Blog 8: A time to reflect. Brendan Ayers

Poverty is NOT a Learning Disability was a very informative book.  I am very pleased to have read this book, particularly for the first several chapters.  Unfortuantely, the latter portion of the book was geared more towards administrators, and in positions of power within the school building, although, it was nice to see what an administrator should keep in mind on a day to day basis.  The beginning portion of the book did a wonderful job setting the stage for students that come from lower SES environments.  We leared many facts and statistics associated with poverty, all of which were very eye opening.  This book has give me new perspectives and outlooks on the urban environment, which means a lot since I've already been with the urban district for several years. 

1. In what ways have you examined fundamental beliefs about diverse learners with respect to learning and teaching? 

As the title suggests, poverty is not a learning disability.  I think this sums up the question.  According to dramatic statistics, I feel as though teachers use classifications (particularly in lower SES environments) as cruches, so they can be lazy in their lesson planning.  It is believed that these students need to be in an inclusive setting, when the there's a great chance the information may not be forseen as important to these students.  In order to understand your students better, COMMUNICATION!  Talk to not only the student, but their parents, and the students' past teachers who undoubtedly know the student better than you!

2. How or in what ways have you reframed your perspectives on diversity with intent to inform future practice?

Through this book, I have reframed my perspectives greatly.  I need to take into consideration that students may not see things the same way as I do.  What I find enjoyable and think is a fantastic activity the students will love, they may hate it with a passion!  The students may not be amazing when it comes to doing things a certain way, so we need to differentiate the instruction, and make it applicable and acceptable among all students.  This book helped remind me that students are another reason for our positions, not only paychecks!

3. What do you know now that you didn’t before? How might you incorporate this knowledge in your teaching?

There are many things I didn't know before, but one thing I learned and will act upon is the scarcity of books and accessible resources for our students.  I think it's important for students to have many pieces of literature and quiet places to work on schoolwork and homework.  With this in mind, I would love to make a difference (if only in my own classroom!) and stay late with students as needed on a nightly basis, since they may lack the effective learning environment they may need to be successful.  In doing this, you not only offer a chance for success among the students, but you are also extending your hand and showing them you do care about them and want them to be successful.  Showing students that we care and getting to know them I feel is a critical step to a successful academic future for the students.

BLOG 8: It's A Wrap! How to teach low SES students!- Stephanie Esposito

STEPHANIE ESPOSITO

FINAL BLOG: REFLECTION

POVERTY IS NOT A LEARNING DISABILITY!

The reason I chose to read this book is because I wanted to gain a better understanding of how to equalize opportunities for low SES students in my classroom. I was very pleased with the first half of the book. Lots of examples of how to teach low SES students was described in great detail. Some examples included: building positive relationships with students and their families, conducting formative and summative assessments, integrating learning experiences, and creating a positive environment for instruction. Along with what the teachers should be doing, school-wide suggestions were also provided. These suggestions included: increasing parent involvement, harnessing the power of individual competencies, and having a positive attitude. 

What really made a lasting affect on my personal teaching practices was learning about the "deficit perception". When teachers do not understand the effects of poverty on students a deficit perception is developed and students are mislabeled. As teachers, we must KNOW our students on an individual basis and understand that poverty is NOT a learning disability.

1. Reading "Poverty is Not a Learning Disability" has allowed me to examine fundamental beliefs about how to teach low SES students. One belief that will have a lasting effect on my teaching practices is understanding that I need to be aware of the learning opportunities that may not be present in economically disadvantaged homes and consider opportunities to put intervention programs in place, rather than "dummy down" or "water down" the curriculum. 

2. My perspectives on diversity have been developed and reframed through reading this book. In all honesty, I did not know how profoundly poverty can affect one's education. The reality of poverty is that these students have not been given the opportunity to learn, therefore, they come to school with a lack of readiness. "The three most limiting factors to children's readiness are (1) limited economic resources, (2) parents with low levels of education, and (3) single parenthood" (p. 9). Several other facts that impacted my perspective on poverty include: 

"Children from poorest communities: owned just 38 books as compared to 150 in the top fifth, were read to much less often (63% compared to 93%), spent 18 hours or more a week watching television, moved more, and were much less likely to have seen a play or participate in an extra curricular activity" (p.9). From reading this book, I have gained a much better understanding of the impact that poverty has on a child's education and now I know what to look for and how to accommodate to a child from a low SES family.

