There's Greatness Within...

"I saw an angel in the marble and I carved until I set him free." - Michaelangelo

So much of teaching and learning is uncovering greatness within. Sometimes it's hard for adults to look at a young person and believe that under that hoodie, behind those noise canceling earphones, underneath that surly mood, or disguised by immaturity, greatness lurks. It does though...there is greatness in all of us. In our building's Challenge Day activities, facilitators challenge students to look below the "waterline", or surface, and discover that there is more to each of us. In doing so, as Michaelangelo did, we may uncover greatness.

A recent news story that has made the rounds on the internet and television gave an account of a small diner, where in the holiday spirit and in an unsolciited, random act off kindness, a patron decided to pay the tab for another patron. In turn, that patron paid for others, and the "paying it forward" continued all day. It's this kind of kindness and goodwill that the holidays often bring out in people, and that our best educators employ daily. Education is ,after all, the ultimate "pay it forward" occupation. The lessons of today lead to the innovations and creations of tomorrrow.

The holiday season is the perfect time to look a little deeper, be a little more accepting, and search more passionately for the "angel in the marble". The holiday tradition of gift-giving also reveals one of life's most precious secrets - the greatest and most staisfying joy comes from giving.

Happy Holidays!

The Three W's...Writing, Writing, Writing...

"I heard from my teachers that 'practice makes perfect', but then they told me that no one is perfect, so I stopped practicing..." - Jeff Foxworthy, comedian

Just before Thanksgiving break, North administered a practice ACT writing test to all juniors. The test was scored by teachers of our English and social studies departments, and copies of each student's writing, and their scores on the ACT writing rubric were sent home to parents of each student, given to the student's English teacher, and copied to 100 Club mentors. The ACT rubric is a 6 point scale, and each paper is read by two scorers. Their combined score is the student's ACT writing score. In looking for combined scores of 8 or above (two scores of "4" or higher by each reader), we realized we still have a ways to go to make sure our juniors are prepared as writers. The absolute best strategy for improving writing is practice. Practice writing, even without feedback, improves the thought process important to producing good work.

North English teacher and North Pointe advisor, Andrew Taylor, provided me this "tip sheet" from Roy Peter Clark at http://www.poynter.org/column.asp?id=78&aid=173999&view=print for teachers to use in improving student writing. Most, if not all, of these strategies can also be employed by parents who want to support their son or daughter's evolution as a writer:

The best writing teachers:
Encourage students to write every day. Students should spend some time writing in class, where the teacher can see them write or not write.

Do not mark up and grade every assignment. Grading papers is thankless drudgery for teachers; trying to interpret those marks is punishment for students. The good writing teacher develops a rich variety of ways of assessing student work.

Write, on occasion, with and for the students. A writing teacher cannot just talk about writing. The teacher needs to be in the game, demonstrating how writers solve problems.

Teach writing as a process. By now an old idea, but still undervalued by teachers who tell students what to write about and then correct all the students' mistakes.

Confer with student writers throughout the process. The teacher should spend some class time on being a resource to the student writers, an inquisitive editor who asks good questions and listens.

Connect reading and writing. The idea is not just to read literature for content and theme, but to come to understand the strategies professional authors use and pass them on to students.

Get students to talk, talk, talk about reading and writing. Writing workshops require moments of concentrated silence, but it's not all "shut up and sit down." Teachers must inspire classroom conversation about how reading and writing make sense.

Offer appropriate praise and encouragement -- as well as correction. Teachers, especially journalism teachers, seem much better at communicating what is wrong with a text than what is right, what needs work rather than an appreciative understanding of what works.

Give opportunities for revision. Good teachers attend to the three big parts of the process: prevision or rehearsal; vision or early drafting; and revision.

Never use writing as a form of punishment. Remember what happened in Harry Potter and the Order of the Phoenix to the evil pink nightmare, headmistress Dolores Umbridge, who concocted the most wicked form of writing punishment -- letters carved in blood on the backs of their hands.
Teach skills, like spelling and grammar, within the context of writing. Teachers may be required to teach skills through specific lessons and drills. Fair enough, but at least use real writing to test whether students have mastered the elements of English.

Believe that all students, not just the "stars" can improve their writing. Writing coach Jack Hart argues persuasively that we teach reading as a democratic social skill, something that every person should learn; but we continue to frame writing as if it were a fine art.

We must all work in partnership to prepare our students as writers. With the onset of the digital age, more and more communication takes place in writing over the internet. Social networking pages for social interaction and the workplace, distance learning, working from home or remote locations - all require people to communicate effectively in writing. If you would like more information about assisting your son or daughter be a more effective writer, please feel free to contact his/her English teacher at North, or me directly. Write, write, and write some more, and don't worry if you aren't confident in your own writing and editing, after all - "Most editors are failed writers - but so are most writers. " ~T.S. Eliot

Piano stairs - TheFunTheory.com - Rolighetsteorin.se

In our desire to manage our schools, our homes and communities, and in our seriousness about student achievement, college and "future", we sometimes forget that it's important to have fun along the way.




The "piano stairs" video is a good example of how adding an element of fun can make something that is otherwise not appealing seem very attractive. Often that is the job of a teacher - creating an environment where students learn without realizing they are learning because what they're doing is fun.




For young children, one of the educational theories is learning through play. Through activities and manipulating objects in hands on ways, kids learn basic laws of physics, geometry, and even social skills. Unfortunately, as we get older there becomes an emphasis on "sit and get" learning - an expectation that students can learn by sitting, taking notes, and then regurgitating the important concepts on an assessment.




Effective learning comes when a student is engrossed in content. What better way to make that happen, than incorporating a little fun into the day. At North we've put an emphasis on project based learning that gets students involved in activities that are rich with learning opportunities. Ask your child's teacher what projects will be completed during the course of the year.

Dollars and Sense...

This year's budget process will see all schools in the state facing unprecedented cuts. With the recent actions of Michigan's legislature and government, the Grosse Pointe school system will be hit particularly hard. Over the past several weeks, members of our district's Budget Council have been meeting to determine how to manage our budget with a reduction of approximately 6.6 million dollars for next year.

Primary in our focus has been trying to be creative to ensure that we can continue to offer the many quality programs that we currently run. The high schools have a unique situation because of our seven period school day that includes tutorial periods. These tutorial periods are very costly to the district with little return because students are not earning credit during these periods, yet staff are assigned to each tutorial. Over the past several years, high school administrators have consistently advocated for a change to the structure of our school day to make better use of all of our resources.

During this budgeting process, it has become apparent that if we stay within our current scheduling framework, we will have to cut seventy or more sections out of our schedule to meet budgetary targets. Similarly, a change to a six period day would result in a cut of more than seventy sections out of our schedule. A cut of this magnitude will likely mean the end of support classes, many elective classes, entire elective programs, and high class sizes. This does not have to happen...

