At the Kappa Delta Pi Honor Society induction this past Thursday, I spoke with a Saint Peter's College graduate student/Patterson middle school teacher who alerted me to the fact that 400 teachers would be laid off in the Patterson School district by the beginning of the next school year. Over the last few days my initial attitude of bewilderment has gradually turned into one of bitter-frustration as I have begun searching the Internet and newspapers for information about other budget cuts for education in the state of New Jersey and the entire nation.
Because the Obama-Biden Administration has implemented the "Zero to Five Plan", and seems to be making further advancements in reforming the NCLB Act and providing more educational opportunities for lower income families, I held the perception that the United States of America was on an austere path to improving education. However, with more funding coming from the federal government why is New Jersey State funding for higher education being retracted once again?
According Barbara Gitenstein, the president of The College of New Jersey, in her article, Higher Education Funding Cuts Have Become a Trend, she states "the governor [Jon Corzine] suggested a 5 percent cut in the base appropriation to most of the state's public colleges. And because his plan calls for wage freezes, he included no funding for salary increases negotiated by the state (GitenStein)." This will be the seventh time in the last ten years that funding for higher education has been reduced in the New Jersey State budget (Gitenstein). The proposed 5 percent reduction would be a $15.5 million cu (Whitley). In reaction Rutgers University officials announced this past Thursday, April 16, 2009 that they "will lay off workers, cut courses and raise tuition to fill a $60 million hole in the university budget (Whitley)."
Plans to cut special education programs in the Bloomfield School District and teachers in the Trenton School district for next year have infuriated many parents worried about their children's education. It Bloomfield it was voted 6-3 that 71 full-time special education aides in the district move from full-time to part-time. According to district officials this will save $800,000. A greater concern is the effect this transformation will have on the special needs students. Some special education aides not only help students with mental health issues but with their physical health as well. Bloomfield High School aide Joe Sambataro helps students with diabetes monitor their blood sugar levels and carbohydrate intake. If not administered correctly, students with diabetes can suffer from blindness and kidney failure (Bondy).
In the Trenton school district there are plans to eliminate the jobs of 137 teachers, nurses and other employees represented by the Trenton Education Association (TEA). 54 other positions will be cut through retirements and attrition (Rinde). According to the Trenton Education Association, "the district would also cut 47 teachers in special education, 6 in pre-kindergarten, 20 in the elementary grades, 8 in grades six through eight, and 10 at the high school (Rinde)." This is all result of the State officials decision that the ratio of teachers to students exceeds the guidelines for a state funded-Abbot district (Rinde).
What upsets me most is that reducing funding for education seems to be an area where Governor Corzine and state officials feel they can mend the New Jersey State budget deficit. Cutting funding for higher education, special education programs, and teaching positions is only limiting future generations from developing further. Conversely, it is only by improving education that we as a nation will have any hope for the future. This idea is expressed by Aristotle who says, "All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth." So Mr. Corzine - Why do you continue to cut educational funding in our state?
Works Cited
Bondy, Hailley. “Special-education cuts spur anger in Bloomfield.” The Star-Ledger. 2Apr. 2009. NJ.com 18 Apr. 2009.
Gitenstein, Barbara. “GITENSTEIN: Higher education funding cuts have become a trend.” Asbury Park Press (online). 6 Apr. 2009: 1-2. 18 Apr. 2009.
Whitley, Brian. “Layoffs tuition hike looming at Rutgers.” The Star-Ledger. 16 Apr.2009: 1-2. NJ.com 18 Apr. 2009.
Rinde, Meir. "Parents angered over layoffs." Times of Trenton Regional News. 26 Mar. 2009: 1-2. NJ.com 18 Apr. 2009.
Saturday, April 18, 2009
The Willow School
Last Monday, April 13, 2009 I took advantage of an invaluable opportunity to visit the Willow School with Doug Demeo and his sustainability class. Although I am not a devoted 'green guru' I jumped at the opportunity to visit the ecological friendly Willow School because I was interested in discovering the different approaches it has towards education. To say the least, the Willow School surpassed any expectation I previous concieved.
The Willow School is a k-8 private instituition located on 34 acres of land in Gladstone, New Jersey. It was founded in 2000 by Gretchen and Mark Biedron with 5 missions in mind: to promote the joy of learning, to stimulate the wonder and curiousity of the natural world, to uphold academic excellence,to ensure students have mastery of the english language, and to implement an integrated curriculum for student learning. Even more, the Willow School focuses on cultivating virtues in conjunction with learning.