3. What I know now is how many students are mislabeled because teachers do not understand the affects that poverty has on a child's education. "A much higher percentage of low SES children are referred for placement as learning disabled than their middle- and upper-class peers" (p. 15). It's sad to think about how many low SES students are shunted off on the special education track when it's not only unnecessary, but also frequently harmful. With this in mind, my personal teaching practices will be better now that I have a better understanding of learning disabilities and the affects of poverty on a child. Being able to differ between the two will allow me to give my students the education they deserve.

Blog 8: Bringing it all Together-Final Reflection by Melissa Rife

Blog 8: 3/31/11

I was really excited to read this book at the beginning of the semester. I was hoping to really examine ideas and strategies about students who live in SES neighborhoods. Well, it turns out that this book really took the viewpoint of the principal and what he/she should do as leader of a school in a low SES neighborhood. Although, I did value learning about networking community connections, professional expectations, finding the right people and managing performance, I would liked to have known more about my role as a teacher working in a SES neighborhoods or schools.  I think the part that will resonate with me is the importance of school readiness and how students that come from low SES neighborhoods will be lacking important skills needed to start school but that it doesn’t mean they can’t learn.

1. In what ways have you examined fundamental beliefs about diverse learners with respect to learning and teaching?

* While reading Poverty is Not a Learning Disability I examined several fundamental beliefs. These we some of the beliefs that I felt were absolutely important as a teacher and a continuing learner. Students’ that come from low SES neighborhoods should not be an indication that they can not learn. As teachers we must be proactive in our job with strategies that will help students from low SES backgrounds to flourish. A strong home –school connection is imperative for achievement. The attitude that one carries is visible to the students as well as colleagues therefore it should be a positive one.

2. How or in what ways have you reframed your perspectives on diversity with intent to inform future practice?

* I have always believed and said that all students have the right to the best and appropriate education. I don’t think believing and saying that is enough anymore. Too many students are being dealt with in an inconsistent representation due to their cultural background. As a teacher, it is my responsibility to ensure that all students learn. I must be proactive with my approaches and strategies in class and infuse diversity within community.

3. What do you know now that you didn’t before? How might you incorporate this knowledge in your teaching?

* The tragedy that becomes reality in this book is a teachers’ lack of understanding of poverty, the role they play in learning disability referrals and the cost of misidentifying children as learning disabled. Those three things combined broadened my awareness of what can happen when educators don’t have a firm understanding of poverty. I know now that part of my role as an educator is to talk about poverty fellow teachers and strategies that we can apply so students can be successful.

Blog 7 Bringing it all Home. Brendan Ayers Ch. 11&12, Vocabulary Vitalizer and Literary Luminator

Vocabulary Vitalizer

Teaching- Education in the broadest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual

Autonomy-  Personal independence
Community-  A group of people living in a particular local area; "the team is drawn from all parts of the community

Conscientiously-  conscientious - characterized by extreme care and great effort; "conscientious application to the work at hand"; "painstaking research"; "scrupulous attention to details"

Intervention-  the act of intervening (as to mediate a dispute, etc.); "it occurs without human intervention"

• Intervene-  get involved, so as to alter or hinder an action, or through force or threat of force; "Why did the U.S. not intervene earlier in WW II?"

Literary Luminator

"In every school we observed, the principals believed that the first seed for sustainable change begins in the hearts and minds of the faculty and staff."  (pg. 124)

I completely agree with this statement.  We the educators need to care enough about our students and their families more than the position itself, because with a heart and a mind for the students we not only enjoy our line of work, but also this attitude will reflect on the students.  If the students see that we legitimately care and love doing what we do, we may naturally gain more respect from the students.  Unfortunately, if our hearts and minds aren't in the classroom, we may never succeed to the best of our teaching abilities, just as the students won't learn to the best of their abilities.

