The FACE of Cultural Diversity and IT'S Importance to Success!

Meeting: Detroit Regional Chamber of Commerce on Project Lead the Way and DPS 1-23-09

Educational Technological Imperitive!

A Plea for Educational Technology

Four education leaders call on Congress to meet President-elect Obama's request to target classroom technology modernization in economic recovery legislation.

By News Report

Four leading education and business organizations -- the Consortium for School Networking (CoSN), the International Society for Technology in Education (ISTE), the Software & Information Industry Association (SIIA) and the State Educational Technology Directors Association (SETDA) -- recently applauded President-elect Barack Obama's call to invest in technology for the classroom as part of the forthcoming economic recovery package and urged targeted action by Congress. The groups endorsed the President-elect's goals to "equip tens of thousands of schools, community colleges, and public universities with 21st century classrooms . . . [and] provide new computers, new technology, and new training for teachers" to not only prime the nation's economic pump but also allow "students in Chicago and Boston [to] compete with kids in Beijing for the high-tech, high-wage jobs of the future."

CoSN, ISTE, SIIA and SETDA have recommended that Congress agree to disseminate these new classroom technology grant funds through the existing Enhancing Education through Technology (EETT) program in order to ensure that the funds quickly reach the neediest schools and are used for their intended purposes.

"We're very encouraged by the economic stimulus proposal now under consideration," said Don Knezek, CEO of ISTE. "It puts a world-class, future-focused education front and center while also preserving and creating jobs now."

The four groups -- representing more than 100,000 educators and hundreds of high-tech employers -- believe that a major spending infusion on education technology will create jobs within the education, education services and technology sectors, as well as enable innovative instructional practices in America's classrooms to address the needs of today's digital-native students. For example, a federal expenditure of $9.9 billion could ensure that every classroom in economically-disadvantaged Title I schools is technology-rich.

Additionally, the groups noted that further investments in broadband would improve the nation's unemployment picture, citing a recent study by the Information Technology & Innovation Foundation that a $10 billion investment in broadband would lead to the creation of nearly one-half million jobs.

For the complete press release, please, click here.

Informs OUR Understanding (NSF STEM Grant)

Pontiac pegged as Promise Zone

Sunday, January 18, 2009 12:22 AM EST

By DIANA DILLABER MURRAY
Of The Oakland Press

PONTIAC — The Pontiac school board has put the school district on the fast track in what is becoming a statewide competition to create a Promise Zone that would guarantee graduates a college education.

The board voted Friday at a brief special meeting to schedule a public hearing at 5:30 p.m. Feb. 5 at the urging of state Rep. Tim Melton, D-Auburn Hills, who said only 10 Promise Zones — similar to the one created in Kalamazoo — will be authorized throughout the state.

Melton sponsored the Promise Zone legislation with Pontiac School District in mind, and it was signed by Gov. Jennifer Granholm this week. Melton and Granholm are expecting the Pontiac district to be the first Promise Zone in the state, he said.

Board Vice President Gill Garrett, and trustees Robert Bass and Karen Cain all had questions and concerns about the process and the details of how the Promise Zone will work.

But the board agreed to schedule the public hearing to start the process immediately with the commitment of Melton to provide the answers to all their questions during the 20-day period leading up to the hearing. The process will go no further than the hearing without approval of the board.

“This is an exciting opportunity for the city and the district,” Melton said, explaining that the promise of a college education would bring more families and businesses into the district and increase property values and the tax base the way it did in Kalamazoo.

“As I drafted the bill, Pontiac was number one in my concern. The number one reason kids don’t go to college is money,” Melton said. A district is eligible to be a Promise Zone if the youth poverty rate is above the state average and the district qualifies, he said. The state Department of Treasury accepts or rejects the applications.

Melton said once children know tuition will be paid, they begin planning and expecting to continue with education after high school.

“In the second grade in Kalamazoo, colleges begin recruiting kids. They know they are going to college. The psyche starts changing. Interest in high school goes up.”

Under the legislation, the school board would create a Promise Zone Authority board and appoint nine of the 11 members. The other two would be appointed by the speaker of the House and the leader of the Senate majority. The authority would cover full tuition to any public school in Michigan and a capped amount to any more expensive private Michigan college.

