EdPsych 490TER: Dr. Sandy Levin Marty Sierra-Perry Week One: Guest Speaker, Tom McGreal

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Reflections on Guest Speaker:

It's a good thing that I like Tom McGreal; otherwise, I think I would have to "sentence" him to co-teaching with me for a semester! While I agree that on the surface some of what Tom says is legit --after all he has all that research--the realities of school life challenge passive acceptence of what he says. Which is good. Inquiry and all that . . . so let me address my comments to the following:

Is there a myth regarding the age of those not using technology? In a presentation by William J. Valmont at the Ninth International Conference of Society for Information Technology and Teacher Education[SITE] held March 10-14, 1998, entitled "Cooperating Teachers' Technology Use: Expectations of Student Teachers' Technology Knowledge," the results of his investigation showed that of the 102 teachers surveyed and of the 51 who responded, the teachers who reported using technology most frequently were those who had taught 15+ years. He goes on to suggest that this isn't necessarily a good thing because the way in which they use available technology is for the most part, word processing and teacher utility programs. So, perhaps veterans are using technology, just not effectively. The question "why" logically follows. Valmont found that there was limited access to the computer technologies that might most impact teaching and learning,i.e., lab access, multimedia software, internet connections, integrating technology within the curriculum. What is interesting to me is that they [Cooperating teachers] feel competent to identify "good" software even though they have had limited experience with programs. Sixty-seven percent of the teachers identified themselves as prepared to identify software for purchase. Seventy-five percent identified themselves with the ability to integrate computers into the curriuclum. Where does this sense of efficacy come from? Is it from the technical support which seventy-nine percent rated as good to outstanding? Think about it. If you didn't have to worry about keeping the network running ,and you had access to a tech who could address your concerns asap, you might think you were actually "doing" technology! The cooperating teachers rated student teacher's preparation well (28%) to very well (20%). They wanted student teachers to know more about: word processing, Mac and PC, Internet, Gradebooks, Research skills[on Internet], Calculators[Go, math/science!], and other school specific software. They [Co-operating teachers]wanted to learn: e-mail, Internet, scanner, and computer basics. Valmont suggests that without adequate faculty development opportunities, it is unlikely that teachers can effectively integrate computer technology into teaching/learning activities. In my personal experience, certainly as a member of CTER2, more veteran teachers are looking for ways to seamlessly integrate technologies into their instruction to effectively influence student leaning and achievement.

Staff Development vs. Professional Development I find this distinction interesting. I tend to think of staff development as that which the district does to you and professional development as something that you do for yourself. In each case improved student learning is the goal. Professional development is more constructivist in my mind. Creating a professional development plan requires you to look at your current practices and reflect on the effectiveness on learning and student achievement. You do the inquiry, alone or with a group, but for systemic change to occur, a change has to occur within the individual.

"New" Basic Teacher Tools:Where was this article when I needed it?!! Thank you, Dr. Edwards! Thank you, Dr. Ray Crisp! Thank you, Dr. Ron Fortune! Thank you, Louise Rosenblatt! Thank you, Mina Shaunnessy! Thank you, Dr. Sergiovni! Engaged learning has been a major thread throughout my teaching career and when I have had more administrative roles. Each of the individuals that I am thanking has positively contributed to my development as a person who teaches. Dr. Edwards, Illinois State University methods instructor, stressed the importance of unit plans as a way to create a "spontaneous" flexibility in the classroom. Dr. Ray Crisp, English professor at Illinois State University, sensitized me to the importance of classroom climate and being with the learner and listening to where they were in their understanding. Dr. Ron Fortune, Rhetoric at Illinois State University, introduced me to writing as constructing meaning, and Shannessy's approach to the developing writer. The teachings of Louise Rosenblatt of the creative relationship of the text and the reader to construct meaning. Dr. Sergiovani, University of Illinois, gave me a vision of teacher as leader. Planning for engaged learning is complex. I don't think that administrators always recognize it as such. As I have implied from what I have taken from my teachers, teaching has always been dynamic, but it is only recently that it is expected to occur in the classrooms for everyone. Dynamic classrooms happened with gifted and talented;basics were for everyone else. I have always believed that the accomodations that I was expected to make for my gifted students were as valid for my "regulars." Everyone has to change. Students too. When they find out their script for playing school has been revised, many chafe at the change in the expections school has for them. So, teachers must help students to see value in making that change, and lead others to see that just saying you have high expectations won't work any more. The new basics will prepare teachers to handle student diversity through technology.

