The New York Times Magazine has an excellent piece profiling Doug Lemov, previously a teacher, charter school founder and currently an educational consultant to help teachers become more effective. With so many failed attempts in the past by the government, Lemov took it upon himself to make a change:

Lemov himself pushed for data-driven programs that would diagnose individual students’ strengths and weaknesses. But as he went from school to school that winter, he was getting the sinking feeling that there was something deeper he wasn’t reaching. On that particular day, he made a depressing visit to a school in Syracuse, N.Y., that was like so many he’d seen before: “a dispiriting exercise in good people failing,” as he described it to me recently.

Although my experience is limited to that of a student, effective classroom strategy seems to always be a priority of educational organizations but rarely one that shows any progress. Why is this?

But when it came to actual teaching, the daily task of getting students to learn, the school floundered. Students disobeyed teachers’ instructions, and class discussions veered away from the lesson plans. In one class Lemov observed, the teacher spent several minutes debating a student about why he didn’t have a pencil. Another divided her students into two groups to practice multiplication together, only to watch them turn to the more interesting work of chatting…But he realized that he had no clue how to advise schools about their main event: how to teach.

The question I keep coming back to is: do we help the teachers or the students? The answer floats somewhere in between. The temporary solution is outlined as this:

Yet he has come to the conclusion that simply dangling better pay will not improve student performance on its own. And the stakes are too high: while student scores on national assessments across demographic groups have risen, the percentage of students at proficiency — just 39 percent of fourth graders in math and 33 percent in reading — is still disturbingly low. And there is still a wide gap between black and white students in reading and math. The smarter path to boosting student performance, Lemov maintains, is to improve the quality of the teachers who are already teaching.

Thus, the responsibility rests on the teacher. This is one reason we have profiled various teachers on this blogs with their tips for improving. If you have any tips, please leave them in the comments.

During the last election one of the major issues relevant to my peers and I was Obama’s plan for education. As current students we realized that any projects Obama planned to fund and execute would have little to no affect on our college experience. However, it was still important to us as students to see progress in any area we felt so strongly about.

A recent piece in E School News analyzed Obama’s latest plan thoroughly:

The Obama administration is offering a $900 million carrot to the nation’s school systems to tackle what many view as an abysmal dropout rate that threatens America’s ability to compete in the new global economy. But it’s the “stick” portion of the administration’s plan that has rankled many educators.

Districts would get the money only if they agree to one of four plans to dramatically change or even shut down their worst performing schools. One of these plans involves firing the principal and at least half of the staff members at a struggling school—a turnaround plan that captured national attention when it was tried by the Central Falls, R.I., school system last week.

How bad are dropout rates?

The White House says 1.2 million students drop out of school each year, and only about 70 percent of entering high school freshmen go on to graduate. The problem affects blacks and Latinos at particularly high rates. About 2,000 high schools turn out half of all dropouts, and the administration says it will work with states to identify those schools with graduation rates below 60 percent.

With Obama’s 2011 budget proposal including $900 million for School Turnaround Grants, I hope the money is put to good use. Where would you recommend the money is invested?

Graduating in 2009, as I did, was a difficult time for many of my peers. The rough, volatile economic conditions forced many graduates to reevaluate their post-college plans. Without a job, what would they do? Find an internship? Start a company? Job hunt? Sit at home? Go to law school or grad school?

I’d argue that the additional education argument, such as law school or grad school, felt the most productive my peers because they are safe options (at least temporarily). You’ll pay a large sum of money to continue and hopefully advance your undergraduate studies.

A piece from Swarthmore’s website provides unique perspective on the Grad School dilemma:

Should I go to graduate school?

Short answer: no.

Long answer: maybe, but only if you have some glimmering of what you are about to do to yourself. Undergraduates coming out of liberal arts institutions are particularly vulnerable to ignorance in this regard. For four years, they’ve been asked to take chances, experiment, change course when it suits them, freely enrich their minds and their hearts. Most such students then approach careers with something of the same spirit, and generally, they should. Take some chances after you graduate, try different things. Why not?

Just don’t try graduate school in an academic subject with the same spirit of carefree experimentation. Medical school, sure. Law school, no problem. But a Ph.D in an academic field? Forget it. If you take one step down that path, I promise you, it’ll hurt like blazes to get off, even if you’re sure that you want to quit after only one year.

Two years in, and quitting will be like gnawing your own leg off.

Past that, and you’re talking therapy and life-long bitterness.