As a future educator I was amazed to see the many benefits the Willow School offers its students. The teacher to student ratio is 1:6. Because the school is encompassed by 34 acres of land, students are able to observe the harmony that exists in nature and how connections naturally exists among all subject areas. Through interaction with nature students develop consciousness of their natural surroundings and learn how to take care of their surroundings.
Students study French from kindergarten to fourth grade, and have the option of continuing French from 5-8 or switching to Spanish. Through the school's Core Virtues Program, students develop the characteristics of responsibility, honesty, compassion, and respect for not only one another, but for nature and the surrounding community.
In addition to meeting with the Mark Biedron, the founder of the institution, my visit to the Willow School included a tour of the two buildings. Please click on the link below to see the advances the Willow School has made in sustainability. The two buildings that comprise the Willow School are both L.E.E.D. Certified and serve as a model for where education development seems to be heading.
The Student Education Association and Kappa Delta Pi Honor Society at Saint Peter's College hope to be visiting the Willow School on May 5, 2009. Stay posted for more information.
http://video.google.com/videoplay?docid=2897045226534378318
The Willow School is a k-8 private instituition located on 34 acres of land in Gladstone, New Jersey. It was founded in 2000 by Gretchen and Mark Biedron with 5 missions in mind: to promote the joy of learning, to stimulate the wonder and curiousity of the natural world, to uphold academic excellence,to ensure students have mastery of the english language, and to implement an integrated curriculum for student learning. Even more, the Willow School focuses on cultivating virtues in conjunction with learning.
As a future educator I was amazed to see the many benefits the Willow School offers its students. The teacher to student ratio is 1:6. Because the school is encompassed by 34 acres of land, students are able to observe the harmony that exists in nature and how connections naturally exists among all subject areas. Through interaction with nature students develop consciousness of their natural surroundings and learn how to take care of their surroundings.
Students study French from kindergarten to fourth grade, and have the option of continuing French from 5-8 or switching to Spanish. Through the school's Core Virtues Program, students develop the characteristics of responsibility, honesty, compassion, and respect for not only one another, but for nature and the surrounding community.
In addition to meeting with the Mark Biedron, the founder of the institution, my visit to the Willow School included a tour of the two buildings. Please click on the link below to see the advances the Willow School has made in sustainability. The two buildings that comprise the Willow School are both L.E.E.D. Certified and serve as a model for where education development seems to be heading.
The Student Education Association and Kappa Delta Pi Honor Society at Saint Peter's College hope to be visiting the Willow School on May 5, 2009. Stay posted for more information.
http://video.google.com/videoplay?docid=2897045226534378318
Friday, March 20, 2009
"Zero to Five" - 5 Pillars of Reform
Just recently released has been President Obama and Vice-President Biden's projections for improving and reforming education in America. What problems do they recognize within the American educational system? How will they so confidently attempt to implement these 'changes'?
The Obama-Biden Administration has drafted the "Zero to Five" plan and outlined their 5 main tennets of reform which can be read below.
1) "Investing in early childhood initiatives" like Head Start;
2) "Encouraging better standards and assessments" by focusing on testing itineraries that better fit our kids and the world they live in;
3) "Recruiting, preparing, and rewarding outstanding teachers" by giving incentives for a new generation of teachers and for new levels of excellence from all of our teachers.
4) "Promoting innovation and excellence in America’s schools" by supporting charter schools, reforming the school calendar and the structure of the school day.
5) "Providing every American with a quality higher education--whether it's college or technical training."
Early Childhood Initiatives
Belonging to this pillar are the plans to expand the number of Head Start Programs and increase their funding, in addition to increasing the access to affordable and high-quality child care. Obama and Biden will quadruple the number of Head Start Programs and improve the quality in both the already existing and newly created.
Encouraging Better Standards and Assessments
Obama and Biden propose to reform NCLB. Although their method and specifics on how to carry out this proposition have not yet been stated, the Obama-Biden Administration "believe(s) teachers should not be forced to spend the academic year preparing students to fill in bubbles on standardized tests." A main objective to reforming NCLB is to insure that schools that need improvement are supported instead of being punished. Revision to NCLB is an extremely hot topic for educators and may lead to alternative methods of assessment that will touch upon various learning modes.
"Recruiting, preparing, and rewarding outstanding teachers"
This pillar, as so evidently indicated in the header, primarily focuses on the recruitment, development, and retention of highly qualified teachers. In order to recruit teachers, Obama and Biden will "create new Teacher Service Scholarships that will cover four years of undergraduate or two years of graduate teacher education, including high-quality alternative programs for mid-career recruits in exchange for teaching for at least four years in a high-need field or location." Similarly new measures such as the creation of a voluntary national performance assessment will be implemented to ensure that new educators are well trained and ready to walk into a classroom to teach effectively. New mentoring programs will be expanded upon which will pair new teachers with a more experienced teacher-mentor. Innovative ways to increase teacher pay and encourage further teacher development will also be created.
