands on’ help from the state to turn around persistent academic failure and close achievement gaps, a move that NJASA applauds as an effective alternative to the federal program, No Child Left Behind.

     

    No Child Left Behind mandates blanket changes across the board while the new accountability program allows the state to target schools rather than school districts. This change will start to address the specific barriers to learning that are present in schools in underserved areas.

     

    In February, New Jersey received a waiver from certain provisions of No Child Left Behind, a one-size-fits-all federal program. The state then developed its own accountability system of Priority, Focus and Reward schools. Of the 2,500 schools in New Jersey, the state identified 258 at-risk schools and 112 high-achieving schools for the program.

     

    • 75 priority schools include the lowest performing five percent of Title 1 schools in the state over the past three years.
    • 183 focus schools have room for improvement in specific areas, such as graduation rates or student achievement gaps.
    • 112 reward schools show outstanding student achievement or growth over the past three years. Reward schools will have the opportunity to share successful practices with educators across the state.  

     

    It’s anticipated that the state will manage this program via satellite bureaus known as Regional Achievement Centers.

     

    Chief Education Officers will be working closely with the state to remove barriers to learning in these schools. But that’s not the greatest challenge that we face. It’s minimizing the effects of circumstances outside of school – from poverty to gang violence – that can hinder educational progress. There is a lot that can be done to ‘clean up’ these areas and minimize these negative effects. We’re calling on the communities to step up to the plate and make this program a home run.

     
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  • Teaching Profession Could Lose Best Educators

    Posted by Dr. Rich Bozza at 3/30/2012
     

    A recent survey1 revealed that teachers have the lowest level of job satisfaction in more than two decades, an unintended consequence of recent budget cuts and other changes in schools. Providing teachers with additional support, and elevating the profession to a high-value career, are necessary steps to improve the satisfaction score.

     

    If a business executive had to do his/her job without support from an administrative team, co-workers or management, it would likely be in a start-up business. Schools are not start-ups, yet teachers are doing their jobs without a lot of support. At the same time, they’re worried about whether they’ll have a job next year.

     

    With the recent widespread teacher layoffs, there are many educators considering career changes as well–and others reconsidering whether to enter the field.

     

    Job security was one reason cited for lower satisfaction scores. The 28th annual MetLife Survey of the American Teacher found that only 44 percent were “very satisfied” with their jobs, down from 59 percent just two years ago. In addition, there was an increase in the number of teachers considering leaving teaching for another profession and in the number of teachers who do not feel their jobs are secure. The 2012 survey was based on telephone interviews with 1,001 U.S. public school teachers.

     

    “Teaching in the U.S. is unfortunately no longer a high-status occupation,” according to Andreas Schleicher, Deputy Director for Education and Special Advisor on Education Policy for the Organisation for Economic Co-operation and Development (OECD), as reported in the New York Times.2 “Despite the characterization of some that teaching is an easy job, with short hours and summers off, the fact is that successful, dedicated teachers in the U.S. work long hours for little pay and, in many cases, insufficient support from their leadership.”

     

    There are many factors discouraging capable students from entering the teaching profession. These include low job security and low pay relative to that of other careers requiring commensurate education and training. In addition, the profession carries relatively low prestige.

     

    That leads to a need to elevate the profession of teaching in the same way that high-performing countries like Korea, Singapore and Finland currently do. The Department of Education is working toward this goal with the RESPECT Project.3 I support these efforts and others such as mentoring that help teachers develop themselves as professionals. I believe that will go a long way toward increasing teacher satisfaction scores.

     
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  • How iPads, Apps, Twitter and More Engage and Educate Students

    Posted by Dr. Rich Bozza at 2/9/2012

    It used to be that students had to turn off their phones and other technology when they entered the classroom. Now, in some cases, they’re directed to power them on. It’s part of the drive toward technology for schools seeking to meet new statewide curriculum standards requiring students to master 21st century skills. That means many educators are now embracing once-banned smart phones, iPads and similar devices, as well as social media platforms from YouTube to Twitter.

     

    But just what does the 21st century classroom look like in New Jersey? It’s powerful, engaging, and unlike anything you’ve experienced as a student – even if you graduated as recently as the year 2000.  

