It's a busy world we educators live in now. We are bracing for some kind of money situation-- it could be good, it might be bad. The world is in a flux. I feel a little bit like chicken little, but there's always respite in a great book that makes all the intricacies of our professional pursuits seem almost manageable.

Enter Assembly Required by Lezotte and McKee (2002). I am not sure how this little jewel passed me by; I could have been "teaching like my hair was on fire" or wasn't paying attention when anyone else mentioned it. I wasn't even too happy when I was introduced to the book by my district issuing me a copy and telling me to read it for a professional development opportunity that we would be having soon. But, let me tell you, all that changed when I grabbed a cup of homemade coffee (it's very "in" to make your own coffee in these tense financial times) and read the first chapter.

Now, I like stuff that is written in a low brow, "leave out the laborious" research quoting that reminds me a lot of the begat section of the Bible. And, this book is written in a casual engaging way that had me hooked from "hello." Being a child of the sixties and seventies, I grew up with the Coleman Report (schools don't matter), A Nation At Risk (schools are so bad that it would be an act of war if anyone did this kind of schooling to us), and Effective Schools (all kids can learn, it's up to us). So, when Lezotte referenced all this in the book, I just felt like old home week.

But the book is so much more than that. It's an up-to-date version of the Effective Schools Movement taken into realityville. The book is based on the theories of Effective Schools, Continuous School Improvement, and Systems Theory. But, it's not just theory anymore; it's a lot of effective how to's--- and I definitely like an idea of how to get effectively and efficiently from point A to point B.

So, in between all your literature driven self improvement opportunities from Marzano, Buck, Payne, McLeod, et al, throw in this quick great read; it might bring you back home to ideas that always were and still are great ways to improve schools.

Jan Borelli
www.drjansblog.com

Posted by LeaderTalk Contributor at 1:41 PM | Permalink | Comments (0) | TrackBacks (0)

I have been in the field of education for more than a few years. And, there's a resounding sense of change that has begun to happen beyond the constant talk about the need for change and then the multiple voices calling out to "come this way" only to find that "this way" wasn't the solution.

To state the problem succinctly: public education has failed to teach everyone. To state three of the most pertinent issues surrounding this statement: 1) many teachers (far too many) want to teach the way they have always taught (which is primarily the sit and get model, particularly on the secondary level), 2) when hard to reach (low socio-economic-- primariliy generational povery--, English language learners, learning handicapped students) students fail to learn we arrange blame rather than take responsibility and change, 3) teaching hard to reach students (particularly on the secondary level) is tragically difficult and onerous-- to the point that most professionals avoid the challenge.

Nothing about the problem is particularly new, and nothing about the pertinent issues is particularly new. What is new is our response. First, I have to say that, regardless of what anyone thinks or says, what No Child Left Behind did for public education is nothing short of the most momentous educational legislation ever passed. Every school has had hard to reach students since... hmm... forever. NCLB evened the playing field and let us take a look at how the hard to reach students performed in the glowing schools that boasted incredible results with their incredible students; and oftentimes, the picture painted of the hard to reach students' progress there was not pretty--- just the same as the performance of those students (whose numbers were far greater) in those schools that were "terrible." Essentially, pretty much everyone was doing a terrible job with hard to reach/teach students.

But, the remarkable thing that came of NCLB is that suddenly the greatest thinkers in public education began to address how we could reach and teach all the children regardless of what overwhelming odds that existed against the children. This weekend I went to Washington, DC for a Symposium for School Improvement presented by the ASCD. For two days we talked and explored research proven strategies for reaching and teaching the most difficult to teach children. Popham engaged us in a meaningful dialogue on formative assessment and how to use it to guide us reaching/teaching all children, Addison helped us refocus on RtI. Gene Carter talked to us about Marzano's work and challenged us to reform education using his three platforms of most effective ways to reach/teach: 1) formative assessment, 2) effective instructional strategies, and 3) academic vocabulary. Research proves these techniques; we only need listen and act.

As I worked with other educators from around the United States and Canada (there were only 40 of us), it became clear to me that the answer is just now emerging on the FIX. And, I realized as George Bush leaves the ranks of our leadership that he did far more than any other president has ever done to reach all the children and improve the brain capital of our country. So, as he leaves a country rife with problems, it is still appropriate to thank the man who might just have started the turn around. Thank you, George Bush.

Jan Borelli

Posted by LeaderTalk Contributor at 6:57 AM | Permalink | Comments (1) | TrackBacks (0)

When I started my educational career in the 1970's, I didn't really think much about what was next in my life. Everything just kind of snowballed along; and now it's 2009, and I spend quite a bit of time planning the next phase of my life... the finishing of my educational career in a couple of years or so.

It seems that education has always been in some kind of mess since I began my mostly urban career. I have always been working at the impossible and loving it. I have enjoyed blazing my own path to most answers I have found rather than take anyone else's path... translated: let me burn my own hand off on the stove because I can't seem to learn from you doing it. But, for some reason, I have taken a particular interest in providing hints and directions for those who follow me. And, today's post is all about... tips for the person behind the educator for a successful future:

1) Immediately begin contributing to an annuity and do so faithfully. The educators I have known who have been most happy with the prospect of retiring and their subsequent happily funded retirement are those who began annuity giving immediately. You might start out only contributing $25 a pay check (or even less) with some kind of plan of doubling it each subsequent year. You will never regret this.

2) While we push and push and push to raise academic achievement and a myriad of other really task driven circumstances, spend a bit of time on the humane and human part of the profession. Spend time with the people (both students and teachers). Know them and let them know you. In the scheme of things not much of what you did professionally will be remembered if your personal touch has not been developed. No matter how great you are (or think you are) and no matter how much of an educational savior you are... nothing you do will be of consequence without the relationships you develop. Take time for them.

3) Though much of the thrill of your life may come when you are out blazing educational paths and solving the unsolvable and doing the undoable, remember that your family requires tending. You can't do it all, so never make the choice of not doing family... you will, without exception, regret not making family important.

4) Be grateful. Give more than you get. Love more than you are loved. Understand more than you are understood. Forgive more than you are forgiven. Thank more than you are thanked. Judge less than you are judged. Forgive little kids and old educators... they can't help it.

5) Take your vitamins, watch your weight, and find some exercise you are willing to do (and that might take you through myriads of stair climbers, tread mills, and other future places to store your clothing) because you will regret not taking care of your body when it gets old and cranky.

Now go off and be successful. But don't forget the part that counts... your relationships.

Jan Borelli

Posted by LeaderTalk Contributor at 6:37 AM | Permalink | Comments (1) | TrackBacks (0)

One of my proteges (oh, how I love to use that term when referring to those I mentor) is taking an administrative class with an assignment of MUST READ books for principals, future principals. Anyone have a list they think must be among those reads. I have already started a list from books already mentioned on Leadertalk.org. But, please reiterate and add others if you are willing to help?

Jan Borelli

[cross-posted at the LeaderTalk blog (including comments)]

Posted by LeaderTalk Contributor at 6:28 PM | Permalink | Comments (0) | TrackBacks (0)