"Promoting innovation and excellence in America’s schools"
This pillar touches upon many areas of reform and development already mentioned above and includes plans to expand high-quality afterschool opportunities, provide more support for English language learners,redirect attention to developing stronger students in the content area of math and science,etc.
"Providing every American with a quality higher education--whether it's college or technical training."
The Obama-Biden Administration "will make college affordable for all Americans by creating a new American Opportunity Tax Credit. This universal and fully refundable credit will ensure that the first $4,000 of a college education is completely free for most Americans, and will cover two-thirds the cost of tuition at the average public college or university and make community college tuition completely free for most students. Recipients of the credit will be required to conduct 100 hours of community service."
The "Zero to Five" outlines many reforms to resolve some of the major problems present in classroom. Most interesting to me are the reforms being made to NCLB which I hope will lead to alternative methods of assessment and greater recognition of Howard Gardner's Theory of Multiple Intelligences. In addition to outlining the 5 pillars of reform in his opening speech at the United States Hispanic Chamber of Commerce, Obama also had a message for the youth of America regarding the responsiblity they have to show up for school, pay attention in class, seek extra tutoring if needed, and stay out of trouble. This speech can read and watched at http://www.whitehouse.gov/blog/09/03/10/Taking-on-Education/.
The Obama-Biden Administration has drafted the "Zero to Five" plan and outlined their 5 main tennets of reform which can be read below.
1) "Investing in early childhood initiatives" like Head Start;
2) "Encouraging better standards and assessments" by focusing on testing itineraries that better fit our kids and the world they live in;
3) "Recruiting, preparing, and rewarding outstanding teachers" by giving incentives for a new generation of teachers and for new levels of excellence from all of our teachers.
4) "Promoting innovation and excellence in America’s schools" by supporting charter schools, reforming the school calendar and the structure of the school day.
5) "Providing every American with a quality higher education--whether it's college or technical training."
Early Childhood Initiatives
Belonging to this pillar are the plans to expand the number of Head Start Programs and increase their funding, in addition to increasing the access to affordable and high-quality child care. Obama and Biden will quadruple the number of Head Start Programs and improve the quality in both the already existing and newly created.
Encouraging Better Standards and Assessments
Obama and Biden propose to reform NCLB. Although their method and specifics on how to carry out this proposition have not yet been stated, the Obama-Biden Administration "believe(s) teachers should not be forced to spend the academic year preparing students to fill in bubbles on standardized tests." A main objective to reforming NCLB is to insure that schools that need improvement are supported instead of being punished. Revision to NCLB is an extremely hot topic for educators and may lead to alternative methods of assessment that will touch upon various learning modes.
"Recruiting, preparing, and rewarding outstanding teachers"
This pillar, as so evidently indicated in the header, primarily focuses on the recruitment, development, and retention of highly qualified teachers. In order to recruit teachers, Obama and Biden will "create new Teacher Service Scholarships that will cover four years of undergraduate or two years of graduate teacher education, including high-quality alternative programs for mid-career recruits in exchange for teaching for at least four years in a high-need field or location." Similarly new measures such as the creation of a voluntary national performance assessment will be implemented to ensure that new educators are well trained and ready to walk into a classroom to teach effectively. New mentoring programs will be expanded upon which will pair new teachers with a more experienced teacher-mentor. Innovative ways to increase teacher pay and encourage further teacher development will also be created.
"Promoting innovation and excellence in America’s schools"
This pillar touches upon many areas of reform and development already mentioned above and includes plans to expand high-quality afterschool opportunities, provide more support for English language learners,redirect attention to developing stronger students in the content area of math and science,etc.
"Providing every American with a quality higher education--whether it's college or technical training."
The Obama-Biden Administration "will make college affordable for all Americans by creating a new American Opportunity Tax Credit. This universal and fully refundable credit will ensure that the first $4,000 of a college education is completely free for most Americans, and will cover two-thirds the cost of tuition at the average public college or university and make community college tuition completely free for most students. Recipients of the credit will be required to conduct 100 hours of community service."
The "Zero to Five" outlines many reforms to resolve some of the major problems present in classroom. Most interesting to me are the reforms being made to NCLB which I hope will lead to alternative methods of assessment and greater recognition of Howard Gardner's Theory of Multiple Intelligences. In addition to outlining the 5 pillars of reform in his opening speech at the United States Hispanic Chamber of Commerce, Obama also had a message for the youth of America regarding the responsiblity they have to show up for school, pay attention in class, seek extra tutoring if needed, and stay out of trouble. This speech can read and watched at http://www.whitehouse.gov/blog/09/03/10/Taking-on-Education/.