     

    As chairman of the NJASA Technology Committee, Fort Lee School District Superintendent Steven Engravalle has kept his pulse on technology in the schools, both in New Jersey and nationwide. According to him, the most common use of technology in schools today is probably Web 2.0 – an interactive experience through social media and connectivity – blogs, wikis, Google docs. Teachers and students are posting blogs and wikis and sharing a dialogue. They’re able to have real conversations about literary work or an event in history, for example. Importantly, educators can set up Web 2.0 as a structured environment, so it’s safe from inappropriate content. It’s very interactive; students are fully engaged in the subjects they are studying.

     

    Historically, students participated in learning more passively. When Steven and I were in school, sitting and listening to the teacher, the retention rate was probably around 30 percent. The retention rate goes up exponentially when students interact with the subject through an authentic experience. Technology is the tool that allows students to do this.

     

    Imagine learning about a country in Africa. Then think about what it would be like, not only reading about it or seeing images of the country, but speaking with its residents. That’s what technology allows – taking learning to a deeper level. The teacher no longer has to be the holder of the content. There’s literally no limit to the amount of knowledge that students can acquire. The teacher’s role shifts to framing the discussion. S/he doesn’t teach students what to think but rather how to think. It’s a completely new paradigm for instruction.

     

    Educator Ian Jukes said it best. The director of the 21st Century Fluency Project pointed out, “This isn’t about teaching PowerPoint; it is about teaching kids to be better communicators. This isn’t about teaching Microsoft Word; it is about teaching kids to be better writers. Learning about the technology is nothing but an incidental (but essential) byproduct of that process. The real issue in education is about thinking – the technology is just the vehicle that will allow us to go there.”

     

    But technology in schools does not come without its challenges. You might think the main impediment to equipping all of our schools with technology is cost. That is a significant factor, but thanks to the generosity of institutions such as the Bill and Melinda Gates Foundation and Apple Computer, it’s less of a hindrance for some districs than you might expect. And while cost still remains an impediment for many of us, a more significant limitation could be educators unfamiliar with the next level of technology.

     

    The most difficult obstacles to overcome are fear and complacency. Educators are in a comfort zone. They’ve been teaching a certain way for a long time now. Change takes courage. But I think teachers are ready for technology if it’s presented in the right way.

     

    Steve shared the story of one teacher who had a longstanding career in the public school system.  She had taught for 38 years. When she started, she didn’t know what a mouse was, or how to turn on the computer. But we met her at her level, and worked slowly so that she was comfortable. Today, she’s the technology coordinator for her building!

     

    Success stories like these show the importance of teacher training. The students are the natives to technology; teachers who grew up before the age of iPhones are the newcomers. We need to stay on top of the latest technologies so that we can share them with our students.

     

    That’s why the NJASA holds the TECHSPO conference each year. A record number of attendees participated this past January – teachers, administrators, curriculum directors, and school board members. This shows a commitment to incorporate the technologies that have already permeated their students’ everyday life, in a way to engage students and advance learning.

     

    You’ll find a variety of options already in New Jersey’s schools: laptops, Smart boards and electronic readers. How about iPads to create a 1:1 learning climate? Textbooks on the iPad feature interactive animations, diagrams, photos and video – literally bringing the content to life in a way that we never have before. Tech tools also can launch a love of literacy; read the classics or the latest release from your favorite author. Tweeting can encourage student achievement. Online courses are growing at the college and university levels – why not utilize them more in K-12? We’re trying to encourage teachers to try Podcasting. That’s the perfect way for a child who misses school due to illness to see the lesson and catch up on the work. 

     

    We are more capable than ever to deliver information and instruction to students when they are ready to learn, not just during a schedule preplanned by the teacher.  ‘Just in time’ delivery, a concept that transformed the need for manufacturing, service and retail warehousing of supplies, is now being applied to student learning needs through technology.

     

    Many New Jersey schools are already strong in their use of technology. Howell Township Schools placed first among mid-sized schools using technology in the seventh annual Digital School Districts Survey conducted by e.Republic’s Center for Digital Education and the National School Boards Association. The purpose of the survey was “to recognize exemplary school boards and districts’ use of technology to govern the district, communicate with students, parents and the community and to improve district operations.” Springfield, N.J. public schools placed first in the small student population category.

     

    The first place winner in the large student population category – Clark County School District – was represented at NJASA’s TECHSPO. Clark County educator and administrator Jhone Ebert identified 21st century learning as part of a greater learning community that includes online learning and 24/7 access to resources. Students benefit from highly interactive and explorative learning experiences that also teach valuable technology skills.