"Once a quarter, having grade-level teams visit vertically with the next grade above and below theirs, to understand what instruction looks like at those levels."  (What administrators can do to establish a sense of a professional education community within their school) (pg. 126).

This is imperative for the well-being of the students.  Students need a good flow of curriculum throughout their school careers.  As long as students are on track, this practice will help cover more material with the students and keep teachers on track with each other.  How can students be expected to learn something if they haven't had the opportunity yet?  When teachers are in close communication throughout the school year there is no reason for material to get covered twice, or inaccurately assumed to have been previously learned in a prior grade level. 

"Greets every child at the door to the school everyday with a hug, handshake, or high five and a personal message of welcome" (A citizenship building initiative by the principal that helps students make the right decisions) (pg. 127).

Even though I have been subbing constantly this school year (2010-2011), I am yet to see this idea consistently in practice.  Not only for administrators, but I think this would be a fantastic practice for educators as well.  Anyone that has 10-15 minutes in the morning to greet the students with a smile.  This is not only a strong sense of community, but a positive sense of community.  We are always trying to create a community throughout the school building, perhaps the community already exists, it just needs modifications and assitance to be the positive community we strive to create. 

References:
en.wikipedia.org/wiki/Teaching
wordnetweb.princeton.edu/perl/webwn

Blog 7: 3/24/11 In Case You Missed It the First Time- Melissa Rife

Chapters 11 & 12 Creative Connector and Rigorous Researcher- Melissa Rife

Creative Connector:
1. "Teachers can't teach and children can't learn in a school that doesn't feel safe, ordered, caring, and communal." pg. 126
I don't have many years of teaching so when I read this from our book it reminded me of when I was younger. Before attending public school, I attended a catholic school. I had several nuns for teachers and it wasn't a good experience for me. I had difficulty staying focused, was a left handed writer and has a speech therapist for a while. I just remember feeling out of place, not wanted or a burden to those nuns. It didn't make for a very positive environment. At the present time I teach 22 wonderful second graders and I'm reminded often that I would never want my students to go through  what I had to go through as a young girl. 

2. "The key to creating the school climate and implementing an effective education program for all students, and especially low SES students, is developing the right attitudes in all participants." pg. 130
In my shorts years as a teacher I have been in several different schools, but what these schools all have in common is attitude. It is always very obvious  how most teachers are feeling from day to day about their job. Attitude plays a huge part in the success of our students. As teachers we need to recognize and reflect on our own attitude from day to day. Children will always see right into you as a person so your attitude is important. 

3. "Statistics show that, as a nation, we are failing to fairly serve a growing percentage of our students based on our own misidentification of what the problem really is and what we should be doing to solve it. If you agree, you can do something about it." pg. 133
Stop saying, "these students can't learn". I'm tired of hearing this and yes I do hear this from other teachers. We as teachers need to stop. We are all in this together. We must work collaboratively to teach all children to learn and be successful. 






Researcher:
 I know that we have had these words before but this is a reminder of why we read this book. It's to recognize and understand the differences between SES students and students with LD. 
Socioeconomic Status: 
An individual's or group's position within a hierarchical social structure. Socioeconomic status depends on a combination of variables, including occupation, education, income, wealth, and place of residence. Sociologists often use socioeconomic status as a means of predicting behavior.
http://dictionary.reference.com/browse/socioeconomic+status

Learning Disability: Specific Learning Disability......means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of environmental, cultural, or economic disadvantage.
http://www.nichcy.org/Disabilities/Categories/Pages/Default.aspx 

Blog 7: "Achieving Success"- Stephanie Esposito

Stephanie Esposito
Blog 7 (Chapters 11&12) Essence Extractor & Idea Illustrator


--Essence Extractor--

"Developing the right attitudes in parents, students, educators and administration is the key to a successful education for ALL STUDENTS!"




--Idea Illustrator--

"The most effective development we realized as a staff was that we developed a can-do attitude about all of our children and then showed them the way to succeed. Once they knew that we believed they could, their energy was unstoppable" (p. 130). 