It’s not because academia is so great that anyone denied it is forever shattered. Don’t get me wrong: as one of the lucky few to get into a tenure-track position, I am loving it. Every day is a hoot: this is a truly privileged situation. I love my job, and my job is my life, or a big part of it. But the problem here is that academia is also insidious. If its peculiar subculture suits your personality and your skills, then grad school is worth enduring.

If you and academic life are a mismatch, then grad school won’t help you discover that. It will just confuse you even more.

What do you think?

Read the rest here.

I remember in elementary school I was forced, or highly encouraged, to learn twenty or more vocab words for a weekly vocabulary quiz. The quiz would be a mix of fill in the blank, matching and context questions that I’d cram to study for the night before. As I think back on my study methods, which always included flash cards, I distinctively remember “moving around” while I studied.

This may have included a walk down my driveway, around the neighborhood block or simply around my house.

A new blog post by Seth Roberts discusses the theory of movement learning:

Five years after my own experience as a third-grade teacher in Illinois, I was training teachers at the University of Washington and received a federally funded grant to conduct research in the Seattle Public Schools. During the 1977 school year, 250 students from four elementary schools studied language arts concepts through movement and dance activities for twenty weeks. The third grade students involved in the study increased their MAT [?] scores by 13 percent from fall to spring, while the district wide average showed a decrease of 2 percent! The primary grade project [?] students also showed a great improvement in test scores. Most significant was the direct relationship the research showed between the amount of movement the classroom teacher used and the percentage increase of students’ test scores.

It turns out my elementary school theory wasn’t necessarily correct, but it’s been shared and possibly been reinforced elsewhere.

Learning takeaway: encourage students to experiment with study methods that include a second variable besides blankly reading or memorizing, such as walking, lifting weights or running on a treadmill.

This post is part of the Teachers Certification Map’s “discussion series,” a collection of posts featuring highlights and questions around the evolving state of education aimed at enlightening young teachers as they embark on their careers.

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Thomas College has a new policy on education (via New York Times):

Students who can’t find work in their fields within six months of graduation can come back to take classes free, or have the college pay their student loans for a year.

But..wait. There’s more:

The University of Louisiana, Lafayette, is eliminating its philosophy major, while Michigan State University is doing away with American studies and classics, after years of declining enrollments in those majors.

What’s going on and why the change in attitude? Let’s look at the stats:

Consider the change captured in the annual survey by the University of California, Los Angeles, of more than 400,000 incoming freshmen. In 1971, 37 percent responded that it was essential or very important to be “very well-off financially,” while 73 percent said the same about “developing a meaningful philosophy of life.” In 2009, the values were nearly reversed: 78 percent identified wealth as a goal, while 48 percent were after a meaningful philosophy.

Discussion: What methods, from either the perspective of a student or teacher, can you use to receive an education outside of “just” a major?

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Do you know someone with great insights to share with young teachers, or do you want your material considered for a discussion topic?

Please email us at hello@certificationmap.com.

President Obama has spurred a new endeavor to encourage students to become more interested in the areas of science and math. The worldwide exams that compare educational achievement have shown in the last couple of years that the United States is lagging behind many developed countries. This poor report card has been the stimulus to have teachers try and foster an interest of science and math in their students. These attempts have not shown any improvement

This new initiative called Educate to Innovate is much different than past attempts because it is aimed to engage students outside of the classroom. When students come home from school, they are likely to watch TV, play videogames, and/or play outside. The new initiative will target all of these activities.

The Discovery channel has pledged a 2-hour block of commercial-free programming in their subsidiary channel, the science channel. The Discovery channel hopes to show that their commitment to educational programming goes beyond commercial interests by providing uninterrupted programming.

Outside of the boob tube, the new initiative extends to the multi-million dollar arena of video games. Educate to Innovate will award $300,000 to the best science and math based video game which will be distributed free to students in hopes that they will be come intrigued and excited about the topics covered.

The initiative will also reach out to scientists and educators willing to donate their time to enticing students into performing hands-on experiments in and out of school. Nationallabday.org, founded by the American Chemical Society, is the center for matching scientists and educators to students. Their work will culminate on the proposed National Lab Day, which schools will hold on the first week of May.

Although the quality of teaching needs to improve in the American teaching system, the drive to learn must come from the students themselves. Obama’s new initiative is an interesting take on the challenge to improve the national examination scores that has potential to become a powerful way to reach the nation’s students.

Obama’s Recovery and Reinvestment Act is one of the largest taxpayer funded projects of all time. And yet the details about what it is exactly doing and where the money is going to seem to be encased in a black box of confusion and mystery. This article will shine a little light.