Thursday, March 19, 2009
Shakira Shakira
At this moment I would to call your attention to a spectacular human being not only known for her musical talent on the stage, but also for her support and advocacy for universal education around the world, especially for disadvantaged children in Latin America.
After achieving her international success in 1995 with the album Pies Descalzos , at the young age of 18 Shakira created a foundation that provides education and food for poor Colombian children who do not have access to these resources. This foundation, Pies Descalzos , which is named after her successful album was headed by her parents William Mebarak and Nidia Rippol de Mebarak until 2003 when Colombian Minister of Foreign Relations and Minister of Education, María Emma Mejía, took control at the request of Shakira. Since 2003, Shakira’s Pies Descalzos Foundation has opened six schools in various parts of Colombia which serve disadvantaged children and their families through education, nutrition, income generating projects and counseling. In 2008 Shakira founded the U.S. based non-profit organization Barefoot Foundation which advocates for universal education world wide.
Equally astonishing is the message this "star" is projecting through the media. With her fame Shakira has full-heartedly committed to spreading the notion of every child's basic right to an education. According to Shakira in her interview given by BBC World News, it is only through education that a child "can break the cycle and chains of poverty..." in order reach their true potential and achieve their dreams. It is not possible to educate a child when he/she is starving; a child's brain requires adequate nutrition in order to function and develop properly. For this reason, the aim of both Pies Descalzos and the Barefoot Foundation focus on improving "...the education, nutrition, and quality of life for the millions of boys and girls denied a chance to fulfill their true potential (Barefoot Foundation)."
It is imperative that we, as (future) educators, are conscious of the events going on around us, and pay attention to ways that we can get involved in changing a child's life. Please search the websites below for more information. You will be amazed to see how you can get involved. My next blogg will provide more information about programs educators can get involved with to make a difference.
Other Links
Barefoot Foundation - http://www.fundacionpiesdescalzos.com/pages/about/about_main_en.php?PHPSESSID=8a96951e0bf7bd3a9f216c78a3b58402
Aids & Education - http://www.youtube.com/watch?v=ZF4MFzKEe_s&feature=related
Barefoot Foundation - YouTuve video - http://www.youtube.com/watch?v=2AILwEStUd0&feature=related
Shakira speaks about Poverty - http://www.youtube.com/watch?v=n3iWbpPa0Bo&feature=related
Shakira speaks at the Clinton Global Initiative - http://www.youtube.com/watch?v=_1GsiDB2Vz4&feature=channel_page
Shakira at Columbia University - http://www.youtube.com/watch?v=PAYZEkDPrlI&feature=channel_page
World Health Organization -http://www.who.int/features/factfiles/nutrition/en/index.html
After achieving her international success in 1995 with the album Pies Descalzos , at the young age of 18 Shakira created a foundation that provides education and food for poor Colombian children who do not have access to these resources. This foundation, Pies Descalzos , which is named after her successful album was headed by her parents William Mebarak and Nidia Rippol de Mebarak until 2003 when Colombian Minister of Foreign Relations and Minister of Education, María Emma Mejía, took control at the request of Shakira. Since 2003, Shakira’s Pies Descalzos Foundation has opened six schools in various parts of Colombia which serve disadvantaged children and their families through education, nutrition, income generating projects and counseling. In 2008 Shakira founded the U.S. based non-profit organization Barefoot Foundation which advocates for universal education world wide.
Equally astonishing is the message this "star" is projecting through the media. With her fame Shakira has full-heartedly committed to spreading the notion of every child's basic right to an education. According to Shakira in her interview given by BBC World News, it is only through education that a child "can break the cycle and chains of poverty..." in order reach their true potential and achieve their dreams. It is not possible to educate a child when he/she is starving; a child's brain requires adequate nutrition in order to function and develop properly. For this reason, the aim of both Pies Descalzos and the Barefoot Foundation focus on improving "...the education, nutrition, and quality of life for the millions of boys and girls denied a chance to fulfill their true potential (Barefoot Foundation)."
It is imperative that we, as (future) educators, are conscious of the events going on around us, and pay attention to ways that we can get involved in changing a child's life. Please search the websites below for more information. You will be amazed to see how you can get involved. My next blogg will provide more information about programs educators can get involved with to make a difference.