-->Developing a positive attitude and maintaining a positive attitude is crucial in all schools, especially schools that educate low SES students. Our students need to believe in themselves and one step is showing them that we believe in them as well.

DEFICIT PERCEPTIONS- "Many teachers do not understand the effects of poverty on school readiness and, as a result, accept the inevitability of impending failure for children of poverty- these teachers exhibit deficit perception" (p. 10).

-->As teachers we need to get to know who are students really are and what their home life is like. Without this knowledge, we are teaching with a blind eye and short-changing out students. We must never assume!

SUCCESSFUL INSTRUCTIONAL STRATEGIES FOR EQUALIZING OPPORTUNITIES FOR LOW SES STUDENTS:

--> Immediate Intervention

--> Be Proactive

--> Continuous formative assessments

--> After School Instruction

--> Summer School programs that focus on the upcoming curriculum

--> An atmosphere where students feel safe and confident

--> Differentiated Instruction

--> Hand-On manipulatives, discovery learning, & project-based instruction

Blog 6: The Many Faces of Success! By Brendan Ayers Rigorous Researcher and Creative Connector

**Since it was a very limited unit, I decided to research the term success, and how many notable people interpret the word**

If you ask people what they mean by competencies that promote job success, you'll get a wide variety of answers (pg. 104). 


The following are actual "definitions" to success, according to famous persons, the first is from the online Webster's Dictionary.

Definition of SUCCESS

1

obsolete : outcome, result

2

a : degree or measure of succeedingb : favorable or desired outcome; also : the attainment of wealth, favor, or eminence

3

: one that succeeds

Ralph Waldo Emerson- To laugh often and love much; to win the respect of intelligent persons and the affection of children; to earn the approbation of honest citizens and endure the betrayal of false friends; to appreciate beauty; to find the best in others; to give of one’s self; to leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition; to have played and laughed with enthusiasm and sung with exultation; to know even one life has breathed easier because you have lived—this is to have succeeded. 


Bob Dylan- What's money? A man is a success if he gets up in the morning and goes to bed at night and in between does what he wants to do.


Albert Einstein- If A is success in life, then A equals x plus y plus z. Work is x; y is play; and z is keeping your mouth shut.


Malcomb Forbes- Failure is success if we learn from it.


Bill Gates- Success is a lousy teacher. It seduces smart people into thinking they can't lose.
Kevin Spacey- Success is like death. The more successful you become, the higher the houses in the hills get and the higer the fences get.
I felt as though these various definitions and defining thoughts of success were very interesting.  All over the place in terms of thoughts, and something for everyone.  But what is the definition of success?  The first word in the Webster's dictionary was "obsolete"... I've never considered "obsolete" a good thing...




Creative ConnectorIf you picture an iceberg in your mind, the portion of the iceberg that's above the waterline represents the knowledge that can be usefully applied to the job and the skills demonstrated in the performance of the job.  These "above-the-waterline" elements can be strengthened by training and development and are reasonably easy to change.  The portion of the iceberg that's below the waterline represents elements or characteristics that are more difficult to change and less responsive to training and development.  These elements are more inherent qualities that include, for example, self-image (attitudes, values, and identity), traits (general dispositions to behave in a certain way), and motives (thoughts and impulses to behave in a certain way)(pg. 104). 


I can most easily connect this quote with earlier jobs in my life.  When I was a teenager testing the working world, one of the jobs I had was a sales associate with MediaPlay.  I stayed with MP until they went out of business, I was an employee there about 3 years.  They loved me as a person, and as a welcoming staff member, and several regulars (customers) found joy in talking to me about the music that was out there.  Anyways, I was always on the "above water" side of the iceberg.  When you have a dress code, strict code of conduct, scripted documents to sell their terrible perks card, and on top of it all, make less than 8 bucks an hour?  About 5 after taxes?  It's no wonder to me that I was so reserved and wouldn't sacrifice my values for that job!

When you go to a McDonald's, you know exactly what you'll get to eat.  When you need to send an overnight package that absolutely has to arrive the next morning, your first thought is FedEx.  When you buy a new computer, one of the first things you look for is an Intel processor.  Why can't the same mind-set work to the advantage of public schools?  We think it can (pg. 107). 