A move to a trimester schedule with three twelve week terms could allow us to actually add 70 sections while saving approximately $700,000 per high school. This schedule was unanimously recommended to our board by a large committee of teachers, administrators and parents two years ago. Farmington, Birmingham and Clarkston school districts all use this schedule to name a few high achieving school districts in our area. All high school administrators, our Superintendent, and our Assistant Superintendent for Curriculum and Instruction, support this change in our school day.

The trimester schedule makes sense. It has many advantages beyond money savings, but in this day and age of cuts, the monetary savings cannot be ignored. It is time to change and move away from our costly seven period day with a schedule that maximizes both our dollars and our educational opportunities. We will discuss this schedule with our board Monday night at a workshop at 7:00 p.m. at North. Come join the discussion if you would like to learn more about this opportunity to turn the negative of budget cuts into a gain of opportunities for our students!

Problem Solving or "Mom Where are My Socks?"

How many times a day do your children yell through the house that they can't find something, only for you to walk into the maelstrom of chaos and madness we call the "teenager's bedroom" and find it right where it actually belongs? The last place any child looks is the most obvious, rightful place for an object. Perhaps this has been true throughout time, but I'm convinced the conveniences of the modern world have exacerbated the problem.

A critical function of today's classroom has to be problem solving. The world we live in changes so rapidly that people who can't adjust and adapt will be left dumbfounded as the world passes. The conveniences of the modern world have spoiled us into being incapable of solving even the simplest of problems. When our computers (the power and speed of which we couldn't have even imagined a few years ago) don't respond immediately, we're on the phone with the help desk for an answer. The changing environment in which we live has changed the focus of schools. Rote memorization has far less relevance in schools than teaching students to solve problems. We have moved more and more to skill based assessments in determining whether students have mastered the skills and the ability to apply those skills.

In a typical literature class, students will learn about authors, discuss texts, analyze those texts and have discussions regarding character and themes. Traditionally the exam might have included matching terms with definitions, answering short answer and multiple choice questions about events and literary devices from the piece, and reciting or regurgitating pearls of wisdom from teacher lectures. There is still room for some of that, however the outcome assessment, typically a semester or final exam, is now more likely to be a skill based assessment. On such a test, a student might be given a piece of literature with which he/she is unfamiliar, and asked to apply all the skills mastered during the course to analyze and answer questions based on this new, never before seen, piece. The goal is cultivating the skill to apply lessons learned to new situations.

Ask your child's teachers what kind of critical thinking and/or problem solving activities and assessments are being employed in the classroom. They should be able to point to specific examples in their lessons and assessments. We're determined to have graduates who can find their own socks, and who will never be stranded on an escalator...

The Pennant Race for Schools

Baseball pennant races are among the most exciting events in sports, and with our beloved Detroit Tigers in the midst of a down to wire chase for a playoff spot, there is a real sense of urgency here about the baseball season. Every pitch, every play, every at bat now takes on monumental importance as the team struggles to maintain their lead in the division race and make post season play. This sense of urgency has led to heightened performances for some, and disappointments for others. Mistakes at this point in the season are magnified, and every play dissected ad nausea by analysts. Our schools are in a "pennant race" every day. Never in our country's history has our future depended so much on an educated work force of the future.

There is a tendency in baseball to discount things that happen early in the season. An error in April doesn't count as much as an error in September. This same trap exists for schools. Mistakes that students make as freshmen don't seem as significant as ones they make in the senior year. It's important that we work to overcome that apathy towards early shortcomings, and create a sense of urgency for our students. In baseball and in schools, the error early in the "season" counts as much as the one late, it just may not get the same attention.

Parents, please help us stress the urgency of schoolwork, particularly with our younger students. When we meet with the freshmen on their first day, we emphasize to them that high school is the first time that the grades they receive will actually have a significant impact on their future. These grades will determine, in part, what post high school opportunities are available. Often times this catches both students and parents bu surprise, and there is a tendency to brush off the freshman year in terms of importance. Too often I see seniors who are choosing their schedule based on a desire to improve their g.p.a. because of deficiencies from their underclassman years, rather than choosing courses that will prepare them for what's ahead.

The need to be educated to survive and prosper has never been more urgent. Help us stress this urgency with all of our students, especially our young ones, and....Go Tigers!

Lost Generation

This is a very creative and thoughtful reflection by a young person. Be sure to watch all the way through for the great twist on a theme.

Our young people represent our greatest hope for preserving and improving our great country and the world. This is a great reminder about the power of hope.

Web 2.0 - Social Media Revolution

One of the primary goals Grosse Pointe schools have adopted in our High Schools 2.0 plan is taking instructional advantage of the tools available in Web 2.0. In its simplest terms, Web 2.0 applications represent a new age in internet connectivity - interactive communication.

Web 2.0 applications allow for expanded connectivity, and have made the world effectively a smaller place. Our students live in this digital world, and the concept of social networking has many potential uses in education. This short video piece illustrates the extent to which social networking is revolutionizing communication. Take a look!

What We Don't Know Might Hurt Us...

Despite a cloudy, unseasonably cool, unseasonably gray and dreary Michigan Saturday, my family and I joined friends on boats in the bay in front of Selfridge Air Force base to watch their semi-annual air show. We were wowed by the World War II fighter plane acrobatics, the eerie Stealth Bomber, and a variety of sky writers and sky divers. We were most impressed with the power and precision of the Air Force's elite Thunderbirds show - six F-16s flying in precision formations and performing amazing aerial stunts at high speed.

As we watched, it struck me how interesting and amazing it is that there are these kind of parallel universes of knowledge and experience in existence. My son asked me a number of questions about the planes - air speed, size, weaponry - an entire litany of perfectly appropriate questions - none of which I could answer. In the military, and probably in many different worlds, what we don't know could literally hurt us.

This morning as I returned to work, and we continued preparing for next week's registration, and the subsequent start of school for freshmen on Sept. 8th, it's more apparent than ever to me that we can't possibly adequately prepare our students for the world they will inherit as adults. Many of their future careers don't even yet exist, and others are beyond the conceptual grasp of most of us. What we can do, is prepare them to be creative problem solvers.

I didn't know the answers to most of my son's questions Saturday, but I do now, because I have the capability to find information. We went to websites, asked people who knew the answers, and found out about a world that is largely foreign to me. The most important and valuable skill we can provide our students is to give them the tools to gather information and solve problems. The necessity for project based learning that requires skill application is greater than ever.

We're excited about the start of school, and the opportunity and responsibility we have to prepare our students for whatever comes next. The more they know, the safer and more capable they'll be.

