Dr. Wendy Ghiora – Posting #47 – April 24, 2010
I just returned from serving on a WASC team, which evaluated a local high school in Los Angeles County. The Western Association of Schools and Colleges (WASC) is one of six regional accrediting associations in the United States. The Commission provides assistance to schools located in California, Hawaii, Guam, the Commonwealth of the Northern Marianas, American Samoa, the Federated States of Micronesia, the Republic of the Marshall Islands, and East Asia. WASC is the official agency that has the authority to grant accreditation to schools and colleges.
The following description is taken from the WASC Website:
Accreditation is a term that originally meant trustworthiness in its middle French, Old Italian usage. The original purpose of accreditation in the United States was designed to encourage the standardization of secondary school programs, primarily to ensure for the benefit of colleges and universities that graduating students had mastered a particular body of knowledge. However, today the process developed by the Accrediting Commission for Schools, Western Association of Schools and Colleges (WASC), involves a dual purpose that continues the expectation that schools must be worthy of the trust placed in them to provide high quality learning opportunities, but with the added requirement that they clearly demonstrate that they are about the critical business of continual self-improvement.
Ultimately, the accreditation process is all about fostering excellence in the elementary, secondary, adult, postsecondary and supplementary education programs we accredit. Our fundamental cause involves helping schools meaningfully create the highest quality learning experience they can envision for all students. It is WASC's consistent purpose to professionally support schools in creating for themselves a clear vision of what they desire their students to know and be able to do and then to ensure that efficient and relevant systems are in place that predictably result in the fulfillment of those expectations for every child.
The capacity of any organization to improve is directly related to its ability to recognize, acknowledge, and act on its identified strengths and limitations. The accreditation process is a vehicle that enables schools to improve student learning and school performance based on an analysis of those strengths and limitations. Participating schools must meet rigorous, research-based standards that reflect the essential elements of a quality and effective school, but again, must also be able to demonstrate engagement in as well as capacity to provide continuous school improvement.
The school I visited was an alternative high school. I would like to make two recommendations to my readers:
1. Volunteer to serve on a WASC Committee; or if you live in a different state, join the accreditation committee that serves your area. It is the very best, free professional development you could ask for. I learn so much from each school I observe as well as from the other members of the team. You are given the opportunity to help improve the education of both the students and staff of a school as well as receiving new knowledge and ideas you may not have been able to acquire anywhere else.
2. Thank someone you know who works in an alternative high school. The teachers in these schools are largely unnoticed for the enormous service they are doing for our society and for our country. They use their patience, care and of course their teaching skills to make sure these students (who couldn’t make it in a “traditional high school,”) succeed. If it were not for the dedicated staff at these schools, most of the kids would not graduate and lead successful lives. Instead, they would probably be dead or in jail. The students and parents of the school expressed gratitude for the help and guidance given their students. I, for one commend these schools and their dedicated staff.
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I am very excited to announce the release of my first published book: Unleashing the Student's "I Can!" It is a compilation of true stories of some very cool adventures I've had with students while teaching at various schools. The message is to never give up on a child. There's always a way. Just find the gift or talent each student has that is just waiting to be "unleashed." Hopefully, it will inspire.
You can purchase the book through the publisher at this link: http://www.publishamerica.net/product89724.html
Saturday, April 24, 2010
Saturday, April 17, 2010
EVALUATING STUDENT LEARNING
Dr. Wendy Ghiora – Posting #46 – April 17, 2010
Many educators view assessment of student learning as a comprehensive task. However, evaluating a student’s performance can actually be done in a formative and/or a summative way.
Formative evaluation is a process of ongoing feedback on performance. The purposes are to identify aspects of performance that need to improve and to offer corrective suggestions. The formative version of learning assessment, deals with the different ways teachers can evaluate students based on the material presented in class. The students themselves get to see where they need to concentrate more efforts on then use the information collected from this type of assessment. The teachers can also use the results to focus in on the areas where extra time should be spent on instruction.
Summative evaluation is a process of identifying larger patterns and trends in performance and judging these summary statements against criteria to obtain performance ratings. You must rely upon your evidence and perceptions to justify ratings. The summative version of assessment of learning gives teachers the opportunity to grade work that evaluates the quality of the student’s work through different assignments. Not only is this data graded for accuracy but also how well the student translates their knowledge of the subject matter at hand.
The bottom line is that assessment of learning is what many educators do to determine whether a student is ready to pass to the next level of study. It is not always at the end of the year before grade promotions. In fact, it can and should happen frequently throughout the year and should incorporate more than just grades but also level of competency in other areas of learning as well.