This statement upsets me from a past experience.  I worked at Earth Camp with the Genessee Country Museum for 7 years.  At my very first interview, I looked different.  Very different.  My hair was below my shoulders, I had 13 earrings.  Not your typical employee.  But the employer saw through that, they saw a unique person that could really help the program.  Luckilly, I got accepted into the position, and consequently, pushed Earth Camp in a great direction for the next 7 years.  This was my all-time favorite job, and I owe it to the employers thinking "outside the box".

Professionals in the field of education (teachers, administrators, counselors, specialists, nurses, etc.) chose this field because they love children, are dedicated to the concept of education, and believe in its value to our society (pg. 114).  

This passage sums it all up.  We are here for the children, and we need to do our job.  Teaching in the city school district, too many teachers take their personal feelings into the classroom, verbally lash out at students, and just can't keep their cool.  I don't feel as though the Rochester City School District is a bad place at all, I feel it's a district where the children are pressured to live up to a bad reputation.  Therefore, rather than try to break the stereotype, it feels expected to me that the children will be difficult, and I have a feeling the students walk into the classroom thinking that whatever they do, they have already been labeled.  



References
http://www.brainyquote.com/quotes/topics/topic_success.html
http://www.merriam-webster.com/dictionary/success
http://www.quotationspage.com/subjects/success/

Blog 6- "Iceberg Dead Ahead!"- Stephanie Esposito

Blog 6 - Chapters 9/10
Vocabulary Vitalizer & Literary Luminator

~Vocabulary Vitalizer~
1. Competencies- Competencies are the measurable or observable knowledge, skills, abilities, and behaviors critical to successful job performance.

2. Core Competencies- Cluster of extraordinary abilities or related excellencies that is required after consistent striving over the years, and which cannot be easily imitated.

3. Individual Competencies- Personal competencies are about who we are, and have both intra-personal and inter-personal components. They include the basics of anticipation, aptitude, comprehension, deliberation, preferences, and stress tolerance. Inter-personal competencies include both oral and written communications, and the ability to build successful relationships with others.

4. Charisma- a person who withholds an unusual ability for leadership, worthiness of veneration, or the like.

5. "No Child Left Behind Act of 2001"- NCLB supports a standards-based education reform, which is based on the belief that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills to be given to all students in certain grades, if those states are to receive federal funding for schools. The Act does not assert a national achievement standard; standards are set by each individual state.

BLOG 6 "Iceberg! Dead Ahead!" - Stephanie Esposito

Blog 6 - Chapters 9&10
Literary Luminator & Vocabulary Vitalizer
Stephanie Esposito

((Literary Luminator))
Passage 1: “We’re absolutely convinced that school personnel, faculty, and staff alike, like competitive athletes, want to be as effective as possible in the results of their work” (p. 105).

This passage made me think about a time when I was subbing and the day had gone totally wrong. I left the building that day questioning whether or not I wanted to be a teacher. This day was on my mind for days to follow and I continued to reflect and think about how I would have done things differently. It was then that I realized my passion for teaching and the fact that I was so upset about the day made me realize that there is nothing else I would rather be than a teacher. This experience made me connect with this passage because I want to be as effective as possible and have a life-long, positive impact on my students.


Passage 2: “You must communicate your expectations in clear, specific terms” (p. 115).

This passage was discussed in the book for administrative purposes, but the connection I made to it was from a teacher’s point of view. I think that in a classroom, teachers need to be very clear of what they expect from their students at all times. If students know what their teacher’s expect, there are no gray areas and it allows students to set a goal that they can word towards.


Passage 3: “To get your education program from where it is to where you want it to be, you have to make your goals and the pathway to them visible to your faculty and staff” (p. 121).

I am a huge goal setter. Whether it’s what I want to accomplish by the end of the day, semester, lesson or year, I think it is important to set goals. As teachers, it is a good idea to set classroom goals for your students and yourself. I think it is also important to teach your students how to set goals and how to achieve their goals. Goals can be a good motivator in your classroom and can promote student learning, student achievement, and ultimately, student success.