By the way, the F-16 can fly at speeds of Mach 2 - just over 1300 miles per hour - and has a range of over 2400 miles...just in case someone asks you...

Oh the Places We Will Go...

One of the things that I've enjoyed most about this blog is that it has led to me meeting a variety of interesting people in education from all over the country and the world. At the bottom of the page there is a "Clustr Map" that counts visits to the page, as well as identifies from where those visits originate. It has been fascinating for me to see first hand how this digital medium can make the world smaller, as people from all over have somehow happened upon my ramblings here.

Ultimately, this is a great benefit to this form of communication, and a strong reason to encourage our students to explore content creation on the web with reasonable limits and precautions. The opportunity to gain perspectives from other young people across the globe is kind of a "pen pal" on steroids.

When I was an elementary age student, one of my teachers established a written correspondence plan with a teacher and her students in Mexico. Each student in our class got a single pen pal, and we communicated and learned about each others' country and life. By way of the Internet, today's students can establish contacts with multiple people across the globe in seconds, and maintain those relationships. Through this practice, there is a real opportunity for people to learn more about each other. Through that understanding, today's young people have a real opportunity to build a better, more understanding world community for the future.

Like most exciting opportunities, digital communication comes with responsibilities, and it is incumbent upon parents and educators to impress upon our students guidelines and safety procedures to ensure the development of appropriate web relationships. With the right guidelines in place, we can't even imagine "the places they will go...".

Still in School...

A few weeks ago my youngest child asked how come I still have to go to school...even with no students, much is happening over the summer months.

At North we have a wide variety of summer construction projects, including: asbestos abatement, window replacement, locker replacement, facade work, and ceiling and lighting replacement. Some have asked how we are able to afford these projects at a time of budget cuts. The district has what is called a sinking fund, approved by voters, that is money to be used for specific purposes that are primarily "bricks and mortar". In other words, this fund pays for ongoing repairs and replacements that are necessary maintenance to the district's buildings. Visitors to North will see that the majority of "B" building is under construction.

In addition to construction, we have interviewed and hired a new teacher of Chinese - Alethea Gurabhardi comes to us from Farmington Harrison High School, and will take over the Chinese program at North, South and Parcells. She formerly lived in Taiwan, but is a native English speaker with a wealth of experience. We're very excited about her addition to our staff.

The summer months give principals an opportunity to review achievement data, further develop implementation plans for school improvement, and prepare staff development activities for the fall. We are working on a very tight timeline for the installation of technology including SMART boards, projectors, sound systems, and a variety of hardware and software pieces. There will be a necessary training schedule associated with this work that has to be planned.

If you have questions regarding grades, schedules, enrollment / registration, or anything related to North, we are here in the office all summer to assist! As I told my youngest in response to her question - school's never out for the principals...

Things Every Graduate Should Know...

The Grosse Pointe North Graduation went very well tonight despite the inclement weather that forced us inside. We have much to be proud of with the Class of 2009. Below is my commencement address for tonight's ceremony, entitled Ten Things Every Graduate Should Know. Congratulations Class of 2009!

Good Evening Parents and Families, Colleagues, Members of the Board of Education, and, most importantly, Graduates,


I know that when you thought about this night, and its importance in your life, this step on your road to freedom – breaking the chains of high school, this celebration of transition from one phase of your life to another, it’s unlikely that any of you thought, “I can’t wait for Mr. Bearden’s speech. That’s going to be awesome!” Graduation speeches are often not that memorable because they are full of clichés and tired quotes. In fact, in Florida last week, a student named Jem Lugo at Springstead High School had her graduation speech censored because it was too original. That’s right – not enough clichés!

Her speech originally started, "Nobody in speeches ever tells you what you actually need to know in life. They stand up here and gush about these lofty, inspirational concepts that are supposed to make you feel all warm and gooey inside” … Now I don’t know what her speech was going to include that her principal found offensive, but I like her concept. Let’s talk about ten things that you really need to know – Kind of like Letterman’s Top Ten List. To help me out, I would like to ask Josh Franklin and Sean Ireland to come on up to the stage.

1. Everything counts – In life you can’t drop a course and re-take it because you don’t like your grade. Everything counts. There are no “re-dos”. Those spring break pictures you posted on Facebook– they can come back to haunt you.
2. You will make mistakes – you’ll screw up. You won’t be judged by the mistakes as much as by how you react to them. If you trip over the steps on the way up to get your diploma, laugh at yourself, and handle it with grace.
3. There is no such thing as normal any more. In New York City a guy who calls himself the Naked Cowboy parades around Times Square wearing a pair of white jockey shorts and cowboy boots and in New York that’s accepted – in Detroit we buy dead octopi and throw them from the crowd on to ice at hockey games, and everyone cheers when Al Sobotka picks them up and waves them over his head …and that’s accepted here.
4. Common sense is not so common…people who instinctively or through their upbringing do or say the appropriate things most of the time are rare. “Git R Done” is not an appropriate thing to yell out at formal events.
5. Manners will get you noticed – what used to be expected is now rare. If you want to make an impression, say “please and thank you”, open doors for people and generally be polite. You will be remembered for what should be just general decency.
6. If you’re not having fun, you’re doing something wrong. Find what you love to do, and you can figure out a way to make a living at it.
7. Some guy or girl will break your heart. When they do, remember the advice of my 6th grade gym teacher Mr. Richards. Prior to our first middle school dance, he called all the boys over and said – “Listen – if you walk across the room and ask some girl to dance and she says ‘no’, just smile and say “that’s o.k. – you don’t look so good close up…” You’ll bounce back
8. Your Body Will Change – Almost 70% of American adults are overweight, and about 35% of males over 40 and about 10% of women over 40 suffer from pattern baldness. Do the math – if you look around you and there are ten people in your row, remember that at your 25 year class reunion, seven will be overweight and five of them will be losing their hair. Some will get the double whammy. The good news though, is that some of you will get better looking with age – I mean, look at me…
9. Your parents will get a lot smarter - “When I was a boy of 14, my father was so ignorant I could hardly stand to have the old man around. But when I got to be 21, I was astonished at how much he had learned in seven years.” —Mark Twain
10. Change is Inevitable – Today’s iPod will be tomorrow’s 8 track player. Most importantly, YOU can be the Change you want to see in the world.

I asked Sean and Josh to help tonight because they deserve to be recognized for who they are. They became leaders in our Be the Change movement. They reached out to others, went outside their comfort zones and challenged people to drop their assumptions, stereotypes and preconceived notions, and take the time to really learn about others. When I’m talking with friends my age, we frequently say we wish we could go back to high school knowing what we know now. If I went back to being 17 or 18, I’d have a lot more hair, but mostly I would want to be more like Josh and Sean. Confident in self, giving, committed to a better world. If you’re like me and want people to be more like Josh and Sean, stand up and give them a round of applause for helping today and for really Being the Change.

