Opens with a good joke. Nice.
The question always asked is how are our schools doing? How do we make schools more effective? Zhao is curious as to “effective at what”? Leave children behind where? Why race to the top? What’s at the top? A cliff that kids fall off?
“I’ve been labeled as the guy against the common core.”
“My village core curriculum was drive a water buffalo and carry heavy stuff. I failed it.”
Whether you can be ready for college and career doesn’t matter. What matters if you can keep your kid out of your basement.
Unemployment rates among college graduates is huge in every country. No one is having great luck with college graduates. At the same time we have many jobs that are unfilled. The real issue is education. Education follows an old paradigm.
We’ve always run a race between education and technology.
Should education be matched to talents required? My question is can we actually define the talents required in the future. Saying “creative talents” is a bit ambiguous.
Awesome sausage making slide. The general idea being you take individual differences, cultural diversity, curiosity, passion, creativity, etc push them through schooling to give “employable skills”. This is the current model of education. Employable skills were relatively homogeneous and easy to predict.
What’s required for the future?
Creativity. Uniqueness. Entrepreneurship.
You don’t hire employees to follow orders any more. That’s an outsourcable problem. Give it to the machines. Your organization needs “intra”preneurs. The 9 to 5 job is disappearing.
If that’s the case. We need a better safety net.
Surpassing Shanghai is not a big dream.
Ask the question, what is the cost.
If you don’t value something, you have no interest. There will be no growth.
Note: This is my second year at Ohio School Board Association Conference. These are notes from the conference. This, or course, assumes I have decent internet access at the convention center. These post tend to run a bit dry as they’re composed on the fly.
Understand the difference between personal and district use. Keep them separate. Yet understand that the two can sometimes overlap (for good or bad). Your personal page may be considered a public record (depending on the content).
Public Record and Social Media
What about comments made through social media that may be considered public record? Things you may want to keep in mind:
- Inappropriate content and language
- External internet sites, adds, endorsements
Personal note: We may want to define social media use in light of what we have in our district Acceptable Use Policy.
Records Retention and Social Media
If you determine that the social media is record that needs retention, maintain it according to your records retention schedule. This is likely an area where the law hasn’t kept up with the technology. The lawyer says analyze the content of the post, not the medium.
How might you capture this content?
Look at 3rd party tools or primary social media that exports this information.
Ohio’s Open Meeting Law
Decisions should not be made via social media forum. Board members should not really be commenting on the social media forum as it might violate open meeting law. Need to be careful in this area.
Don’t post medical information on social media.
Will FERPA matter with photographs, videos, and awards. Bit unclear. Directory information is okay. Education record is the key. Best to use a do not photo list.
Fair use isn’t an infringement. Basic standards of fair use.
- Keep district policies updated.
- Be aware who you are accepting as friends
- Always use good judgment.
- Have a point person monitoring your social media pages.
Bottom line, don’t be stupid.
The Washington Post completed an interview with Rafe Esquith, the rock start, super teacher of Hobart Elementary School in Los Angles. Esquith wrote a recently released book titled “Real Talk for Real Teachers.” I’m quickly adding it to my to read list. The interview had a number of great quotes, some that I’d like to highlight.
On why he wrote the book
I want young teachers to understand what they are getting into. They are swallowing this line that they are going to save every kid. And when that doesn’t happen they are crushed and they give up.
I am not saying this to be conceited, but I’m a very good teacher and I want them to know that I fail all the time. There are factors beyond my control. But I have to understand there are issues of family and poverty. Sometimes even if you do reach a kid it’s not going to happen in the year you have them.
On the big differences in education today
The obsession with testing. We always gave tests, but basically now it’s the entire day. Basically if it’s not on the test don’t teach it.
Also, the economy has declined, families are hurt and I deal with many more family problems. Some of them are really difficult… Most of the parents I deal with try hard for their kids. One of the myths is that poor kids have parents who don’t care. That’s crap. They care.
On Teach for America
They [TFA corp members] are in my room all the time. Good kids. Nice. Bitter joke: TFA really stands for ‘teach for a while.’ Like all other teachers there are some great ones who are there for the right reasons who want to make a difference and some who want to pad their résumés. I certainly don’t think anybody can be a great teacher in five weeks. I hope this book helps them think a little bit about what they are getting into.
They [TFA corps members] are obsessed with test scores. It becomes all about this: If you have a kid who gets a 75 on a test and then the kid gets an 85, you are a good teacher. My wife didn’t fall in love with me because of my test scores…. They [TFA leaders] are incredibly defensive about hearing an alternate idea. What’s said is that they are constantly throwing data and money showing they are successful. But they are really not. They are no more successful than any other teachers and if you read their blogs a lot give up in horrible frustration
Esquith has also has the very astute observation that students don’t get enough sleep today and that affects their ability in school.
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