Blog 6- 3/10/11 WAY TO GO!! Chapters 9 & 10 by Melissa Rife

Chapters 9 & 10 Idea Illustrator and Essence Extractor
     

Individual Competencies

1. " If you picture an ice-berg in your mind, the portion that can be usefully applied to the job and the skills demonstrated in the performance of the job. These "above-the-waterline" elements can be strengthened by training and development and are reasonably easy to change. The portion of the iceberg that's below the waterline represents elements or characteristics that are more difficult to change and less responsive to training and development. These elements are more inherent qualities that include, for example, self-image (attitudes, values, and identity, traits( general dispositions to behave in a certain way), and motives (thoughts and impulses to behave in a certain way."

 The focus was finding the important core values that a person would/could posses that would make that individual a successful teacher. I thought this was a great metaphor presented in the chapter. Are these individual competencies going to create the successful teacher?  

2. Praise

" When you use it correctly, praise builds trust between you and your faculty and staff. However, if you bestow praise  inconsistently, you confuse and demotivate people." 

Some praise that is most effective: "consistent in praising good performance whenever you see it; proportionate in the quality of your praise; specific in your praise and focus on the praiseworthy behavior or results, not the recipient; and bestow the praise as close to the event as possible."

This chapter's focus was from a Principal's perspective however I thought this was great for a teacher to use these guidelines for students as well. Praise is such an important part of the classroom success. The picture I chose relates more to praise responses to use with students.

3. Management

"make your goals and the pathway to them visible to your faculty and staff. You need to identify and communicate your expectations for their performance and the results of that performance in the most specific terms possible." 

Again, this quote focused from the Principal's perspective. I have two pictures that I found for this word. The first picture reminded of what can happen when management isn't in place properly and the second image, I think more appropriately shows what management should look like.

 

Essence Extractor
Communicating and managing performance in a constructive way is essential.

Blog 5: Pictures of Confident Modifications. Chapters 7&8 Idea Illustrator and Essence Extractor by Brendan Ayers

Idea Illustrator...

We read somewhere that in a normal population only 10% to 15% of people are what psychologists would call "change embracers" while the remaining 85%-90% are "change resisters" (pg. 85). 


Many books have been written on the subject of change management, and while the buzz words often change, the four basic strategies for managing change are planning, communication, participation, and leadership.  We contend that the modifiers "your" and "proactive" must be added to each (pg. 87).






I feel as though this image works for both of the preceding ideas from the reading.  I chose this image because it shows change as the goal and each technique that needs to be addressed in order to undergo a successful change.  Obviously, the largest oval is seen at the bottom, Performance Management.  This speaks to me that the key to keeping change successful is a strong emphasis on performance management.  If the managing force behind the change is weak, how can you expect the other other elements to hold strong for an effective change?


In many districts, union contracts require placements made on the basis of seniority (pg 93).   








This comic is only one slide, but represents the preceding sentence well.  Do we agree with this philosophy though?  While seniority is seemingly the fair way to go, it may not be the most effective.  As standards grow exceedingly complex and different, people who have been teaching for many years may not be up to date on the last (and "greatest") methodologies for teaching.  Rather than holding on to our most effective teachers, might it be a wiser decision to reinforce the teachers who have made the greatest achievement in teaching the students?



Extracted Essence...
For greatest success, believe and construct the greatest possible change. 

Blog 5: 3/3/11 Principal's Corner

Chapter 7 & 8 Vocabulary Vitalizer and Literary Luminator by Melissa Rife
sources: http://dictionary.reference.com
             http://outreach.msu.edu
             http://www.eeoc.gov/laws/statutes/titlevii

1. Security:  freedom from care, anxiety, or doubt; well-founded confidence.  —Synonyms
2.  assurance, certainty, positiveness. 3.  safeguard, safety.
 

2. School Climate:   School climate reflects the physical and psychological
aspects of the school that are more susceptible to change and that provide the preconditions necessary for teaching and learning to take place.
School climate,  is evident in the feelings and attitudes about a
school expressed by students, teachers, staff and
parents—the way students and staff “feel” about
being at school each day.

