Instructional Technology, Not Testing Technology

Photo credit: William Warby

The emphasis on instructional technology in New York State should shift from preparation for computer based testing to an emphasis on the use of technology to help learning and to prepare students for their future in a world that regularly uses technology to research, communicate, collaborate and construct meaning. In addition, technology access should be equitable throughout the state. Teachers will require Continue reading

Responsive Classroom® and the New York Teaching Standards

A blog series: Part 6 of 7
Standard 6: Professional Responsibilities and Collaboration

ProfDevIn the last five OCM-RC Blogs we have looked at the connection with NYS Teaching Standards 1 – 5 with the Responsive Classroom® approach and practices.  In this sixth blog of seven we will focus those same connections with Responsive Classroom and NYS Teaching Standard 6: Professional Responsibilities and Collaboration.

NYS Teaching Standard 6 states, “Teachers demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning.”  Element VI.1 of this Standard says that Teachers will uphold professional standards of practice and policy as related to students’ right and teachers’ responsibly.    Continue reading

Meet Two Goals With One Strategy

BirdsIn my work with Non District programs many themes and needs come through clearly especially in this era of change.  One theme that I think is universal for all teachers and schools is the question of, “How do I teach everything I need to teach in the time that I have?”  Certainly there is no easy answer to this question as we are forever in education putting something new on our plates without ever taking something off our plates.  A second theme that also transcends Non District programs in working with students with Emotional Behavioral Disabilities (EBD) is the historically abysmal long term outcomes for this group of students. So, by now you must be thinking, “Where is she going with this?” Continue reading

Cutting through the Red Tape of Homeschooling

ManThe “Why”

With the hope of making the New York State Homeschool compliance regulations to feel more manageable for both parents of homeschoolers and school districts; OCM BOCES is going to begin offering a service to help component districts and families that decide to home school their children a way to navigate the red tape of New York State Department of Education (NYSED) Regulations.  Many may ask: Why do school districts need help ensuring families who have decided to homeschool their children are in compliance?  Continue reading

10 Step Process: Moving from Content Coverage to Content Literacy

Houghton Mifflin Harcourt Image

Houghton Mifflin Harcourt Image

Part of my job at the Network Team is to work with teachers in the academic disciplines on understanding the Common Core Literacy Standards for History/Social Studies, Science, and Technical Subjects (Literacy Standards). Content area teachers are required to incorporate more reading and writing into their classes and most teachers I work with acknowledge that this can be a challenge.  Often, I hear statements and questions similar to the following: Continue reading

Historical Thinking = Creating His (and Her) Story from Evidence

This past week, we had a meeting of the TAH Teaching Fellows, a group that has been meeting all year to talk about the scholarship on the teaching and learning of history and to develop action research projects on historical thinking in their
classrooms. We talked about the idea that all of history is a narrative, created from the evidence or, as Bob Bain calls it, “residue” that is left to us. Historians need to base their narrative and make inferences that build logically on th2eir sources. This idea of historical narrative led me to think about the piles of materials and books that I brought back from the conference of the National Council for History Education. I had the privilege and pleasure in March of attending three days of presentations and keynote speakers. I also returned to Syracuse with more luggage than I left with! I wonder what historical narrative we can create based on that evidence. Let’s take a look at some of the residue… Continue reading


Eye“I am a survivor of a concentration camp.  My eyes saw what no man should witness:  Gas chambers built by learned engineers, children poisoned by educated physicians, infants killed by trained nurses, women and babies shot and buried by High School and College Graduates.  So I am suspicious of education.”

“My request is:  Help your students to become human.  Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns.  Reading, writing, and arithmetic are important only if they serve to make our children more human.”   Chaim Ginott, 1972 Continue reading