count2infinity wrote:you talking secondary or elementary education? I think that they need to have a much larger division between the two. I was a secondary education major and all but one of my education classes were a majority of elementary ed majors. I understand that it's important for those at the secondary level to know how young minds work, but they need to become an expert in a particular material. I like your plan for elementary ed majors, MWB, but not for secondary ed.
columbia wrote:Is Paulo Freire ever brought up education department discussions?
I enjoyed 'Pedagogy of the Oppressed" when I read it a long time ago, but that's the way I roll.
My guess is that the answer is a distinct "no."
columbia wrote:They talked to Kahn and focused on the seemingly positive effects in CA, where it has been piloted in about 30 schools (districts?).
You can see it here:
Reading pass rates
•All students, 85 percent
•Asian students, 92 percent
•White students, 90 percent
•Hispanic students, 80 percent
•Black students, 76 percent
•English language learners, economically disadvantaged students and the proficiency gap group, 76 percent
•Students with disabilities, 59 percent.
Math pass rates
•All students, 61 percent.
•Asian students, 82 percent.
•White students, 68 percent.
•Hispanic students, 52 percent.
•Black students, 45 percent.
•English language learners, 39 percent.
•Economically disadvantaged students and the proficiency gap group, 47 percent.
•Students with disabilities, 33 percent.
MRandall25 wrote:I can't believe our math scores are that bad compared to the reading... 24% difference says a lot to me.
MWB wrote:After researching a little, Virginia is not going to R2T, but instead trying to get a NCLB waiver on their own. The above may be their effort to do so.
MWB wrote:Don't really know much about the waiver process, but I assume historical performance, tracking of student growth, teacher evaluation, and established state standards all go into it. Virginia also opted not to adopt Common Core Standards, which many states have adopted. Looks like they're trying to do it in their own as much as they can to avoid falling into the R2T or NCLB chasms.
count2infinity wrote:where I was teaching, my principal was spending so much time with the stuff MWB mentioned as well as with the school board and his higher ups. seriously, every time I would go down to talk to him about one thing or another he was in a meeting with his higher ups. As a new teacher he was to visit and do a formal eval twice a year and to stop by and do walk throughs every other month. He did that for the first few months of me teaching. From there he only did formal evals, and then even my last half year there, he didn't do that. He just had me come down and sign the paperwork that he did do it. It's really a matter of time and money. Maybe instead of the government spending the outrageous amounts of money they do on reform and testing they should just supply the money for every school district to hire a person to do teacher evals, and report to the school principals about their teachers.
count2infinity wrote: Maybe instead of the government spending the outrageous amounts of money they do on reform and testing they should just supply the money for every school district to hire a person to do teacher evals, and report to the school principals about their teachers.