3. Bureaucracy: a system of administration based upon organization into bureaus, division of labour, a hierarchy of authority,   etc: designed to dispose of a large body of work in a routine manner
 

4. Title VII of the Civil Rights Act of 1964:  Title VII prohibits employment discrimination based on race, color, religion, sex and national origin. The Civil Rights Act of 1991 (Pub. L. 102-166) (CRA) and the Lily Ledbetter Fair Pay Act of 2009 (Pub. L. 111-2) amend several sections of Title VII. In addition, section 102 of the CRA (which is printed elsewhere in this publication) amends the Revised Statutes by adding a new section following section 1977 (42 U.S.C. 1981), to provide for the recovery of compensatory and punitive damages in cases of intentional violations of Title VII, the Americans with Disabilities Act of 1990, and section 501 of the Rehabilitation Act of 1973.

5: Qualifications:  the act of qualifying;  state of being qualified. 

  

Luminator
 " the fact remains that people's general resistance to change makes instituting change in organizations one of the most difficult challenges leaders face. Bringing about meaningful change in public schools can be even more difficult because seemingly every year teachers are required to master and teach the latest and greatest program to improve reading or math or spelling scores, only to find that this year's innovations are inevitably replaced by next year's. " pg. 85
Sometimes evening saying the word change is hard. I have not had many years of teaching however I feel that change is difficult to endure. It is especially difficult when its happen in more than one way. Our school is facing new challenges this year with a new principal.


" Bringing about change is a matter of thoughtful and comprehensive planning, carefully crafted communication, significant involvement of all participants, and effective leadership. If you take the time and effort to do it right, we believe you'll succeed in the achieving the ends you seek." pg. 92
 This passage really focuses on change in regards to the leader of the school and instituting change within the school environment. I feel that its hard for teachers to have to change things when it comes to their environment, curriculum, and processes.  

"It's human nature that we're most comfortable in the presence of people who are most like us. Given the freedom to do so, we would  likely surround ourselves with people who share our values and attitudes, background, experience, language and culture-creating a faculty and staff of like-minded clones."  pg. 93
The chapters really focused on the principal as the leader and the roll he/she would play in a school. I think its only natural for a principal to want a staff that shares the same values and attitudes when building a strong faculty. Those qualities can bring a staff together especially times of change. 

Blog 5: "Rome Wasn't Built In A Day" - Stephanie Esposito

Stephanie Esposito
Blog 5 (Chapters 7&8)
Creative Connector & Rigorous Researcher


Creative Connector:

1.     “Bringing about meaningful change in public schools can be even more difficult because seemingly every year teacher are required to master and teach the latest and greatest program to improve reading or math or spelling scores, only to find that this year’s innovations are inevitably replaced by next year’s” (p. 85).

This passage reminded me of an experience I had while I was student teaching. I did my last practicum placement and first student teaching placement in the same classroom. Over the summer, the school had implemented a new math program in the school; therefore I had to learn a new program all over again. Even though I was only at the school for two months, I had already experienced a major change that teachers experience repeatedly throughout their careers. I can see how this constant change can be frustrating to teachers, especially when you feel as if you have become very good at teaching something and then you’re told it has to change.

2.     “Given the multicultural nature of our society, and the fact that there’s a wide variance in the communities we serve, it’s to our advantage to have as diverse a faculty and staff as possible” (p. 93).

As educators it is important to embrace the diversities of our students. I also believe that having a diverse faculty and staff is also significant for several reasons. The first is being that we are all different and have had various experiences in life, giving us different perspectives. As educators, this one way in which we can learn and grow from our colleagues. Another reason is that we have diverse students in our classrooms and having a diverse faculty and staff can allow us to relate to these students better.

3.     “Rome wasn’t built in a day” (p. 92).

Chapter 7 discusses how to manage change in a school successfully, but I feel that this quote can be applied to all changes and all learning experiences throughout one’s life. Administrators need to embrace faculty and staff during change within the school district, and teachers need to embrace their students as the curriculum is becoming more difficult and knowledge is being built.