The American Recovery and Reinvestment Act, totaling more than $780 billion, is working to pump funds into the United States’ most troubled sectors. Education has been a struggling field, so it is no surprise that a large portion of the legislature is pointed at the sector. At approximately $90 billion, the education related portion of the stimulus plan is the largest amount of money ever devoted to education at once.

Although the amount of money is tremendous, Arne Duncan, the Current Secretary of Education, has stated that “just investing in the status quo isn’t going to get us where we need to go.” He goes on to say that “the tremendous challenge and opportunity is to use these resources to drive change and drive reform in ways that will live for decades long beyond when the last dollar’s been spent.”

So how is the education stimulus being spent, and how will that affect you? Here is a breakdown:

• • $44.5 billion in aid to local school districts to prevent layoffs and cutbacks, with flexibility to use the funds for school modernization and repair (State Equalization Fund)
• • $15.6 billion to increase Pell Grants from $4,731 to $5,350
• • $13 billion for low-income public school children
• • $12.2 billion for IDEA special education
• • $2.1 billion for Head Start
• • $2 billion for childcare services
• • $650 million for educational technology
• • $300 million for increased teacher salaries
• • $250 million for states to analyze student performance
• • $200 million to support working college students
• • $70 million for the education of homeless children

$44.5 Billion for State Equlization Fund

The major component of the plan is the $44.5 billion aimed at stabilizing state education budgets. This means that on average states would receive $890 million a piece. The effects of this infusion of funds has already been seen. In early November, the White House came out with an estimate that 250,000 jobs in the education sector have been saved from termination. The $44.5 billion was also allotted to help schools with building projects and maintenance, which has incalculable benefits.

$15.6 Billion for Pell Grant Funding

The Pell Grant, named after Senator Claiborne Pell, is a post-secondary school grant that is aimed at students from underprivileged families. These grants are not repaid by the student upon completion of their degree. The grant for several years has not been given out to its maximum allowance, often leaving students with massive debt. This portion of the stimulus plan would raise the maximum amount that students were rewarded from $4,731 to $5,350. Considering the average cost of a public university is $12,000+ a year, this increase is sure to help with student debts.

$13 Billion for Low-income Children

Under Title I, the $13 billion are going to be hard at work making sure that all children have a fair, equal, and significant opportunity to obtain a high-quality education. This stimulus money will be distributed in terms of targeted grants for low income families as well as grants awarded to states that show the best funding equity and effort toward helping underprivileged children get a high quality education.

$12.2 Billion for IDEA

The $12.2 billion allotted for special education is funneled through the Department of Education’s Office of Special Education Programs (OSEP). OSEP oversees the implementation of the Individuals with Disabilities Education Act (IDEA). IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. Considering that special education is one of the country’s most underfunded areas, the funds from this bill is sorely needed.

$2.1 Billion for Head Start

The Head Start program provides grants to local public and private non-profit and for-profit agencies to provide comprehensive child development services to economically disadvantaged children and families, with a special focus on helping preschoolers develop the early reading and math skills they need to be successful in school. The $2.1 billion will certainly aid in the funding available for these agencies which will translate in improved education on parenting for parents and improved care and development for children.

$2 Billion for Childcare Services

The additional $2 billion in funds for childcare services are pointed at child care “scholarships” for low-income families. This infusion of funds has been widely begged for across the country. will benefit those who ay have lost their jobs and do not have time to care for their children while searching for new jobs and those who work mutiple jobs just to make payments on their credit cards and mortgages.

$650 Million for Educational Technology

In the age of technlogy, schools are often the most bereft of cutting edge technology. While students own top of the line personal computers, the computers and projectors in schools tend to be 5+ years old, obsolete in the technology world. Through the Enhancing Education through Technology State Program (ED-TECH), these funds will be provided to state education departments on the basis of their proportionate share of funding under Part A of Title I.

$300 Million for Salaries

The $300 million for increasing teacher salaries is by far one of the most watched allocations by educators because it directly affects their paychecks. These funds will help improve teacher salaries. Teacher salaries have remained stagnant for years against state average salaries even while the costs of living still rise.

$250 Million for Exam Evaluations

In order for any of this spending to be worth while, there has to be some quantifiable increase in performance of students. The $250 million allocated to analyze student performance will help offset state costs for implementing, proctoring, and analyzing student comprehension exams.

$200 Million for Working Students

While Pell grants usually fall short of covering more than half of a college student’s tuition, the Federal Work Study program aids in making funds available to colleges to employ their students. The stimulus package is adding an additional $200 million to the Federal Work Study program so that more colleges can participate and those who are already in the program can use more funds to increase the salaries of federal aided college students working for them.