The Promise Zone Authority board would set the criteria — such as the required gradepoint average — for the scholarships and would be responsible for raising money in the private sector to fund them. No school board members would be on the authority.

In the third year, after two years of fund raising, the state would authorize the district to keep a percentage of funds generated by property tax growth to put toward scholarships. Children in all the cities and townships in the district would benefit, not just those who live in Pontiac. And the fund would reap revenue from growth in property taxes from all the entities in the school district.

Bass, Garrett and Cain said they are concerned and disappointed the board would not have any part in decision making, such as setting the criteria that makes a student eligible. That would be entirely the authority’s role.

“I want to make sure our students can take advantage of it,” Bass said.

As far as Melton is concerned, he said, “I think the criteria should be (a free college education) for any student who graduates high school,” which is the criteria set in Kalamazoo.

Melton said the school board will have some influence because they interview and select the members of the authority. School attorney George Pitchfork said trustees will also have the right to remove authority members.

Pitchford also advised the board that they could have a trustee on the authority as a nonvoting member to provide input from the board and to keep trustees up to date on the authority’s activities.

One thing that was worrisome to Bass is the fact that students and their parents would have to show they did their best to obtain other scholarships and grants before the Promise Zone fund would cover the difference.

Contact staff writer Diana Dillaber Murray at (248) 745-4638 or diana.dillaber@oakpress.com.

Informs OUR Understanding (STEM CENTER)

SMART!

Sunday, January 4, 2009

Editorial

Focus of New Year must be education

Forrest Gump had it right: Stupid is as stupid does.

Michigan has been doing some awfully stupid things when it comes to educating its citizens. If it doesn't commit in 2009 to smarten up, the state has little chance of joining a national economic recovery, when it finally comes.

For starters, the state has to at last match its policies to its priorities. It has said for all of this decade that improving education is the most essential task of state government, absolutely vital to developing a workforce capable of filling Knowledge Economy jobs.

But instead of diverting resources to schools and colleges, Michigan has cut education funding, particularly for universities, and has no new education initiatives to boast of except for a tougher high school curriculum, which local school districts are busy dismantling.

If it wants 2009 to be the Year of Education, here are some things Michigan must do:

• Direct more dollars to classrooms. This can be done in two ways. First, education should get first claim on state budget dollars. Decide how much money per pupil is needed to provide a first-class education to every student, and then divert dollars from every other program to make it happen. Investing in schools should be considered a cost-cutting measure. Students who are failed by the education system overwhelmingly tend to end up on welfare or in prison, a far costlier place to keep them than in a classroom.

Second, cut administrative and benefit costs. School districts have been to slow to consolidate and share services. Lawmakers should force them to do so. They've also had little progress cutting the cost of teacher benefit packages. Michigan should pass a law this year that caps the cost of health care and retirement benefits.

• Stop protecting failing districts. Detroit has a failure rate for students that reaches 70 percent. And yet Gov. Jennifer Granholm and the Legislature continue to protect the Detroit Public Schools from competition. High-quality national charter school operators have said they will come to Detroit if Lansing lifts the cap on charter schools. That must happen this year. Let DPS keep the schools that are making acceptable progress, and force it to contract with private operators to run the schools that are failing. That is the quickest way to save students now trapped in inadequate schools.

• Make educators accountable. Michigan has very little accountability for education performance. One example is the new high school curriculum, which was a major achievement of the Granhom administration. The curriculum is nation-leading, but the state has not taken the necessary steps to make sure districts are teaching it properly. Many districts have worked harder to find ways around the new curriculum than they have to implement it. The course schedule is designed to give every student the best shot at college success. The state must take a hard line to make sure it is being taught to every student.

• Address college affordability. Having world-class universities in the state does little good if state students can't afford to attend them. Incomes have been falling in Michigan and jobs have been disappearing. And yet college tuition costs keep soaring. Blame the state in part for continually cutting budgets. But also blame college and university boards that have found it easier to pass along tuition hikes to hard-pressed families than to cut deeply into operating costs. Schools should focus this year on affordability, rather than on expansion programs often motivated by status and ego.