Rigorous Researcher:

1. Title VII of the Civil Rights Act of 1964:

What is it? An act to enforce the constitutional right to vote, to confer jurisdiction upon the district courts of the United States to provide injunctive relief against discrimination in public accommodations, to authorize the attorney General to institute suits to protect constitutional rights in public facilities and public education, to extend the Commission on Civil Rights, to prevent discrimination in federally assisted programs, to establish a Commission on Equal Employment Opportunity.

What does this act do? The Civil Rights Act of 1964 prohibits discrimination in employment (hiring, promoting, and firing) on the basis of race, gender, age, national origin, religion, sexual preference, and so on.

2. Maslow’s (1943) Hierarchy of Needs:

What is it? A theory of motivation that explains our basic human needs. The basis of Maslow's theory of motivation is that human beings are motivated by unsatisfied needs, and that certain lower needs need to be satisfied before higher needs can be addressed. Per the teachings of Abraham Maslow, there are general needs (physiological, safety, love, and esteem) which have to be fulfilled before a person is able to act unselfishly. These needs were dubbed "deficiency needs." While a person is motivated to fulfill these basal desires, they continue to move toward growth, and eventually self-actualization. The satisfaction of these needs is quite healthy, while preventing their gratification makes us ill or act evilly.

Basic Needs: Maslow has set up a hierarchy of five levels of basic needs. Beyond these needs, higher levels of needs exist. These include needs for understanding, esthetic appreciation and purely spiritual needs. In the levels of the five basic needs, the person does not feel the second need until the demands of the first have been satisfied, nor the third until the second has been satisfied, and so on. Maslow's basic needs are as follows:

1.     Psychological Needs

2.     Safety Needs

3.     Needs of Love, Affection, and Belongingness

4.     Needs for Esteem

5.     Needs for Self-Actualization

Blog 4: Say What?! Chapters 5&6, Vocabulary Vitalizer, Brendan Ayers

School-business partnership:  Partnerships offer business leaders and their employees an opportunity to contribute to their community as well as an inside look at today’s schools, which in turn increases their knowledge, understanding and advocacy for public education. Schools and students benefit from additional human and financial resources. 


Effervescent:  1. (Chemistry) (of a liquid) giving off bubbles of gas; bubbling

            2. high-spirited; vivacious

Manipulation:  Exerting shrewd or devious influence especially for one's own advantage

Validated:  Declared or made legally valid; "a validated claim"

Marquee:  a large tent used for entertainment, exhibition, etc.

References:

http://www.danielsfund.org/sevenstrategies/Strategies/

http://www.thefreedictionary.com/effervescent

http://www.thefreedictionary.com/manipulation

http://www.thefreedictionary.com/marquee

wordnetweb.princeton.edu/perl/webwn

Week 3:  Be All that You Can Be!  Chapters 5&6, Literary Luminator, Brendan Ayers

It's apparent to us that, to meet NCLB requirements, low-performing students are frequently taught by the rote memorization method with only one objective in mind-passing the state standardized tests (pg. 71).  It's unfortunate but seems to resonate in my mind.  Either we are "failing" our students or "failing" what someone, somewhere, tells us our students should be able to do, on account of it is "important" for them.  But what actually determines what is considered "important"?  It seems to me a controversial topic, and one that should be revisited often. 

Be proactive in your efforts, and let your imagination flow.  Gone are the days when you can stand in your school's main entry area and expect that opportunity will knock on your door.  You must court opportunity.  As trite as it may sound, it does "take a village," but you may need to put the village together yourself (pg. 77).  This quote is honest, and that's why I like it.  "It's not easy, so DO SOMETHING ABOUT IT!"  We are teachers, and we need to use all the available resources to do our jobs well.  The word that resonates in my head here is "proactive".  

While you can always provide staff development for a teacher who may not have all the educational skills, you can't develop empathy, devotion, and commitment in your teachers (pg. 84).  This passage shows who principals should be looking for in faculty, and also who we the teachers need to be.  We have to be willing to go the extra mile every day, be able to think through our students, and give the profession the devotion and dedication it constantly demands.  

Brendan Ayers