Finally, Class of 2009, you inspire me. The depth of talent, creativity and compassion seated before me tonight is astonishing. We’re all proud of you, and your accomplishments, but more than that I’m inspired by you. I’m inspired by Jamie Ding who published a scientific paper about things I cannot even pronounce, I’m inspired by watching Allison Liddane play defense, I’m inspired by hearing Ryan Mann play the saxophone, I’m inspired by watching Olivia Stander control a soccer ball like it’s on a string, I’m inspired by the paintings of Brian Muss and the photographs of Christie Caputo, I’m inspired by Samantha Matthew’s leadership, Aaron Lechner’s spirit, Andrew Charnesky’s financial wizardry, Jenny Rusch’s speed in the pool and the way our senior boys basketball players demonstrated that strength is in team and not the individuals that make it up…I’m inspired by Josh Franklin and Sean Ireland who have already started changing the world. I’m inspired by Jem Lugo, a kid I’ve never met from Florida who wanted to make a difference by doing things a little differently. I’m motivated and inspired by this amazing collection of young people – so many incredible stories and accomplishments that I apologize I don’t have the time to recognize more.

In 2034 at your 25 class reunion, when 70% of you are overweight, half are bald, and some of you are both, I hope you look back on your time here and reflect that it prepared you to change the world. I hope in between your hopelessly exaggerated stories about how cool and funny you were in high school, you share tales of how you love what you do, how smart your parents are, and how you’ve made your mark on the world. Thanks for all you’ve done for North, congratulations, now go out there and Be the Change!!

Twittering...

I've resisted long enough, and have now officially become a "Twit"...no comments please from those of you who might believe it was official a long time ago...

Twitter is a social networking site that gives "up to the minute" information about what people are doing, and what organizations are up to in messages of 160 characters or fewer. Messages can be sent by text to phones, to email, or both. I've resisted because having real time information about what Ashton Kutcher ate for breakfast has not been high on my list of critical information. However, having experimented a little, the value to organizations like schools is clear. Parents, students, and anyone who chooses to follow a school Twitter page, can get immediate information about events and issues.

For example, in the event of a school closing due to inclement weather, I can post a "tweet", and anyone who is a follower of North's page will get instantaneous email or text message updates. If there is a crisis event at school, or a high profile situation or event, we can get out information immediately. Hopefully Twitter can become another method for opening communication between school and community.

On the menu bar to the right of this post is information regarding how to become a follower of North's Twitter page. If you have never used Twitter, this will give you insight into a social networking site used by many teens, and a growing number of people in the world, as well as provide you up to the minute information about important events involving North High School.

If you have questions or comments about Twitter, please feel free to contact me, or post them here or on the Twitter page. Tweet, Tweet....

Achievement Gap

With the institution of our Grosse Pointe High Schools 2.0 initiative, we have made some real strides towards closing the achievement gaps that exist between our highest and lowest achieving students. The research in a recent article (abstracted below) supports the initiatives we have put in place, and also provides parents with a kind of road map as to what school practices can have a negative impact on children. Your comments are welcome:

How the Achievement Gap Widens – and How to Close It

In this Kappan article, author/consultant Kim Marshall begins with a list of ways that an evil superintendent could expand the differences with which five-year-olds enter school so there would be an enormous achievement gap by high-school graduation:a. Tell principals and teachers that differences in students’ classroom performance reflect their innate intelligence, which can’t be changed by even the most effective teaching.b. Mandate tracking, with lower groups getting a slower-paced, basic-skills, test-prep curriculum.c. Assign the most effective teachers to high-achieving classes and rookies to the most challenged students.d. Curtail professional development in classroom management.e. Have teachers keep the criteria for getting good grades secret.f. Tell teachers it’s okay to prepare lessons the night before, in isolation from colleagues.g. Blame parents when students read below grade level and lack the “core knowledge” to understand the curriculum. h. Discourage schools from investing time in hands-on learning experiences, extracurricular activities, and field trips.i. Tell teachers to call only on students who raise their hands, build on correct responses, and maintain a brisk classroom pace.j. Forbid principals from making unannounced classroom visits, require them to base teacher evaluations on lengthy write-ups of a single lesson, and discourage them from critically evaluating all but the most egregiously incompetent teachers.k. Require that all classwork and tests be given final A, B, C, D, or F grades with little explanatory feedback.l. Require teachers to give demanding homework assignments that require the assistance of well-educated parents.m. Encourage the belief that what parents do with their children at home is none of the school’s business.n. Require teachers to follow a rigidly paced curriculum and forbid them from working beyond the contractual school day.o. Maximize the length of summer vacations.What’s the point of this depressing fantasy? The point is that many of these practices are all-too common in U.S. schools and each of them harms the learning of disadvantaged and low-achieving students. This is why, as Paul Tough wrote in a 2006 New York Times Magazine article, “The evidence is now overwhelming that if you take an average low-income child and put him into an average American public school, he will almost certainly come out poorly educated.” [See Marshall Memo 162 for a summary of this article.]Reading over the list, it’s also striking that half of these practices actually benefit advantaged and high-achieving students (for example, having the most effective teachers, a more rigorous curriculum, and greater opportunities for class participation) and the rest are neutral or considerably less harmful for advantaged than for disadvantaged students. “Thus,” says Marshall, “schools that use these practices drive the achievement of these two groups apart, widening the gap every day.” What would be the effect of doing the opposite of each of these 15 gap-widening practices? In a school that consistently implemented the flip-side, ask yourself if all students benefit equally – or would some gain more than others:a. Students are constantly told that students aren’t just born smart, they can get smart through effective effort.b. Students are grouped heterogeneously and instruction is differentiated while maintaining high expectations for all.c. Teachers with a demonstrated track record of being the most effective are assigned to the most challenging students and grade levels.d. Teachers are well trained in classroom management and schoolwide discipline is positive and strong.e. Learning expectations and the criteria for proficiency are made clear to students and parents.f. Teacher teams collaboratively map out curriculum units and agree on final assessments.g. Reading levels are accelerated using “just right” materials, and gaps in students’ core knowledge are systematically filled.h. Teaching caters to different learning styles, teachers maximize active student involvement, and all students are involved in enriching extracurricular activities.i. Teachers constantly check for understanding during classes and use the feedback to fine-tune instruction and reach all students.j. Principals make frequent unannounced classroom visits, give teachers prompt face-to-face feedback, refuse to tolerate mediocre or low-quality teaching, and work with teacher teams and instructional coaches to maximize adult and student learning.k. Students take interim assessments every 5-9 weeks and teacher teams analyze the data and help students with what they don’t understand.l. Teachers assign homework that students can do independently based on in-class learning and resources available to all.m. Parents are continuously informed of ways they can support their children’s learning at home and in school.n. Struggling students get prompt one-on-one or small-group help targeted to their needs.o. Academically needy students have expanded learning time during and after school hours, go to summer school, and have the materials and incentives needed to maximize learning outside of school.Marshall argues that each of these practices benefits disadvantaged and low-performing students the most. “Advantaged students would benefit too, but not as dramatically,” he says, “which would cause the achievement gap to gradually close.” The article includes a graph of student achievement in the Brazosport, Texas schools showing this kind of gap-closing impact from effective classroom and school practices.Implementing these 15 initiatives is a daunting challenge, concedes Marshall. Where should a school begin? He asks us to consider the “moment of truth” in a hypothetical classroom. A teacher finishes a well-taught curriculum unit, gives an assessment, records the grades, and tallies students on a 4-3-2-1 scale, where 3 is proficient and 1 is failure:4 - ••••3 - •••••••••2 - ••••••••1 - ••••Only 52% of students are proficient or above, but what usually happens next? Although we know what should happen, the reality is that few teachers feel they have the “luxury” to slow down and work with the 48% of students who didn’t fully master the material and those who outright failed. There’s pressure to cover the rest of the curriculum, and teachers may fear backlash from the parents of higher-achieving students and doubt their ability to change the bell-shaped curve.“These are powerful reasons,” says Marshall. “But let’s be blunt: Every time a teacher moves on with this many students below mastery, the achievement gap widens.” The students at levels 1 and 2 are probably those who entered with learning disadvantages (in fact, the teacher probably could have predicted their performance before instruction even began). “If the teacher moves on, these students will begin the next unit that much more confused, that much more discouraged, and that much more likely to think they’re stupid, adopt a negative attitude, and act out in class,” says Marshall. “And so it goes.” Clearly, teachers need to be empowered by the principal to stop when they see results like this, meet with grade-level colleagues, compare notes and figure out what went wrong, and reteach the material in a different way, while providing enrichment for already-proficient students. This is what highly effective districts like Brazosport have done. The key ingredients are:- Clarity around what students should learn;- On-the-spot assessments to catch as many learning glitches as possible during instruction;- Common interim assessments every 5-9 weeks;- Immediate analysis of the results by teacher teams and administrators;- Effective use of the insights gained to improve teaching and help struggling students.British researcher Dylan Wiliam sums it up well: “Agile teaching, responsive to student learning minute by minute, day by day, month by month.” Marshall closes by agreeing with Richard Rothstein’s argument (2004) that schools can’t close the achievement gap on their own. “America needs a full-court press,” says Marshall, “with the president, the federal government, state officials, mayors, university professors, doctors, dentists, business leaders, consultants, community groups, religious groups, and advocates working together to alleviate poverty, crime, unemployment, discrimination, health and housing problems, lead-paint poisoning, and other factors that result in some children starting school with such serious handicaps. But as we wait for this mobilization, schools can do a great deal right now. Schools can undertake all 15 of the interventions listed above without waiting for poverty and crime and racism to be erased. The most basic change – constantly checking to see if students are learning and following up when they aren’t – can be implemented in any school tomorrow. If we focus on that key classroom dynamic – the moment of truth where the gap either widens or narrows – we can make a huge difference in the outcomes we care about the most.”
“A How-To Plan for Widening the Gap” by Kim Marshall in Phi Delta Kappan, May 2009 (Vol. 90, #9, p. 650-655), http://www.marshallmemo.com/about.php