Other Links
Barefoot Foundation - http://www.fundacionpiesdescalzos.com/pages/about/about_main_en.php?PHPSESSID=8a96951e0bf7bd3a9f216c78a3b58402
Aids & Education - http://www.youtube.com/watch?v=ZF4MFzKEe_s&feature=related
Barefoot Foundation - YouTuve video - http://www.youtube.com/watch?v=2AILwEStUd0&feature=related
Shakira speaks about Poverty - http://www.youtube.com/watch?v=n3iWbpPa0Bo&feature=related
Shakira speaks at the Clinton Global Initiative - http://www.youtube.com/watch?v=_1GsiDB2Vz4&feature=channel_page
Shakira at Columbia University - http://www.youtube.com/watch?v=PAYZEkDPrlI&feature=channel_page
World Health Organization -http://www.who.int/features/factfiles/nutrition/en/index.html
Friday, March 6, 2009
Reciprocal Teaching
Reciprocal teaching can be a key strategy for integrated learning and comprehension. This technique allows students to become more active in their learning, and provides an opportunity for teachers to implement scaffolding in the classroom. Even more, reciprocal teaching allows students to share information and ideas, complete different learning tasks, use divergent thinking and decision making, and leads students to develop their own understanding of concepts (242). Reciprocal teaching is a "great educational technique to facilitate a group effort between the teacher and student as well as among student in the task of bringing meaning to the text (NCREL).”
The structure of reciprocal teaching requires the teacher to break the students up into groups of four for classroom dialoging. Each group of four students assigns a person one of four different tasks within their group:
-Summarizing - The student assigned to this role identifies and integrates the most important information in the text.
-Question generating - This student generates and proposes questions about the text that was read. However, to do so, he/she must first identify the kind of information that is significant enough to provide the substance of a question.
-Clarifying - The student who assumes this role addresses the confusing parts of the text and attempts to answer the questions that were just proposed by the question generator.
-Predicting - This student hypothesizes what the author will discuss next in the text. In order to do this successfully, the student must assess the knowledge already possessed about the topic. Likewise, the students also have motivation to read further in order to check if their hypotheses/predictions come true.
Reciprocal teaching touches almost every level of Bloom's Taxonomy as well. Students assume the responsibility for the planning within the group and manage the various student roles themselves (242). The students are also provided with an opportunity to present their work to the entire class. More important, reciprocal teaching shows students how to become engaged in the text and provides them with learning techniques they can use when reading outside of the classroom, thus creating more autonomous learners.
Works Consulted
Callahan, Joseph et.al. Teaching in the Middle and Secondary Schools. New Jersey:
Pearson Education, Inc., 2002.
“Reciprocal Teaching.” North Central Regional Educational Laboratory. 1995. 6 March
2009.
The structure of reciprocal teaching requires the teacher to break the students up into groups of four for classroom dialoging. Each group of four students assigns a person one of four different tasks within their group:
-Summarizing - The student assigned to this role identifies and integrates the most important information in the text.
-Question generating - This student generates and proposes questions about the text that was read. However, to do so, he/she must first identify the kind of information that is significant enough to provide the substance of a question.
-Clarifying - The student who assumes this role addresses the confusing parts of the text and attempts to answer the questions that were just proposed by the question generator.
-Predicting - This student hypothesizes what the author will discuss next in the text. In order to do this successfully, the student must assess the knowledge already possessed about the topic. Likewise, the students also have motivation to read further in order to check if their hypotheses/predictions come true.
Reciprocal teaching touches almost every level of Bloom's Taxonomy as well. Students assume the responsibility for the planning within the group and manage the various student roles themselves (242). The students are also provided with an opportunity to present their work to the entire class. More important, reciprocal teaching shows students how to become engaged in the text and provides them with learning techniques they can use when reading outside of the classroom, thus creating more autonomous learners.
Works Consulted
Callahan, Joseph et.al. Teaching in the Middle and Secondary Schools. New Jersey:
Pearson Education, Inc., 2002.
“Reciprocal Teaching.” North Central Regional Educational Laboratory. 1995. 6 March
2009.
Thursday, February 12, 2009
President Obama - N.C.L.B and Education in America
President Obama most definitely has a way with words. Although the salary increase sounds nice for teachers, what we should focus on is what President Obama says about the N.C.L.B Act and how it takes class time away from subjects such as art, physical education, foreign languages, etc, in order to focus more on subjects that will be found on standardized tests. Are students in school learning to become educated, or to pass a test?
President Obama - N.C.L.B - Assessment
President Obama comments on the N.C.L.B Act and how modifications for assessing progress in schools needs to be addressed. Do standardized tests correlate with Howard Gardner's educational schmeta of mulitple intelligences? How many different learning intelligences can be assessed by a standardized test?
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