Evaluation lies at the heart of improving teaching and learning. However you look at it, change only comes about when you determine to make a change. In order to come to that determination, you must first consider your current practice, and come to the conclusion that change is necessary. If you don't want to change your practice, or to improve your practice, if you don't want to improve the learning experience of your students, then there is no need to evaluate their learning experience or the learning environment you have created for them. However, if you are eager to improve the learning experience of your students, then it is important for you to consider where change can best be effected. It is quite valuable to begin by evaluating that experience. Appropriate and effective evaluation can lead to appropriate and effective change and development. Indeed, evaluation should not be seen as something additional to your teaching. It should be seen as an integral part of the design and delivery of a program of teaching for high quality student learning.
An educator serious about effecting positive change in their teaching should be able to do the following:
· Identify and describe the learning outcomes you are trying to achieve for your students
· Distinguish between the different kinds of outcomes commonly achieved in education
· Study some of the most common evaluation systems used in education
· Evaluate these systems and determine those that are suitable for your purposes
· Identify how you can build evaluation into your own teaching as a normal part of your design and development practice
· Determine how to design and use student self-assessment as part of your evaluation process
· Identify and describe how to create meaningful rubrics to measure student progress in several different subject areas
· Design a “Teacher Evaluation” to be completed by your students for the purpose of letting you know what changes they need and what they consider is working well for them in your class
. 'teachers who respond to their children's message, and not to their mistakes, appeared to help their children more.' John Smith Warwick Elley New Zealand Educators
Many educators view assessment of student learning as a comprehensive task. However, evaluating a student’s performance can actually be done in a formative and/or a summative way.
Formative evaluation is a process of ongoing feedback on performance. The purposes are to identify aspects of performance that need to improve and to offer corrective suggestions. The formative version of learning assessment, deals with the different ways teachers can evaluate students based on the material presented in class. The students themselves get to see where they need to concentrate more efforts on then use the information collected from this type of assessment. The teachers can also use the results to focus in on the areas where extra time should be spent on instruction.
Summative evaluation is a process of identifying larger patterns and trends in performance and judging these summary statements against criteria to obtain performance ratings. You must rely upon your evidence and perceptions to justify ratings. The summative version of assessment of learning gives teachers the opportunity to grade work that evaluates the quality of the student’s work through different assignments. Not only is this data graded for accuracy but also how well the student translates their knowledge of the subject matter at hand.
The bottom line is that assessment of learning is what many educators do to determine whether a student is ready to pass to the next level of study. It is not always at the end of the year before grade promotions. In fact, it can and should happen frequently throughout the year and should incorporate more than just grades but also level of competency in other areas of learning as well.
Evaluation lies at the heart of improving teaching and learning. However you look at it, change only comes about when you determine to make a change. In order to come to that determination, you must first consider your current practice, and come to the conclusion that change is necessary. If you don't want to change your practice, or to improve your practice, if you don't want to improve the learning experience of your students, then there is no need to evaluate their learning experience or the learning environment you have created for them. However, if you are eager to improve the learning experience of your students, then it is important for you to consider where change can best be effected. It is quite valuable to begin by evaluating that experience. Appropriate and effective evaluation can lead to appropriate and effective change and development. Indeed, evaluation should not be seen as something additional to your teaching. It should be seen as an integral part of the design and delivery of a program of teaching for high quality student learning.
An educator serious about effecting positive change in their teaching should be able to do the following:
· Identify and describe the learning outcomes you are trying to achieve for your students
· Distinguish between the different kinds of outcomes commonly achieved in education
· Study some of the most common evaluation systems used in education
· Evaluate these systems and determine those that are suitable for your purposes
· Identify how you can build evaluation into your own teaching as a normal part of your design and development practice
· Determine how to design and use student self-assessment as part of your evaluation process
· Identify and describe how to create meaningful rubrics to measure student progress in several different subject areas
· Design a “Teacher Evaluation” to be completed by your students for the purpose of letting you know what changes they need and what they consider is working well for them in your class
. 'teachers who respond to their children's message, and not to their mistakes, appeared to help their children more.' John Smith Warwick Elley New Zealand Educators
Saturday, April 10, 2010
About Student Trust
About Student Trust
Dr. Wendy Ghiora – Blog Posting #45 – April 10, 2010
Have you ever thought about the importance of student trust? Does it really matter if your students trust you? Let’s look at what trust really means:
Trust: Noun. Middle English, probably of Scandinavian origin: akin to Old Norse traust trust; akin to Old English treowe faithful.
