Stop right there! Don’t convene your APPR committee to start working on your APPR 2015 plan. Not yet. There are still too many unknowns and getting started prematurely might add to the drama that is again at a crescendo. Whether we like it or not, we have to wait to see the regulations at the June Board of Regents meeting before we can get started. The window for revision is so small that it is very tempting to get started, now. There are still many unknowns, however.
Go ahead and set your meeting date(s) if you want, but don’t go too far, too soon. In the meantime, it is a good idea to keep abreast of the discussions so that you won’t be surprised by much when the regulations are approved by emergency action in June. Continue reading
Did you know that May is National Children’s Mental Health Awareness Month? I’m ashamed to say that I didn’t. I’ve been a school psychologist for almost 10 years: I see the impact of mental wellness on school outcomes daily. I know the positive (and negative) impact that mental hygiene has on school functioning. I know how much children need coping skills and resiliency in order to function with a high quality of life, and yet I didn’t know that May is National Children’s Mental Health Awareness Month. Why is this important issue placed so deeply on the “back burner” in my mind? Continue reading
“A leader takes people where they want to go. A great leader takes people where they don’t necessarily want to go, but ought to be.”
– Rosalynn Carter
The idea of a “Teacher Leader” is one that is gaining quite a bit of traction in the educational field particularly as of late. In a time of constant change and uncertainty, schools need leaders from within buildings to emerge as competent, reliable, compassionate and empowered individuals to help lead the way. Those who can survey the climate and culture of an organization, use data to create action plans to target needs, model effective instructional practices, coach and collaborate with colleagues and deliver professional development to satisfy demands for personal and professional growth are essential in the field of education. Continue reading
I have been thinking a lot about argument this week. No, not that kind. I am getting along fine with parents, spouse, children neighbors, co-workers…at least, as far as I know. I am thinking about how we teach students to create and write arguments based on evidence from text. Using evidence to write an argument is all over the placed once you start looking for it: the C3 Framework, the NYS Social Studies Framework, the NYS Toolkit Inquiry Design Model and, course the Common Core Learning Standards for Literacy. I am also trying to include the idea of argument writing in the class I teach at SUNY Cortland (AED 310 Writing in Social Studies). The thing is – I was never explicitly taught how to do this. Ever. So my personal understanding of writing argument is inadequate, if not downright meager. So as I prepare for upcoming workshops and social studies curriculum work in the summer, I have started gathering resources that will help me think about not just what a good written argument, but how we teach our students a complex and demanding process. Continue reading
I hope that got your attention…I’m addicted to Ice Tea and Chocolate. I wake up in the morning and look forward to the “large unsweetened iced tea with lemon” from Dunkin Donuts. In the afternoon the chocolate kiss candy calls my name and I pop 1,2, maybe 3 candies without even thinking. Why do I do these things and experience a “low” without them? It’s because of the feeling I get after I drink the tea or taste the chocolate…instant happiness, contentment, could I say, euphoria (not quite)? Continue reading
Not an Easy Discussion
A discussion that must occur in school districts with the advent of the Common Core Learning Standards is how to adhere to Part 100.4d of the State Education Law.
Public school students in grade eight shall have the opportunity to take high school courses in mathematics and in at least one of the following areas: English, social studies, languages other than English, art, music, career and technical education subjects or science courses. Continue reading
“How can we develop our first AUTHENTIC PBL project that is RIGOROUS and COMMON CORE focused?” is our driving question for the 4-day PBL-101 training we do at OCM BOCES. We as PBL trainers and coaches stress the importance to design a project that has learners developing authentic individual and team products and/or performances that can serve as the assessments for content standards. Developing a rigorous project requires teachers to first unpack their standards to clarify the “know” and “do” of their content standards. This backwards design of the project will then help the teacher to think deeply about their content standards to best match an authentic product and/or performance that would target the “know” and “do” of their standards. Continue reading