Disney, Baseball and Seniors

"Imagineers" - that's what Disney calls its engineers. Somehow, "imagineering" sounds like so much more fun than "engineering". It's another example of how attitude makes all the difference. Walt Disney and the Disney empire have long been experts in making people feel good. A few weeks ago, I had the wonderful opportunity of accompanying our exceptional band and orchestra on their trip to Disney World. We visited most of the parks, and even though I have been many times before, I was again taken by the sheer magnitude of the creations. While we were there, one of our students said, "You know what's really cool Mr. Bearden? People get paid to work here." That is cool...

As our seniors prepare to graduate, I wonder what is in store for them. We repeatedly hear (and tell them) that many of them will work in careers that aren't currently in existence. I just spoke with our seniors this week to go over end of year materials, dates and expectations. One of the things I tell our seniors every year is that it is really important to know what you are passionate about doing, and then use school to figure out a way to make a living at it. I'm guessing that some of those Disney imagineers loved going to Disney as kids, became fascinated with the experience, and then used their natural, creative and technical aptitudes to contribute to its majesty. It is "really cool" that people can make their living as adults doing what made them feel most alive as kids.

My son is currently playing Little League baseball. He's at a stage that I remember well, when every boy believes there is really a chance that he can play in the Major Leagues. Unfortunately, most of us don't have that skill. What can happen though, is that people with a passion for baseball can find other careers connected to the game - broadcasting, marketing, ticket sales, stadium design...the list is endless. Too often we forget to tell our kids that being creative and finding ways to have fun in what they do is an awfully rewarding way to live life.

As our seniors prepare for graduation, I hope that you will join me in encouraging them to find that place where their passion meets their skill set. That's where true happiness and lifetime fulfillment lies.

P.S. If Dave Dombrowski is reading this, I still think there's an outside chance I could play for the Tigers...

Swine Flu Information

As is the case in most school districts across the country this week, we are keeping a close eye on developments in the spread of the so-named "Swine Flu" virus. With a probable case causing Brownell Middle School to close this week, we are meeting to discuss ways to continue student learning in the event we are forced to close temporarily. Because so many of our teachers have online learning platforms, available podcasts, and functioning websites, we may be able to continue instruction despite disruptions that could occur. Please monitor the building website for updates.

Below is an excerpted letter from Dr. Suzanne Klein, superintendent of schools:

May 1, 2009



To our school community:

Swine Influenza, formally known as H1N1, is a respiratory disease caused by the type A influenza virus. It is spread the same way as the seasonal flu, primarily person-to-person by those infected coughing or sneezing on others. People may also become infected by touching a surface with flu viruses on it and then touching their own mouth or nose, though this is less likely. Our facility staff has been briefed on which cleaning products to use and where to concentrate their efforts. Special attention is being given to high touch environmental surfaces such as desks, sink fixtures, light fixtures, phones, and hand rails.

State and county officials have emphasized that the most important thing our community can do is to practice good hygiene:
- wash your hands frequently
- use hand sanitizer
- sneeze or cough into your elbow or a tissue
- have you or your child stay home if flu-like symptoms start until at least 24 hours after the fever
- seek a medical evaluation if you feel ill

A list of resources and updates is posted on the district website www.gpschools.org under the News tab. Be sure to click on the title of the headline for quick links to local, county and state information.