1. a: assured reliance on the character, ability, strength, or truth of someone or something b: one in which confidence is placed.
Wow! This is such a small word, with such a powerful definition. Accordingly, in order to step into the shoes of one who is worthy of trust, one would exude the qualities of assured reliance on their own character, ability, strength and/or truth and be someone in whom confidence is placed. It takes a very special, caring and ethical person to fill these shoes and walk in them daily.
Effective teachers know the importance of building trust with their students. It may not be written in the official job description, but teaching without gaining a student’s trust, is like trying to sail a ship without any sails.
Trust building begins on day one and requires consistency as the year progresses. Students who come to trust you will not be classroom management problems: to the contrary, they will help you achieve your goals and they will help other students see you in the best possible light.
One of the best ways to gain student trust is to show that really do care and you are genuinely interested in your students' lives.
Let Your Students Know They Are Important
Step 1- Greeting
Say hi. As your students enter your classroom, greet them with a smile and a simple hello. You don't have to engage them in a lengthy conversation; just talk to them. This shows them that you recognize their existence and that you are glad to see them. This means the world to many students, since they might come from families where their parents aren't glad to see them.
Step 2- Caring Conversation
When you have some time after class or if you see one of your students in the hallway, take a moment to ask how their day went or ask what their plans are for the weekend. Be careful not to be too intense with the questioning; some students would rather not talk to their teachers about their lives, and this is fine. Find something nice to say to the student. As long as your statements or compliments are genuine, they will be well received. Many of your students will welcome the interest you show in them, and this will help them to feel that you are trustworthy.
Step 3- Inclusive Instruction
Include your students in your lessons (always in a positive manner). One of the surest ways to attract the attention of your students is to use them in your teaching. If you are giving an example of something, then use your student's names in the example. If you need some volunteers to demonstrate a concept, ask some of your students to help you. The more student involvement, the more they learn and feel at ease in your class. This not only helps students want to be involved in your lesson, but it also helps the other students pay attention better, as they naturally do when they hear or see their own peers in your lesson.
Step 4-Building and Creating Emotional Safety
Consistently let students know that you are someone who they can come to with any question or concern. Questions like “How are you doing?” or “Is something bothering you?” or “Is there anything I can do to help?” signal that you care. Beginning of the year confusion, intimidation, inconsistency and threats may create short-term compliance, but you put genuine trust at risk. Over time, students will come to you with their concerns trusting that you will listen and that you care about them. Students, like most people, just want to be in the presence of someone who cares. The most effective and trusted teachers are the ones who take time to ask students how they are doing. They reassure them that if they had any questions about the new school they should come to them. An example is a teacher that did this by making sure that students knew how to unlock their hall lockers. Middle school was the first time many of them had ever used a combination lock. Because she took the time to care about their “locker anxiety,” she helped them feel more safe and started earning their trust.
Step-5 Consistency and Reliability
There are 180 school days in most academic years. A teacher can gain the trust of students by making every day, every week and every unit as structured, yet as interesting as possible. Students should know exactly what the goals of the lesson are, and what they are expected to know and be able to do at lesson’s end. Many students lack consistency and reliability in their own lives. Once the trusting starts, some of your students will begin to make up reasons to stay after school. On Fridays, some will even tell you that they cannot wait for Monday. They know that, for at least five days, someone whom they trust will be there for them, care about their learning progress and keep them safe. Your face should bring a sense of joy to their hearts and they should smile when they see you.
Whom Do You Trust?
You trust people who anticipate your needs.
You trust people who demonstrate that they care about you.
You trust people who are reliable and consistent
You trust people who correct your mistakes and help you learn.
You trust people who help you to feel competent and successful.
Guess what? Students will trust you for the same reasons. They will come to trust you if they feel safe physically, socially and emotionally in your classroom. Students who know you care about them will trust you. Students who know you are reliable and consistent will trust you. Students who get academic and personal help when they make mistakes will trust you. Students, who feel competent and successful because of you, will give you much of the credit for their achievements. The teacher worthy of trust is the teacher you always want to thank in person.
Conclusion
To earn a student’s trust is as essential to teaching as the knowledge you have of your subject. Trust is the power given to you by your students enabling you together, to muster the wind needed to set sail. Bon voyage!
"To reach a port, we must sail - sail, not tie at anchor - sail, not drift. "--Franklin D. Roosevelt
Dr. Wendy Ghiora – Blog Posting #45 – April 10, 2010
Have you ever thought about the importance of student trust? Does it really matter if your students trust you? Let’s look at what trust really means:
Trust: Noun. Middle English, probably of Scandinavian origin: akin to Old Norse traust trust; akin to Old English treowe faithful.