     

    Given that schools have embraced technology, what is the real impact on learning? Take away the term, technology, and think of it as a tool – not a magic bullet. Technology allows us to differentiate instruction so that the advanced student gets what s/he needs while the remedial student also thrives. Technology allows students to learn at their own pace. Technology provides the immediate data that educators need to make decisions on next steps in instruction. Technology allows us to address each of Howard Gardner’s multiple intelligences. Students can embrace the learning styles that work best for them: visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical-mathematical.

     

    Marshall McCullen once said, “Our age of anxiety is in great part the result of trying to do today’s jobs with yesterday’s tools.” The schools that allow students just 40 minutes of computer time a week are putting them at a disadvantage. You couldn’t be globally competitive with access to technology just 40 minutes a week.

     

    It’s time to power up, and you’ll find the Chief Education Officers at the helm of this journey. They are responsible for bringing schools into the 21st century with state-of-the-art facilities, technology and intellectual property that enable educators to engage and teach students, and students to learn and prepare for higher education, professional careers and trades.

     

    The days of ‘chalk and talk’ alone are over. Technology advancements are coming at us quickly, and we have to adapt accordingly to ensure that our children can remain globally competitive in today’s world – and tomorrow’s.
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  • ‘Items to Watch’ in 2012

    Posted by Dr. Rich Bozza at 1/5/2012

    School Budget Vote, Teacher Evaluation, Curriculum Standards Among ‘Items to Watch’ in 2012


    The new year means continued challenges for New Jersey schools, from developing an authentic assessment for teachers, principals and students to moving the date for school elections and budget votes.

     

    The following items warrant our attention.

     

    1.       Shifting Budget Vote to November Will Benefit Schools

     

    A new bill to move New Jersey’s April school budget and election votes to November is on track to pass. Sponsored by State Assemblyman Louis Greenwald (D-Camden), this is the first bill in decades to receive bipartisan support, possibly due to its flexibility, according to the NJASA. Districts are able to choose whether or not to move the election date from April to November. The change in date may be made by the school board, municipal council or by voter referendum.

     

    The proposed bill also eliminates budget votes for towns below the 2 percent cap. If the budget is above the cap, the excess amount would be put to a vote.

     

    This is a smart move for New Jersey schools. Historically, April elections have had low voter turnout. By shifting elections to November, there will be increased participation. This bill also will help districts whose below-cap budgets are being rejected by voters.

     

    2.       Teacher and Principal Evaluation Must Be Authentic

     

    New Jersey’s schools are under pressure to implement a new teacher and principal assessment program for the 2012-13 school year. The new assessment program is anticipated to influence decisions about school personnel policies; professional development; promotion; compensation; merit-based bonuses; and tenure and reductions in force.

     

    Currently, 11 schools are testing the pilot program through March 2012. The program is expected to be a requirement for New Jersey schools for the 2012-13 school year, though the assessment in the initial year may not be counted toward teacher and principal tenure.

     

    NJASA urges the state to take some time to evaluate the results of the pilot program and talk to administrators and staff to obtain feedback to make this an authentic assessment.

     

    The “one-size-fits-all” approach might not address specific situations such as posed by the following questions:

     

    • If one classroom has a number of special education students or limited English speaking students, should we rate the teachers the same on their students’ test scores? 
    • What if there is a team-teaching approach? 
    • How do you credit each teacher for the performance of students? 
    • Does the influence of the second grade teacher affect the outcomes of the students taught by next year’s third grade teacher?

     

    3.       Core Curriculum Standards Will Update Student Assessment

     

    The Common Core State Standards, adopted by 45 states and the District of Columbia, will change the face of student assessment. The new standards will require more frequent and more comprehensive testing, including computer-directed, performance-based tasks.

     

    Developed in collaboration with teachers, school administrators, and experts, the standards are designed to provide a clear and consistent framework to prepare students for college and the workforce. No state will lower its standards to comply with the national norm but rather will build upon the most advanced current thinking.

     

    The New Jersey Department of Education is already working in concert with neighboring states to develop and disseminate exemplary curriculum and periodic assessments in language arts, mathematics, biology, chemistry and physics which schools can use beginning with the 2012-2013 school year.

     
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