Working effectively with parents This is a BIGGIE. Parents have been left out of school reform conversations in many buildings. We simply are not reaching out enough to involve parents in our school communities. As long as parents lack a commitment for a quality education for ALL students, as long as THEIR student's needs are met, they are less concerned that OTHERS may be in classrooms of large class size, or limited access to significant classroom experiences. "A lack of focus" in our mission is one criticism that I have heard from parents. We [schools] are trying to be too many things to all people. However, when you administer in a large building, it is vey easy to seek the line of least resistence and give in to parental demands that in the long run erode the school's sense of community. At the high school especially, we are asked to parent near adults. Parents seem more concerned with the grade than what the student has learned or to what extent he/she has been challenged. Many of the successful students up to this point have played school well and are not comfortable in demonstrating what they know through alernative assessments. "Tell me what's on the test!" Students, after they have engaged in learning that requies analysis and synthesis on their own ,think it was a great experience;during the experience they may be downright ugly! Change is not always easy for the young.

RED FLAG! "Staff Development activities that are focused on building and district initiatives is a much more powerful form of development that that that is driven by individual teacher interests." I'm still stinging from the district's diversity staff development initiative. I suspect some faculty took advantage of those days to schedule doctor appointments or personal development away from the building. You can only take so much of the figurative finger pointing or wagging that went on in some sessions. I was embarrassed by the behavior of some who chose to grade papers or make lesson plans during the presentations. District initiatives tend to viewed as paternalistic and authoritative. On the other hand, building initiatives which are driven by individual teacher interests have a chance of effecting real change in classroom practice and districtwide through curriculum writing. Case in point-at our high school we have four strong initiatives going: two were initially administratively driven , and two were teacher driven. Our prinicipal wanted a school to work program that addressed work place skills and academic preparation, we have in place a winning Education to Careers and Professions program available to all students. Our assistant principal has spear-headed TEAM which has as its goal moving ninth grade middle level students to the advanced level in math and English, and give them strategies for success in social studies and science. The target group are students in the 50th-75th percentile who with support could be successful with more challenging curriculum. TEAM manages its own schedule, so it can create longer blocks of time for instruction. A team of teachers works with parents and students daily in some cases to keep students making progress. This was its first year and while experiencing rough spots during the year, the team is returning next fall. Those students who participated in TEAM will be monitored by the administration next year as the move into the mainstream. The team was made up of less than 75 students with five teachers and one special education teacher. Of course in English, this meant that the other classes were much larger. We did not receive additional staff to do this. The teacher driven intiatives grew out of the frustration teachers saw when students were required to read. It did not matter what type of reading;students would not complete reading assignments. They wanted the teachers to read aloud, or summarize, or give them study guides. As students face more complex reading material at the secondary level, many feel ill-equiped to deal with it. I am not speaking of just the average and low average students. Many of the advanced students do not want to read text critically. Some don't know how and feel threatened when asked to go beyond basic story maps. To address the reading issue, the English departments of both high school supported a request for summer writing that develop a course to address these issues. The request was funded. So, last summer two teachers, one from each high school, wrote two separate course proposals[The district advocates building-based decision making--at times] that reflected how each building would like to address the problem. In the fall they were rejected by the board. Call it cynicism, but previous eperience led me to seek out an alternative, just in case the department initiatives did not win approval. I had iquired about a Reading Initiative through the National Council of Teacher's of English. Early in the spring I was contacted by directors of the Reading Intiative for the National Council of Teachers of English to be a consultant and develop a site in Champaign. I spoke with the principal, while not able to provide financial support would support us as she could. I then developed a proposal and presented it to the district's literacy director who found money, and then I forwarded the proposal to the District Staff Development Committee for approval. They approved the granting of two board credit hours for the year of reading inquiry. Read about the program in my week one responses, but suffice to say teachers involved felt re-charged and committed to personal inquiry in the teaching of reading. Most have indicated the value to their classrooms and specific student successes in their final reflections, and most are returning next year to participate in level two. We will start a new group of teacher inquirers next fall for level one. Level two participants will mentor level one teachers, but as one of the facilitating consultants, I worry that I will feel the time crunch running two groups. But, I have seen such positives out this initiative that I know that I will find a way to continue. Teachers are aware of the need for "a bigger perspective now." The NCTE Reading Initiative through "collaboration and focused energy on those things which we have identified as being most important to helping students learn" (McGreal) has already begun to transform classroom practice and curriulum reform. Our discussions about reading outside of our initiative meetings have other teachers in the building interested in joining us next year. One teacher took it personally and did all the necessary work to get a reading class for her special education students. Her request was approved, so she will take the lowest readers--those reading at the second or third grade level and teach them to read. While administrators can more readily find the resources to implement their interests, teachers can too.

Do we all know how to spell "mentor"? I just want to support McGreal' s point in his closing comments that we have a professional responsibility to do "everything that we can do to enhance both our own and the people around us (includes administrators), in terms of their ability to teach and to give their energy and their commitment to teaching and student learning."