1. a: assured reliance on the character, ability, strength, or truth of someone or something b: one in which confidence is placed.
Wow! This is such a small word, with such a powerful definition. Accordingly, in order to step into the shoes of one who is worthy of trust, one would exude the qualities of assured reliance on their own character, ability, strength and/or truth and be someone in whom confidence is placed. It takes a very special, caring and ethical person to fill these shoes and walk in them daily.
Effective teachers know the importance of building trust with their students. It may not be written in the official job description, but teaching without gaining a student’s trust, is like trying to sail a ship without any sails.
Trust building begins on day one and requires consistency as the year progresses. Students who come to trust you will not be classroom management problems: to the contrary, they will help you achieve your goals and they will help other students see you in the best possible light.
One of the best ways to gain student trust is to show that really do care and you are genuinely interested in your students' lives.
Let Your Students Know They Are Important
Step 1- Greeting
Say hi. As your students enter your classroom, greet them with a smile and a simple hello. You don't have to engage them in a lengthy conversation; just talk to them. This shows them that you recognize their existence and that you are glad to see them. This means the world to many students, since they might come from families where their parents aren't glad to see them.
Step 2- Caring Conversation
When you have some time after class or if you see one of your students in the hallway, take a moment to ask how their day went or ask what their plans are for the weekend. Be careful not to be too intense with the questioning; some students would rather not talk to their teachers about their lives, and this is fine. Find something nice to say to the student. As long as your statements or compliments are genuine, they will be well received. Many of your students will welcome the interest you show in them, and this will help them to feel that you are trustworthy.
Step 3- Inclusive Instruction
Include your students in your lessons (always in a positive manner). One of the surest ways to attract the attention of your students is to use them in your teaching. If you are giving an example of something, then use your student's names in the example. If you need some volunteers to demonstrate a concept, ask some of your students to help you. The more student involvement, the more they learn and feel at ease in your class. This not only helps students want to be involved in your lesson, but it also helps the other students pay attention better, as they naturally do when they hear or see their own peers in your lesson.
Step 4-Building and Creating Emotional Safety
Consistently let students know that you are someone who they can come to with any question or concern. Questions like “How are you doing?” or “Is something bothering you?” or “Is there anything I can do to help?” signal that you care. Beginning of the year confusion, intimidation, inconsistency and threats may create short-term compliance, but you put genuine trust at risk. Over time, students will come to you with their concerns trusting that you will listen and that you care about them. Students, like most people, just want to be in the presence of someone who cares. The most effective and trusted teachers are the ones who take time to ask students how they are doing. They reassure them that if they had any questions about the new school they should come to them. An example is a teacher that did this by making sure that students knew how to unlock their hall lockers. Middle school was the first time many of them had ever used a combination lock. Because she took the time to care about their “locker anxiety,” she helped them feel more safe and started earning their trust.
Step-5 Consistency and Reliability
There are 180 school days in most academic years. A teacher can gain the trust of students by making every day, every week and every unit as structured, yet as interesting as possible. Students should know exactly what the goals of the lesson are, and what they are expected to know and be able to do at lesson’s end. Many students lack consistency and reliability in their own lives. Once the trusting starts, some of your students will begin to make up reasons to stay after school. On Fridays, some will even tell you that they cannot wait for Monday. They know that, for at least five days, someone whom they trust will be there for them, care about their learning progress and keep them safe. Your face should bring a sense of joy to their hearts and they should smile when they see you.
Whom Do You Trust?
You trust people who anticipate your needs.
You trust people who demonstrate that they care about you.
You trust people who are reliable and consistent
You trust people who correct your mistakes and help you learn.
You trust people who help you to feel competent and successful.
Guess what? Students will trust you for the same reasons. They will come to trust you if they feel safe physically, socially and emotionally in your classroom. Students who know you care about them will trust you. Students who know you are reliable and consistent will trust you. Students who get academic and personal help when they make mistakes will trust you. Students, who feel competent and successful because of you, will give you much of the credit for their achievements. The teacher worthy of trust is the teacher you always want to thank in person.
Conclusion
To earn a student’s trust is as essential to teaching as the knowledge you have of your subject. Trust is the power given to you by your students enabling you together, to muster the wind needed to set sail. Bon voyage!
"To reach a port, we must sail - sail, not tie at anchor - sail, not drift. "--Franklin D. Roosevelt
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