$70 Million for Educating Homeless Children

The final portion of the education section of the stimulus bill is the $70 million provision for educating homeless children. These funds will be used to start or improve activities and services for homeless children so they have to opportunity to enroll in, and succeed in school. From pre-school to high school. the money will go toward counseling services, transportation, and emergency assistance. Without this program these children would be doomed and never even given the opportunity to improve their life.

Legislature can always be confusing and their terms seem mysterious. That is why we have provided an easy to understand breakdown of the education reform section of the bill. The better we understand where our hard earned money goes to, the more we can appreciate how it is helping the country.

Alex Mann, our freelance journalist, who has delivered the “lessons from the field” series of blog posts, has a deep-seeded passion for education and entrepreneurship. Taking a break from running his startup, AM Analytics, and from interviewing teachers from around the country for this blog, he has agreed to do an interview with Stephen Tom of Teacherlinx to share his thoughts on the state of education:

How are you involved with education?

The approaching winter months means three things, fewer daylight hours, holiday cheer, and the flu. This year will be an exceptional year for the Tissue and Kleenex companies because aside from the normal seasonal flu, the infamous swine flu will be present as well. But unlike the seasonal flu, which has a widely available vaccine to everyone, the production of the swine flu vaccine has been lagging in the prior months.

It may not be available to everyone yet, but the swine flu vaccine is coming to clinics in New York City and various other urban communities and is free for all primary and secondary school students.

The swine flu is already widespread amongst school-aged children. There were hundreds of accounts of swine flu in camps this previous summer and the pathogen has followed the children to school. If students are not vaccinated, the spread of the swine flu will only get worse.

There has been a lot of debate to whether the vaccine is safe for use in general. The swine flu for the most part is the same as the seasonal flu. The difference comes in the markers on the virus that invades the body. A flu vaccine mimics these markers but does not have the pathogenic effects of its specific virus. The body then responds to these markers and creates a defense against them so when the real thing comes along, the body has the tools to destroy it. This acclimation of the body to the markers is what causes the feelings of getting sick that very few people experience after getting a flu shot. The perception of getting sick in these people usually passes very quickly.

So is the swine flu vaccine safe? According to WebMD, the answer is yes and no. The vaccine is created in the same process as the seasonal flu vaccine except for the markers, and has not had any serious side effects in the hundreds of thousands of doses given so far, so it is safe to say that if you have had a flu shot before and have not gotten terribly sick, this one wont hurt you either. The only danger this vaccine poses is if you are allergic to eggs and egg products because the vaccine is cultured in eggs.

The availability of the vaccine to school-aged children is great news because they are the most susceptible to the worst symptoms besides the elderly. The opportunity to prevent the spread of this flu is available and it must be taken advantage of for the well being of everyone in our schools

This is an EDU-torial by Mike Davidson: Mike is currently a graduate student at New York Univerisity working toward his Masters Degree. His recent experiences through most levels of education drive his beliefs and hopes for education reform.

As President Obama doles out billions from the pockets of taxpayers and eventually their children, there needs to be some concrete measure that the stimulus plan is actually working to save jobs and get the country back on its feet. As far as education goes, the Obama administration claims that it has saved over 250,000 educator jobs in the past year.

The spending has been shown by many states to stabilize the balance sheets and budgets of hundreds of school districts. The schools then report their expenditures back to their state so the government knows where the money goes. So far, it has been reported by schools that the Tampa Bay area alone saved 2,800 education jobs due to the stimulus money. 6,000 out of the 62,000 education jobs saved in California were saved in Los Angeles. 2,600 were saved in Utah, 8,500 and 5,900 in Missouri and Minnesota respectively and 14,500 were saved in Michigan. These findings should be music to the public’s ears especially those citizens in public colleges and those with children because teachers impact their lives on a daily basis.

Unfortunately these numbers aren’t all what they seem. Although the numbers are impressive, the term “saved jobs” is quite broad. Many teachers around the country have kept their jobs because of the stimulus, but their benefits and wages continue to decline while their class sizes grow. The quality of compensation was not evaluated in the survey of “saved” educational jobs. What’s more concerning is the lack of mention of how many teaching jobs were lost in spite of all of the stimulus money.

Since it is not entirely possible to know exactly how many jobs were “saved,” these numbers are an estimate on the positive effects of the stimulus bill on the realm of education by preventing layoffs. But it is a poor estimate of the bill’s effect for the individuals of the educational system. The stimulus money is only a band-aid for the American educational system, and a flimsy band-aid at that.