No cases have been reported in the Grosse Pointe Public School System. If a case is discovered, we will determine what response is needed, i.e., whether we need to close a school or schools. Then the district will notify parents through our automated phone fan-out system, letters/postings in school newsletters, and the e-newsletter feature of our website which you can sign up for under the Parents tab.

If you have any questions, please do not hesitate to call 313/432-3010.


Sincerely,


Dr. C. Suzanne Klein
Superintendent of Schools

Lots of Sharks in the Sea - Especially at Budget Time...

This picture was part of a series I received via email a few weeks ago. Pretty amazing, and pretty scary. Sometimes when we're most focused on the big picture, we don't notice the sharks circling. I'm not sure how things turned out for this kayaker, but I'm guessing that if he decided to paddle, he did so with a different focus than he had before he noticed the shark.

In education, as in the ocean, the sharks are always there - we just don't always see them. However, just as is true in the ocean, when they make themselves known, they get our full attention.

It's budget time for us in Grosse Pointe, as it is for many districts. Like most people in Michigan, times are tough financially in school districts. We have to make some very tough decisions that require us to take our eye off the coastline we're attempting to reach and focus on what issues are lurking below the surface.

Over the past month or so, our district budget committee, which includes both high school principals, has worked diligently to craft a budget that will allow us to hold on to these critical programs and the people who are responsible for their success. In every case, we have tried to factor how a budgetary decision impacts our student body. District wide enrollment declines, paralleling the decline in our state, have reduced the funding we will receive. Our district will be laying off a frightening number of teachers and district employees.

A primary focus during the past couple of years has been closing the achievement gap. At North, we have a significant population of high achieving students, among the nation's best. We also have a group of students who struggle. Some of these students enter our school district having come from other districts, and begin far behind the students who have been here since elementary school. Some students have a variety of obstacles that have impeded their learning throughout their formative years. Others have disabilities or impairments that require them to learn differently or at a different pace than other students. Whatever the situation, it's our mission to provide every student what is needed to be successful. Reduced funding challenges that mission. Many of our most effective programs come with a cost. Additional teachers, classroom assistants or parapros provide the support to bridge gaps that exist for struggling learners. In other cases they provide the extra something that makes our highest achieveing programs special.

In the past couple of years, we have "restyled" our high schools to address the digital age in which our students live, and to focus on our achievement gap. This has resulted in new programs and technologies for all students, and in very effective supports for our struggling learners. Reductions in funding jeopardize our ability to impact as many students as possible with technologies, materials and supports necessary to succeed. The budget cut "shark" is lurking...

In coming weeks, I urge you to follow the budget process, and have your voice heard. At last night's board meeting, an initial presentation was made. The board is considering many options, as is our district budget team of administrators. For all involved, the primary concern is our greatest resource - people. We can't be paralyzed by fear of this "shark", and we can't let it take us off our course. Our mission in the budgeting process is to protect as many of our programs and people as possible in order to give our students the absolute best educational environment we can.

Please share your thoughts and ideas about what priorities you would like to see protected. Visit the district website at www.gpschools.org to review the presentation made to the board by our central office staff, and feel free to contact me or any member of our team for information or clarification. We'll do all we can to protect our building and district from the murky waters of the budgeting process...

Whistles, No Bells...

There are an awful lot of great things that happen at North High School during the school day "between the bells", and an equally impressive number of achievements that are related to our academic endeavors but occur in clubs or academic competitions. This winter, though, we had a remarkable winter sports season that bears mention. The athletic program at North is a significant part of student life here, and what makes our school the great place it is. Since North's opening year in 1968, it has been known for its successful, comprehensive athletic program. This winter has been remarkable even for North.

Few things bring a community together more than athletic events. North has a great following of parents, students and community members at games. Approximately two thirds of our students participate on an athletic team at North, making athletics integral to our school community. During this winter sports season North had a long list of successes:

* Girls basketball followed its 2008 state championship season with a 21 and 4 year that ended this week with a loss in the state quarterfinals after conference, district and regional championships.
*The boys basketball team had one of the best years in North history, going 19 and 1 in the regular season, winning conference and district championships, and finishing the year 22 and 2 with a loss in the regional finals.
*The girls ice hockey team made it to the state's "Frozen Four", losing in the state semifinal game.
*The boys ice hockey team won a regional championship and also made it tot he state's "Frozen Four" before losing in the state semifinals.
* Two North wrestlers advanced to the State finals, and one finished as state runner-up, losing only in the state finals championship match.
*Several North swimmers advanced to the state finals in swimming and diving.

Over the past thirteen week days, North teams competed in a state tournament event on eleven of them. There were a lot of opportunities for our fans to see our student-athletes compete in tournament competition.

During these past three weeks, it has been especially gratifying to see the support of our community and the way athletics brings together young and old. Many parents of former students still come out and support North teams long after their own children have graduated.

Thanks to all who have supported North's athletic teams this winter. We look forward to an equally exciting spring season. Congratulations to all of our coaches and student-athletes, and to our phenomenal athletic director, Carmen Kennedy and her assistant Laura Huff for the great work they do with the athletic program. This success doesn't happen by accident.

Go Norsemen!

The Element

"The Element is the point at which natural talent meets personal passion." - Ken Robinson

Thanks to the generosity of my wonderful aunt and uncle, my wife and I were treated to a trip to Hawaii over the February break. We had many great experiences, including a traditional Hawaiian luau. At the urging of a couple of my cousins the hula dancers dragged me on stage to participate in their hula. I was not a willing participant, and suffice to say that hula dancing is not where my "natural talent meets my personal passion", but despite my reluctance, it was a lot of fun. Despite not always seeking them out, inevitably I find that experiences outside of my comfort zone are the most rewarding and memorable. Such is the blueprint for preparing today's young people to be tomorrow's leaders.

This past weekend at the well known Celebration of Teaching and learning conference, I had the opportunity to hear Dr. Ken Robinson, author of the book The Element, speak on the premise of passion meeting talent. Impressed with him, and interested in the concept, I purchased the book, and have been fascinated by how, like most great ideas, it is brilliant in its simplicity. Most of all, it is completely appropriate to our mission as educators.

One of the things that struck me most both in his talk and in the book was the concept that we learn through our experiences in school and in life to inhibit some of our natural interests. For example, Robinson makes the point that if one were to ask a group of 1st graders how many were creative and loved to make art, they would all put their hands up. Ask the same question to college students, he suggests, and only a few will respond in the affirmative. Historically, schools and our culture have conspired to discount creativity and emphasize knowledge as an outcome. Unfortunately, that formula is no longer one that will produce the kind of adult who will be successful in today's world.