Do these things this year, and Michigan can look back on 2009 and declare it the year it started thinking seriously about its future.

Funding Constraints could become CATALYST for Disruptive Digital Learning

Michigan school districts fear budget cuts

Declines in state revenue could create deficits

BY PEGGY WALSH-SARNECKI • FREE PRESS EDUCATION WRITER • January 4, 2009

The January revenue conference -- when lawmakers meet to begin deciding how much money the state will have for next year's budget -- has an ominous feel for many Michigan school administrators this year.

They gratefully accepted an early Christmas present from the state, when Gov. Jennifer Granholm announced that midyear budget cuts would not affect schools.

But with 54% of Michigan's districts holding less than the recommended 15% of their budget in savings, and about one third of the districts approaching dangerously low levels of savings, administrators will be nervously watching the conference -- which starts Jan. 9 -- and hoping there will be enough money in next year's budget to keep their programs going.

"The thing that really frightens me for the future is, where do we go next?" said David Houle, business manager for Willow Run Community Schools. "We're going to come to a point where there are no additional cuts you can make that don't impact in the classroom."

In these uncertain economic times, state revenues could be down between $500 million and $1 billion next year, according to Mitch Bean, director of the House Fiscal Agency.

At best, any drop in state revenue could mean school districts have to make cuts in anything from supplies to transportation. At worst, cuts in school revenues would drive some districts into a deficit.

"This is not an environment in which we expect to get anything," said Tom White, executive director of Michigan School Business Officials. "It's really a question of how difficult it's going to be and what we're going to do about it."

"There are so many unknowns, it's like playing with a whole deck of wild cards," White said. His organization is recommending school administrators plan for no increase in school funding next year.

The good news is that there may be more money available for schools because there are fewer students. Michigan lost about 5,000 pupils, saving about $40 million because school money is doled out on a per-pupil basis.

The bad news is that schools don't necessarily lose pupils in cost-saving ways. A district that loses 25 students is unlikely to lose them in the same classroom or even the same building. So expenses such as teachers, heating and transportation remain the same.

What could help? Strong Christmas sales generating more tax revenue, help for the U.S. automakers saving Michigan jobs or a timely federal economic stimulus package that could include a significant savings for Michigan in Medicaid.

"As soon as those sales in the state go down, we're not funding our schools," Houle said.

But even if these situations materialize, no one knows whether they will be enough. Most worried are those whose districts are likely to fall into a deficit if the state cuts any funding.

"It's the equivalent of squeezing blood out of a turnip," said Charles Muncatchy, superintendent of Mt. Clemens Community Schools. He said his district is out of savings, and the likely result of any funding cuts would be a deficit.

East Detroit Public Schools also would be likely to end up in a deficit if state funding is cut. The district is down to a slim $57,000 in savings.

"It's a mess," said Superintendent Bruce Kefgen. "I can't tell you where we'd ultimately cut."

The Willow Run Community Schools district already was in a deficit, and files an annual plan on how it is reducing its deficit with the state.

"We've already made major changes and concessions with our employees and staffing," Houle said. "We don't have anyplace to go for discretionary spending."

Even well-heeled districts can struggle.

Bloomfield Hills Public Schools has a cushion in the form of $20 million in savings, but its officials still feel that it has to close two schools next year.

"Just because we have a fund balance doesn't mean our board wants to tap it," said district spokeswoman Betsy Erikson.

Educators say if money is tight, it's only fair for the state and federal governments to chip in by dropping some of the schools' requirements.

"If you don't have the money for us, you could cut some of those unfunded mandates," said Kefgen. He suggests cutting back on the state testing programs such as the MEAP, which he said costs districts thousands of dollars to administer, or rethinking all the databases that districts are required to keep.

Muncatchy said he would like the federal government to fund some of the requirements under No Child Left Behind.

"I'm all for rigor and that schools should be places of excellence, but other countries in the world spend 30% of their federal funds on education, and America spends less than 3%," Muncatchy said.

Contact PEGGY WALSH-SARNECKI at 586-826-7262 or mmwalsh@freepress.com.

Disruptive Digital Learning equals Cheaper, