Since the Jan. 14 death of Phoebe Prince, the 15-year-old in South Hadley, Mass., who committed suicide after being bullied by fellow students, many onlookers have meditated on whether the circumstances that led to her after-school hanging might have been avoided.
Could teachers have stepped in and stopped the bullying? Could parents have done more to curtail bad behavior? Or could preventive measures have been started years ago, in early childhood, long before bullies emerged and started heaping abuse on their peers?
Increasingly, neuroscientists, psychologists and educators believe that bullying and other kinds of violence can indeed be reduced by encouraging empathy at an early age. Over the past decade, research in empathy — the ability to put ourselves in another person's shoes — has suggested that it is key, if not the key, to all human social interaction and morality.
Read more: http://www.time.com/time/health/article/0,8599,1982190,00.html#ixzz0vCozlA4D
After learning of the death of a friend's freshman son in a small town high school in which harassment caused him to take his own life, and then hearing similar stories, I too am on a quest like my friend's to prevent bullying in schools. Reports show 1 out of 4 students are bullied. These students are mentally tortured to the point of losing self esteem, not being able to be successful at school and even ending their own lives. Can we help even if we don't know someone who is bullying or being bullied? The answer is yes. We can prevent it from ever happening through awareness and interventions. I wonder if our victim students could be more successful if they had the tools to deal with bullying, face to face or online, at an early age?
The Wright Way and Beyond
Friday, July 30, 2010
Thursday, July 22, 2010
Action Research items for consideration:
1. How can an outreach program designed to prevent bullying help our fifth grade students be better prepared to handle social challenges of middle school?
2. In what ways can implementing a buddy program support the school’s reading initiative for low performing students?
3. What can we do to minimize cafeteria problems with a revised lunchroom atmosphere?
Although each area constitutes wondering, the No Bully Zone issue is at the forefront of my action research. As more and more stories are told regarding mean behaviors amongst our youth, I feel strides can be made by educating our students before they reach the middle school years, which are some of the toughest. The program would be a proactive resource for providing tools for the bullied, awareness for the bullies and educating those who are not aware of the problem's ugly presence.
Friday, July 16, 2010
Implementing Action Research and the Benefits
There are many hot topics worth researching through action including stopping bullying, consequences of cell phone usage during school, new and improved professional development opportunities, increasing technology through integration, and positive effects of after school clubs in elementary schools. The benefits of using an inquiry based system are essential for inevitable and necessary changes in educating our learners today. By using a practical and focused program such as the action research model, collaboration along with practice constitute relevant ideas for individual schools and are situation specific. The goal is to work towards a better understanding of the issue so that a positive change results and then sustaining the improvements for continued success.
Research through Action
Action research may be considered a 21st century administrator’s learner-centered model. The term, coined by Carr and Kemmis (1986), refers to a methodology whereby the administrator conducts a specific inquiry with the intention of actively seeking change for improvement. In essence, according to Dana (2009), the school administrator is the leading learner. Dana also described the process as starting with a wondering situation, collecting data on that wonder, then analyzing the data and finally operating proactively on it for change. She added that it is a component of the overall professional development of the school principal. As John Elliott says, action research is “the study of a social situation with a view to improving the quality of action within it.” Harris et al. (2009) defined inquiry as an investigation which is done in a systematic way.
Unlike in times past, the focus of an inquiry is more specific to a need rather than a universal problem that needs further study. Not that universal issues lack importance, but rather the inquiry would focus on a need, presumably a need that constitutes change or at least improvement at a specific location, or campus. Also action research or administrative inquiry is a collaborative undertaking by the stakeholders who hold a vested interest, and therefore it is not done by outside sources who have conducted a general study, for example, who then pass on the findings expecting the recipient to take action.
PLCs, or Professional Learning Communities, come to mind as an example teachers use after an inquiry has been conducted and instructional needs have been identified. By meeting collaboratively with a focus on instructional improvement, these groups together can devise plans of action under the leadership of their principal who has also drawn conclusions based on data analyses.
Carr, W., & Kemmis, S. (1986) Becoming critical. Lewes: Falmer Press.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Elliott, J. (1991). Action research for educational change. Buckingham: Open University Press.
Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.
Unlike in times past, the focus of an inquiry is more specific to a need rather than a universal problem that needs further study. Not that universal issues lack importance, but rather the inquiry would focus on a need, presumably a need that constitutes change or at least improvement at a specific location, or campus. Also action research or administrative inquiry is a collaborative undertaking by the stakeholders who hold a vested interest, and therefore it is not done by outside sources who have conducted a general study, for example, who then pass on the findings expecting the recipient to take action.
PLCs, or Professional Learning Communities, come to mind as an example teachers use after an inquiry has been conducted and instructional needs have been identified. By meeting collaboratively with a focus on instructional improvement, these groups together can devise plans of action under the leadership of their principal who has also drawn conclusions based on data analyses.
Carr, W., & Kemmis, S. (1986) Becoming critical. Lewes: Falmer Press.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Elliott, J. (1991). Action research for educational change. Buckingham: Open University Press.
Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.
Wednesday, July 14, 2010
Thursday, July 8, 2010
See It Hear It STOP IT!
Please stop by the following link and consider committing to an awareness of bullying. It could save a life!
http://www.facebook.com/bevwright1228?v=feed#!/group.php?gid=54280331956
http://www.facebook.com/bevwright1228?v=feed#!/group.php?gid=54280331956
Tuesday, April 27, 2010
Is Merit Pay a Bonus or a Bust?
In response to a recent email to a university professor and writer regarding the debate of merit pay for teachers:
Ms. Wright,
Thank you for the email and your thoughtful questions and comments. I am in fact even more opposed to merit pay in the public schools today. Since I wrote the article I have found little new evidence that merit pay makes a difference with student outcomes. No doubt this is because effective teachers are already working hard and doing the best they can.
With regard to your comments about extra pay for extra work, of course teachers should earn more for taking on duties outside their contract. My opinion is that they usually don't get paid enough for extra work like yearbook, after school tutoring and coaching. When I was a school district superintendent I made changes to address the low extra duty pay in our school district.
What I do tell the "free market" advocates who push merit pay is that if competition is such a good idea, then why not make teaching salaries competitive with other professions that require a bachelor's degree for entry and expect a graduate degree over time? Maybe we can attract some of the geniuses from Wall Street to teaching in the public schools.
Merit pay doesn't work in public schools because they don't have revenue streams to support it. It is not like the Dallas Cowboys who up the price for seats to pay bonuses to running backs. Inevitably these programs collapse because school districts cannot run a merit pay plan and keep their salary schedule up to attract quality new teachers in the first place.
As far as you getting $1500 for doing a good job, I think that is great. But I wonder if the recognition was more valuable to you than the money?
Again, thank you for the email and good luck with your graduate studies.
Al Ramirez, Professor
University of Colorado, Colorado Springs
Dept. of Leadership, Research and Foundations
Ms. Wright,
Thank you for the email and your thoughtful questions and comments. I am in fact even more opposed to merit pay in the public schools today. Since I wrote the article I have found little new evidence that merit pay makes a difference with student outcomes. No doubt this is because effective teachers are already working hard and doing the best they can.
With regard to your comments about extra pay for extra work, of course teachers should earn more for taking on duties outside their contract. My opinion is that they usually don't get paid enough for extra work like yearbook, after school tutoring and coaching. When I was a school district superintendent I made changes to address the low extra duty pay in our school district.
What I do tell the "free market" advocates who push merit pay is that if competition is such a good idea, then why not make teaching salaries competitive with other professions that require a bachelor's degree for entry and expect a graduate degree over time? Maybe we can attract some of the geniuses from Wall Street to teaching in the public schools.
Merit pay doesn't work in public schools because they don't have revenue streams to support it. It is not like the Dallas Cowboys who up the price for seats to pay bonuses to running backs. Inevitably these programs collapse because school districts cannot run a merit pay plan and keep their salary schedule up to attract quality new teachers in the first place.
As far as you getting $1500 for doing a good job, I think that is great. But I wonder if the recognition was more valuable to you than the money?
Again, thank you for the email and good luck with your graduate studies.
Al Ramirez, Professor
University of Colorado, Colorado Springs
Dept. of Leadership, Research and Foundations
Tuesday, December 15, 2009
Musing the Information Landscape: A response to Instructional Leadership and Technology
In the introduction letter the professors clearly stated their vision for us, the students, in the Instructional Leadership and Technology course: to help us effectively use and integrate technology on our campuses for the purpose of improving student achievement. Upon reading this statement, my vision for the course was to understand how to use the resources available and to revisit TEA’s guidelines for using technology in our schools. Not only were those expectations met, but I acquired so much more information than anticipated. As a future technology leader, I believe I am coming away with an awakening. On one hand, we are limited as to what we can do based on what our districts can provide, but on the other hand, we can implement more technology at intervals as we make our way along that new information landscape. With each step though, comes the need to advocate cyber ethics and continually be watchdogs for cyber dangers to our students.
The results of these findings leave me concerned and therefore motivated to continue not only on a path that involves technological resources for teaching today’s students, but it also starts a quest to either initiate or integrate what I know is essential for our learners’ success. First, I must ensure I am modeling and continually teaching ethics. With that I must also stress the need for network discretion. Using collaboration and cooperation for authoring assignments brings more motivation and participation for students. Also by graduating from a Digital Immigrant to more of a Digital Citizen, I think I could close some of the gap that exists between my Digital Native students and their teachers. As new resources become available, I must commit to being one of the first to implement them and stress to those I work with to do the same. I must not sit back and wait for them to come to me. I may need to ask questions, seek answers and push to get action. And then, practice makes perfect.
These new goals, or expected outcomes, come at some cost. Not only do they come at a financial cost, but they will cost time. In an already over-extended work day, many of us run on negative time, and therefore we are forced to cut corners constantly and re-plan our lessons plans. Many teachers are perfectionists and having to go to Plan B too often doesn’t sit very well. With a new commitment of additional technology in the school, comes a time commitment too. In the article “Who’s In Control of the Technology-Integrated School?” author Betsy Price (2005) points out the three tiers of classification: teaching, classroom management and information technology. By using them simultaneously, this should allow for a near-balanced schedule, hopefully.
As a Digital Immigrant seeking to become a Digital Citizen, I do not feel alone. This course provided opportunities for us as students to break out of our shells and try some new things. One example was that of not only creating a blog but learning to actively use it with posts and downloads. Another assignment brought me to a website where I could read and compare information regarding the use of technology on my campus. The STaR Chart and the Texas Long-Range Plan are important when considering educational goals. Message board discussions allowed me to see both successes and complications on other campuses. By collaborating I was able to better see what is working and what is not in other districts in the state. Then by observing works posted by colleagues, I gained so much more insight. Direction became more focused as others shared their experiences. While meeting with a middle school principal, she admitted that her campus is far from where she would like it to be when considering teaching to our 21st century learners. She strives for progress and just possibly I can help her move forward.
I would like to create a wiki for the principal which would allow her to collaborate with her teachers. Additionally, she would like to use one for a book club too. First, we must get permission for accessing the site. I hope to help her break through in this area. I have learned that the old adage “where there’s a will, there’s a way” still rings true. I have the right attitude and the motivation to get the ball rolling. I understand the hurdles, but when it comes to leadership, there will be many snags and snarls to overcome. This could just be an excellent practice exercise. My technology skills have progressed, if only a fraction, but willingly “I Go” with the technological demands.
Many values come with learner-centered lessons, such as a lesson designed for using wikis or blog sites. First, it is the 21st century we have to consider, after all. Second, our students can learn such skills as collaborating, communicating and working toward a deadline, all of which will benefit them in the real world. This form of learning is more interesting to most, exchanging blogging for preparing a report or writing a paper, not that there is anything wrong with those forms of learning. Blogs allow learners to use diverse forms of input and customization. They experience netiquette hands on and creative learning styles are expressed. As engaged learners in a teamwork effort, our Digital Natives can learn with some flexibility and greater ownership. Diversification can fit right in with resources and individualized instruction. By utilizing this form of educating, we put ourselves in the position of being more empathetic toward our students and hopefully we create and maintain that connection that can so easily get lost in the classroom.
Though it may be a valuable source of learning, blogging is not looked upon as a perfect mode of instruction. Risks are involved. Districts fear outsiders with ill intentions may have access to students’ web pages. Possibilities of misuse are a problem. Exposure to cyber ads and other temptations are concerns. Worries come with the territory. It becomes a critical matter then that we as educators and administrators put cyber communication standards at the top of our technology priorities. We must make plans to be filters and teach filtering while including lessons and activities for online safety. Even author Hallee Adelman (2004) admitted results from a recent study showed “there are real dangers online that our middle level students must be prepared to face.”
Blogging does have its advantages too. For example, this interactive tool allows for an administrator to set up a site for the staff to jointly read about important information while allowing an avenue for feedback. The leader can direct all questions or comments about specific topics to the blog and then respond, allowing for all concerned parties to view the information. Also, teachers can allow students to blog about specific topics, creating a learning neighborhood online. Teachers can blog with each other, allowing for lesson planning and sharing of information. Teachers can blog with parents. Again, topics with thoughts and details can be expressed in the form of a blog site where parents can access it and make their comments. School district personnel can set up blogs for the public to access. Community leaders and representatives can blog about upcoming changes and education issues. In addition, Real Simple Syndication (RSS) would allow for the content to come to the subscriber, allowing the reader to review all new updates from a specific blog. With this form of communication at virtually everyone’s fingertips, information can be disseminated, reviewed, thought about and responded to several times over while keeping communication lines open. The possibilities seem endless.
References:
Adelman, H. (2004). Teaching online safety. Voices from the middle, 11(3), 17-22.
Price, B. (2005). Who’s in control of the technology-integrated school? Principal Leadership, 6(1), 51-56.
The results of these findings leave me concerned and therefore motivated to continue not only on a path that involves technological resources for teaching today’s students, but it also starts a quest to either initiate or integrate what I know is essential for our learners’ success. First, I must ensure I am modeling and continually teaching ethics. With that I must also stress the need for network discretion. Using collaboration and cooperation for authoring assignments brings more motivation and participation for students. Also by graduating from a Digital Immigrant to more of a Digital Citizen, I think I could close some of the gap that exists between my Digital Native students and their teachers. As new resources become available, I must commit to being one of the first to implement them and stress to those I work with to do the same. I must not sit back and wait for them to come to me. I may need to ask questions, seek answers and push to get action. And then, practice makes perfect.
These new goals, or expected outcomes, come at some cost. Not only do they come at a financial cost, but they will cost time. In an already over-extended work day, many of us run on negative time, and therefore we are forced to cut corners constantly and re-plan our lessons plans. Many teachers are perfectionists and having to go to Plan B too often doesn’t sit very well. With a new commitment of additional technology in the school, comes a time commitment too. In the article “Who’s In Control of the Technology-Integrated School?” author Betsy Price (2005) points out the three tiers of classification: teaching, classroom management and information technology. By using them simultaneously, this should allow for a near-balanced schedule, hopefully.
As a Digital Immigrant seeking to become a Digital Citizen, I do not feel alone. This course provided opportunities for us as students to break out of our shells and try some new things. One example was that of not only creating a blog but learning to actively use it with posts and downloads. Another assignment brought me to a website where I could read and compare information regarding the use of technology on my campus. The STaR Chart and the Texas Long-Range Plan are important when considering educational goals. Message board discussions allowed me to see both successes and complications on other campuses. By collaborating I was able to better see what is working and what is not in other districts in the state. Then by observing works posted by colleagues, I gained so much more insight. Direction became more focused as others shared their experiences. While meeting with a middle school principal, she admitted that her campus is far from where she would like it to be when considering teaching to our 21st century learners. She strives for progress and just possibly I can help her move forward.
I would like to create a wiki for the principal which would allow her to collaborate with her teachers. Additionally, she would like to use one for a book club too. First, we must get permission for accessing the site. I hope to help her break through in this area. I have learned that the old adage “where there’s a will, there’s a way” still rings true. I have the right attitude and the motivation to get the ball rolling. I understand the hurdles, but when it comes to leadership, there will be many snags and snarls to overcome. This could just be an excellent practice exercise. My technology skills have progressed, if only a fraction, but willingly “I Go” with the technological demands.
Many values come with learner-centered lessons, such as a lesson designed for using wikis or blog sites. First, it is the 21st century we have to consider, after all. Second, our students can learn such skills as collaborating, communicating and working toward a deadline, all of which will benefit them in the real world. This form of learning is more interesting to most, exchanging blogging for preparing a report or writing a paper, not that there is anything wrong with those forms of learning. Blogs allow learners to use diverse forms of input and customization. They experience netiquette hands on and creative learning styles are expressed. As engaged learners in a teamwork effort, our Digital Natives can learn with some flexibility and greater ownership. Diversification can fit right in with resources and individualized instruction. By utilizing this form of educating, we put ourselves in the position of being more empathetic toward our students and hopefully we create and maintain that connection that can so easily get lost in the classroom.
Though it may be a valuable source of learning, blogging is not looked upon as a perfect mode of instruction. Risks are involved. Districts fear outsiders with ill intentions may have access to students’ web pages. Possibilities of misuse are a problem. Exposure to cyber ads and other temptations are concerns. Worries come with the territory. It becomes a critical matter then that we as educators and administrators put cyber communication standards at the top of our technology priorities. We must make plans to be filters and teach filtering while including lessons and activities for online safety. Even author Hallee Adelman (2004) admitted results from a recent study showed “there are real dangers online that our middle level students must be prepared to face.”
Blogging does have its advantages too. For example, this interactive tool allows for an administrator to set up a site for the staff to jointly read about important information while allowing an avenue for feedback. The leader can direct all questions or comments about specific topics to the blog and then respond, allowing for all concerned parties to view the information. Also, teachers can allow students to blog about specific topics, creating a learning neighborhood online. Teachers can blog with each other, allowing for lesson planning and sharing of information. Teachers can blog with parents. Again, topics with thoughts and details can be expressed in the form of a blog site where parents can access it and make their comments. School district personnel can set up blogs for the public to access. Community leaders and representatives can blog about upcoming changes and education issues. In addition, Real Simple Syndication (RSS) would allow for the content to come to the subscriber, allowing the reader to review all new updates from a specific blog. With this form of communication at virtually everyone’s fingertips, information can be disseminated, reviewed, thought about and responded to several times over while keeping communication lines open. The possibilities seem endless.
References:
Adelman, H. (2004). Teaching online safety. Voices from the middle, 11(3), 17-22.
Price, B. (2005). Who’s in control of the technology-integrated school? Principal Leadership, 6(1), 51-56.
Friday, December 11, 2009
Technology Action Plan
My action plan is presented in the form of the PowerPoint: Wright Technology Use (see below). A summary follows:
Step 1: At the beginning of the school year, it is imperative to review data from reports such as the AEIS, AYP, and STaR Chart. This data drives instruction by focusing on strengths and weaknesses and specific groups of students. It allows us to see our progress and it compares scores from year to year as well as how we stand in the district.
Step 2: More data is analyzed through the campus database D2SC. Teachers would be trained or refreshed on the database input and reports. This information is useful for each classroom as it allows the teacher to see how individual students are doing on such assessments as six weeks tests and benchmark testing.
Step 3: Students create their own system for charting progress. Grades 3-5 would be required to create an excel spreadsheet listing major tests and scores. Teachers help with input and monitor. Goals and plans of action are set and/or revised.
Step 4: As the year gets underway, all teachers must include technology training in their schedules. By December, they should have completed both campus and district requirements. Incentives would be offered for additional training and implementation of technology in the classroom. Tech liaisons and the tech specialist would help monitor.
Step 5: Assessments in the use of technology would be reviewed: teachers' use of data, teachers' and students' use of technology as set by implementation goals. Revisions and new goals set.
Step 6: The technology vision would be reviewed and revisited frequently. Incentives offered.
Step 7: Ensure cyber etiquette and safety is understood and practiced. Revisit at staff meetings.
Step 8: Review TEA's website for elementary technology applications. Revisit at professional developments and/or staff meetings.
Step 1: At the beginning of the school year, it is imperative to review data from reports such as the AEIS, AYP, and STaR Chart. This data drives instruction by focusing on strengths and weaknesses and specific groups of students. It allows us to see our progress and it compares scores from year to year as well as how we stand in the district.
Step 2: More data is analyzed through the campus database D2SC. Teachers would be trained or refreshed on the database input and reports. This information is useful for each classroom as it allows the teacher to see how individual students are doing on such assessments as six weeks tests and benchmark testing.
Step 3: Students create their own system for charting progress. Grades 3-5 would be required to create an excel spreadsheet listing major tests and scores. Teachers help with input and monitor. Goals and plans of action are set and/or revised.
Step 4: As the year gets underway, all teachers must include technology training in their schedules. By December, they should have completed both campus and district requirements. Incentives would be offered for additional training and implementation of technology in the classroom. Tech liaisons and the tech specialist would help monitor.
Step 5: Assessments in the use of technology would be reviewed: teachers' use of data, teachers' and students' use of technology as set by implementation goals. Revisions and new goals set.
Step 6: The technology vision would be reviewed and revisited frequently. Incentives offered.
Step 7: Ensure cyber etiquette and safety is understood and practiced. Revisit at staff meetings.
Step 8: Review TEA's website for elementary technology applications. Revisit at professional developments and/or staff meetings.
Wright Technology Use
Check out this SlideShare Presentation: Including technology in teaching and assessing our 21st century students
Wright Technology Use
View more presentations from beverlywright.
Subscribe to:
Posts (Atom)