The nature of today's world is that it is ever-changing. Such an environment not only rewards creativity, it demands it. Our high school graduates need to be problem solvers who not only can imagine solutions, but imagine the problems! Knowledge continues to be critical, but the art of success in our flattened world is in creative application of knowledge.

I am blessed with four wonderful children. Having the background and the interest, I have often coached their youth athletic teams. One of the things I am struck by is how willing young children are to try new things. As we get older, the fear of looking foolish, or the embarrassment of being laughed at, will temper our willingness to expand our horizons. It is incumbent on schools to create an educational atmosphere that "stretches" the boundaries of student investigations and problem solving.

At North, our teachers are working to provide such an environment. We have designed new classes, and new instructional methodologies designed to teach students creative, fluid problem solving. Students should expect more than being lectured to in class on a daily basis, and regurgitating their notes on an assessment. Project based learning and problem solving as a means to an end educationally are the approaches that will prepare our students for tomorrow's world.

Robinson says, "We need to create environments - in our schools, in our workplaces, and in our public offices - where every person is inspired to grow creatively." I couldn't agree more. North's theme for this year has been "Be the change" - inspiring and rewarding creativity, and cultivating that talent is a necessary change for today's schools.

Did You Know?

Versions of this presentation have made the rounds for a couple of years now, constantly being updated. While some of the information is misleading, and some is controversail due to the way it is collected, the general concept is fascinating.

In the U.S. we sometimes take a myopic world view. Digital connectivity has significantly changed the way the world operates. The implications for education are obvious. To prepare our students for today and tomorrow's world, we must adapt and alter our methodologies and approaches. Today's high school graduate has to be a problem solver with an adaptability to fluid, changing systems.

Grosse Pointe's High Schools 2.0 concept aims to address the needs of our future leaders. For more information on this concept, review archived blogs posts on High Schools 2.0.

So...What Are You Doing Next Year and Other Horrible Questions for Seniors...

It's a rite of spring at every high school. Sometime around April, our wonderfully mature seniors, who we depend on for leadership and example, become afflicted with that most incurable of school borne diseases - senioritis.



For some of our seniors, senioritis kicked in sometime in early September, but for most, symptoms first start appearing around the time of spring break. For a senior in high school, the whirlwind of activities that are part of closing this chapter of their lives can become overwhelming. They itch alternatively with an overwhelming desire to be done with school and move on, and with a nagging, sometimes subconscious, desire to remain a kid and reconnect emotionally with their grade school memories. This contradiction of emotions leads to a kind of teenage menopause evidenced by a confliction of malaise and euphoria that often leads to erratic and inexplicable choices and behaviors.



As a teacher, I loved teaching seniors. We just have to be willing to embrace their temporary insanity as they near the end of their school careers. While sometimes frustrating, the changes that occur as our almost graduates realize the cocoon of high school is falling away can lead to some glorious "wing spreading". One of the most difficult things for a high school senior to grasp is the realization that everything that happens after high school ultimately becomes their choice. This responsibility that they have all yearned for, sometimes becomes overwhelming when it arrives.



Each year I speak with our senior classes, and one of the things I tell them is that they will get tired of answering the questions, "So...what are you doing next year?", or "Do you know what you want to study?, "What will you major in?"...... An important thing for our seniors to understand is that it's o.k. not to know at age 17 or 18 what they are going to do for the rest of their lives. One of the best things about college, and learning in general, is exploring and deciding what it is that is really of interest.

I tell our students, and my own children, that whatever it is that they love and are truly passionate about pursuing, they can find a way to make a living in that field. For example, I use the story told us by a member of the Detroit Tigers organization who spoke with our marketing classes a few years ago. He recounted his dream of being a professional baseball player, and the difficulty for him when he realized that his abilities didn't match his aspirations in that regard. Instead of settling for something he was less passionate about, he went to work for the Tigers as a bat boy, and literally worked his way through almost every job in the organization before becoming the vice president of marketing. Baseball was his passion, and he found a way to spend his life involved in the sport.

We can help our seniors deal with their "senioritis" affliction by letting them know that the entire world is available to them. Now more than ever, the world is a "flat" place where technology allows for global connectivity. We often point out to student that many of the jobs that they may pursue ten years from now have not yet even been invented.

Over the years I've found that one of the best ways to calm senioritis sypmtoms is by addressing the issue of what lies ahead in a way that reassures our young people that we don't expect them to have all the answers yet. If that doesn't work, try locking them in the house until June...

Superstars

Well known education writer and speaker Todd Whitaker calls the best teachers in each building "Superstars". The superstar teacher is the teacher that goes above and beyond in commitment and preparation, but beyond that has "it". The "it" for teachers is a special gift for connecting with others and more than conveying knowledge, inspiring others to pursue it.

We're fortunate at North High School to have a lot of superstars. There are some truly special people in this building, and I have the privilege of seeing them work every day. While I know what they do, it's especially gratifying when others do. North High School is proud to acknowledge the recognition of two of our true superstars: social studies department chair Ms. Terri Steimer, and science department co-chair, Mrs. Ardis Herrold.

Ms. Steimer has been recognized by the Daughters of the American Revolution (DAR) as the Michigan Outstanding U.S. History Teacher of the Year. Ms. Steimer is a respected and beloved member of the North High School staff. She teaches students at both ends of the educational spectrum as a teacher of Advanced Placement U.S. History, and as a teacher of one of our collaborative U.S. History courses, a class co-taught with another teacher that includes mainstreamed special education students. Ms Steimer has "it" with students of all levels.

Mrs. Ardis Herrold was named the Michigan Science Teachers Association State Science Teacher of the Year for this school year. Mrs. Herrold is co-chairperson of the North science department, is active as an officer in the National Earth Science Teachers Association, and runs one of the few school planetariums in existence. She is an exceptional teacher whose preparation and commitment is unparalleled.

I don't know how many schools can lay claim to two teachers in their building who have been recognized as state teachers of the year, but I'm willing to bet that the number is very small. What makes North High School particularly special is that while Ms. Steimer and Mrs. Herrold are deserving and surely superstars, they are also representing a staff full of superstars, many of whom are equally deserving of external recognition for what they do in the classroom.

There is no greater responsibility for a school administrator than the hiring process. Finding superstars is the goal each time we have an opening, and fortunately we have staff members who provide a daily example of excellence. The teachers in a school district have a remarkable responsibility. We're fortunate in Grosse Pointe to have a lot of superstars, and they are invaluable. Teachers like Terri Steimer and Ardis Herrold set a high standard and a great example for all of our staff to follow. Even if they don't wear a giant block "S" around the building, our students and their fellow teachers can attest to their superstardom.

