This week revisits an old friend in data analysis. I have always been concerned with putting too much stock in data, because beauty is often in the eye of the beholder. My school district is data hungry, and I often question making decisions based on data returned in the form of surveys. In one sense, survey takers are often conflicted about having to take a survey, and consequently, results can be skewed. In another sense, I often wonder how the data is analyzed. The focus can often be misplaced, or areas are highlighted that ignore some obvious concerns.
What I have enjoyed with the Winns site is that the data seems a bit more black and white. Data based on standardized tests is hard to minipulate because of the uniformity of the test. With that said, my high school still finds a way to paint a picture that seems a bit too rosy for my taste.
As a language arts instructor, my focus has always been on making my students better writers. I have examined the data concerning student abilities in the areas of reading and language. As readers, my school has results that surpass or at least rival many schools. Language results, on the other hand, shows that we are woefully deficient. So I have to ask what causes my students to struggle in the area of language. My contention is that students have fallen behind in my district because grammar instruction is no longer emphasized in the classroom. Further investigation shows that many educators in my district claim to provide some form of grammar instruction for students, but when put to task, grammar instruction is more theory than reality. Some teachers incorporate small bits of grammar instruction, whereas other teachers avoid grammar like the plague.
From the data studied, I think it is fair to say that grammar instruction needs to be a priority in my district, and it is also evident that it should become very focused prior to the WKCE test during 10th grade. My department has decided to include formal grammar instruction during 9th grade, and to be continued throughout the high school experience.
I remember some national data that was gathered showing that grammar instruction didn't have an impact on student writing. I never saw the data, but read the conclusions with caution. I have always believed that there is a connection between grammar and writing abilitiy, and I think my high school's data supports my theory. I look forward to incorporating some "old school" grammar instruction at my school, and I will be curious to see what I think will be improvement in student scores in the area of language on standardized tests in the future.
Friday, May 21, 2010
Friday, May 14, 2010
CEdO 565 Post#1
I believe that every educator is a leader, but how one accepts the role of leader varies from person to person. In one sense, I would love to be more of a follower. Not in an apathetic sense, blindly going where others tell me to go, but in a behind the scenes capacity. I would prefer to do the heavy lifting without having people recognize my role. Call it self-deprecating, humble, or just plain silly, but I have never really felt comfortable being considered a leader.
When I was in my 20's, I accepted a position as the assistant general manager of an upscale restaurant. Aside from my sports background, this was a time in my life where I learned the most about what it meant to be a leader. Being responsible for 100 employees was a constant challenge, and I learned a lot about what I could and could not accomplish.
I finally became a teacher when I was 30, and within a year I became the department head at my school. I enjoyed the responsibilities of the position, but didn't enjoy the politics involved. During this time I also coached, and I learned a lot about conflict resolution.
These experiences helped forge my leadership skills. Now I am in my third year of teaching at Bay Port high school, and it is my tenth year as an educator. I think this graduate program has allowed me to be a leader in my department. As we continue to adapt our curriculum, I am asked to lead the way in presenting technology tools that might be viable alternatives to methods that are currently practiced. Although I am far from an expert, I do feel comfortable making recommendations concerning technology in order to improve student learning.
I also lead when it comes to the writing process at my school. I am on a committee that is evaluating current writing practices (or lack thereof) and trying to develop solutions to improve student writing. I feel comfortable sharing information with staff concerning classroom weaknesses in the area of writing, and can deal with the often frigid audience. If I do anything well, it would be my ability to disarm the defensive strikes often volleyed by teachers when they feel threatened by inquiries. I never take sides, and do not form any alliances with groups. Impartiality has helped me reach more staff members, and I think people respect that about me.
My classroom is my favorite area for leading, because it is there that I feel most in my element. My students are often the castoffs from other classes, and many adults have given up on the chances of these students being successful. I feel that I can influence these students to a greater extent than any other groups at the school, for these students need the most direction. The daily interaction with these students has helped me become more organized, compassionate, and determined to be successful. In many cases, I am the only role model that these students have, and I cherish having that opportunity. Although I am not the best person to ask, I do hope that my students consider me to be a good leader.
When I was in my 20's, I accepted a position as the assistant general manager of an upscale restaurant. Aside from my sports background, this was a time in my life where I learned the most about what it meant to be a leader. Being responsible for 100 employees was a constant challenge, and I learned a lot about what I could and could not accomplish.
I finally became a teacher when I was 30, and within a year I became the department head at my school. I enjoyed the responsibilities of the position, but didn't enjoy the politics involved. During this time I also coached, and I learned a lot about conflict resolution.
These experiences helped forge my leadership skills. Now I am in my third year of teaching at Bay Port high school, and it is my tenth year as an educator. I think this graduate program has allowed me to be a leader in my department. As we continue to adapt our curriculum, I am asked to lead the way in presenting technology tools that might be viable alternatives to methods that are currently practiced. Although I am far from an expert, I do feel comfortable making recommendations concerning technology in order to improve student learning.
I also lead when it comes to the writing process at my school. I am on a committee that is evaluating current writing practices (or lack thereof) and trying to develop solutions to improve student writing. I feel comfortable sharing information with staff concerning classroom weaknesses in the area of writing, and can deal with the often frigid audience. If I do anything well, it would be my ability to disarm the defensive strikes often volleyed by teachers when they feel threatened by inquiries. I never take sides, and do not form any alliances with groups. Impartiality has helped me reach more staff members, and I think people respect that about me.
My classroom is my favorite area for leading, because it is there that I feel most in my element. My students are often the castoffs from other classes, and many adults have given up on the chances of these students being successful. I feel that I can influence these students to a greater extent than any other groups at the school, for these students need the most direction. The daily interaction with these students has helped me become more organized, compassionate, and determined to be successful. In many cases, I am the only role model that these students have, and I cherish having that opportunity. Although I am not the best person to ask, I do hope that my students consider me to be a good leader.
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