The Super Bowl and Urgency

The grandest stage in all of sports - the Super Bowl...what an event. This year's game was among the most entertaining I can remember. The anticipatory build-up, the pageantry, the performances, and the game itself actually exceeded expectations. The competitive nature of the game was incredible. It was played with amazing urgency on both sides. I started thinking this morning about how educators can create that sense of urgency in the classroom. In today's times of economic depression, has there ever been more urgency attached to the education of our youth? It is critical that schools cultivate a sense of urgency for parents, students and staff.

One of the words I hear often when a student is struggling, or sometimes in the greater context of a generation is "apathy". Without consulting my handy dictionary of antonyms, I think I could argue that apathy is almost the opposite of urgency. Given that jobs are scarce, education is critical, and the cost of higher education is astronomical, why isn't there a greater sense of urgency attached to education at the grass roots level?

The government has tried to manufacture urgency for schools through the No Child Left Behind (NCLB) act, which sets incremental goals for student achievement. Schools can be penalized in the court of public opinion, or even more relevantly to them on a daily basis, can be sanctioned in operational and financial ways for not meeting NCLB goals. Still, that sense of urgency, while creating some movement among educators, hasn't seemed to find its way to students and parents at all levels.

I've often said that if Grosse Pointe North's varsity physics team were to take on Grosse Pointe South's varsity physics team on a Friday night in front of a sold out crowd, there would be a greater sense of urgency on the part of students and teachers. Public performance brings with it the opportunity for glorious accolades, as well as the potential agony and ignominy of defeat. Because athletic events occur on a public stage, the assessment of performance is obvious and public. That's why we get people clamoring at board meetings or through petition campaigns for the occasional removal of a coach, yet that rarely happens in the case of a mediocre teacher.

In Washington D.C., the new superintendent has offered to pay money to students for good grades. She is also creating merit pay programs for staff. If you produce results, either as student or teacher, you get paid for them. I'm not sure if that will work, but I know it creates a sense of urgency. Sometimes parents tell me of the consequences that they've devised if their children don't make improvements in school. That creates short term urgency, but I'm not convinced that in the long run it has an impact. Long term motivation is more effective when based on what benefits a person as opposed to what negative consequences might be imposed for failure.

What are the solutions? I offer these ideas as ways to create urgency for students and parents:

• Rewards for achievement - We have built more rewards into North's school programs than ever before. We have re-instituted honor roll, have added a luncheon for our 4.0 students, have instituted the Be the Change wristband program for students with positive behaviors, have a "Be the Change" class reward program that this semester is taking a high achieving class to a Detroit Red Wings game this week, and are working to recognize consistently the achievements of our students. Rewards work! Parents - create incentive programs for your children. Students - reward yourself for high achievement.
• Competition - Put students and teachers in situations where they compete with others. They will rise to the occasion. Some shy away from competition - but the world is a competitive place. Learning how to compete successfully is a skill. Our students compete in a wide variety of academic and athletic competitions. This is healthy urgency.
• Motivate with the Positive - Years ago I attended a clinic on positive motivation during which the presenter discussed phrasing in the positive. He cited a basketball study that tracked free throws. There were three stations set up in a gym. At one station, the clinician advised shooters "Don't miss" prior to every shot, at another station shooters were told nothing, and at the final station, shooters were told "Make this shot" in a positive tone. After hundreds of shots were taken, the station with a positive message had almost double the success of the station where shooters were told "don't miss". The subconscious mind only hears "miss"...putting things in a positive way creates pleasant urgency. "You better not miss any assignments" can be phrased "It's important that you do all of your work. I expect you to do all assignments and hand them in". "Don't fail that test tomorrow" can be phrased "I know you'll be prepared for that test tomorrow. Work hard and get an 'A' I can't wait to congratulate you on it".
• Short Term Goals - Sometimes it's hard for anyone, let alone adolescents, to focus on long term goals like college. A great strategy is to meet with your son or daughter on a Sunday, or as a teacher on Monday morning, and plan a couple of short term goals for the week. "Just for this week, let's get every assignment done and turned in on time". Offer a reward for completion of the short term goal. Once the short term goals are being accomplished regularly, long term goals can become part of the plan.

Never in our country's recent history has preparing our young people with the tools to problem solve been more important than it is now. Educators, parents and students have to all work with a sense of commitment befitting the importance of what we do inside our school walls. Whether playing in the game, creating commercials for it, or singing in the halftime show, no one wins on the grandest stage without preparing urgently.

What Do Teachers Make

It's inevitable. Any time the subject of education comes up in a social setting or at a function, I inevitably get the "It must be great to get paid for a full year and only work 9 months" comment. If not that, then something in that vein, or some derogatory remark about what teachers make for working "nine months out of the year". Elsewhere on this blog site I have a video clip of former teacher turned slam poet, Taylor Mali. He wrote a poem entitled "What Teachers Make" that is reprinted here in edited form. I think it is a great response to the "What Do Teachers Make?" question. As we begin a new year, take time to appreciate the teachers that make a difference. A great teacher is priceless, and worth far more than he or she will ever be paid...

By Taylor Maliwww.taylormali.com

He says the problem with teachers is, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?" He reminds the other dinner guests that it's true what they say about teachers: Those who can, do; those who can't, teach.
I decide to bite my tongue instead of his and resist the temptation to remind the other dinner guests that it's also true what they say about lawyers.
Because we're eating, after all, and this is polite company.
"I mean, you¹re a teacher, Taylor," he says. "Be honest. What do you make?"
And I wish he hadn't done that (asked me to be honest) because, you see, I have a policy about honesty and tail-kicking: if you ask for it, I have to let you have it.
You want to know what I make?
I make kids work harder than they ever thought they could. I can make a C+ feel like a Congressional medal of honor and an A- feel like a slap in the face. How dare you waste my time with anything less than your very best.
I make kids sit through 40 minutes of study hall in absolute silence. No, you may not work in groups. No, you may not ask a question. Why won't I let you get a drink of water? Because you're not thirsty, you're bored, that's why.
I make parents tremble in fear when I call home: I hope I haven't called at a bad time, I just wanted to talk to you about something Billy said today. Billy said, "Leave the kid alone. I still cry sometimes, don't you?" And it was the noblest act of courage I have ever seen.
I make parents see their children for who they are and what they can be.
You want to know what I make?
I make kids wonder, I make them question. I make them criticize. I make them apologize and mean it. I make them write, write, write. And then I make them read. I make them spell definitely beautiful, definitely beautiful, definitely beautiful over and over and over again until they will never misspell either one of those words again. I make them show all their work in math. And hide it on their final drafts in English. I make them understand that if you got this (brains) then you follow this (heart) and if someone ever tries to judge you by what you make, you give them this (the finger).
Let me break it down for you, so you know what I say is true: I make a real difference! What about you?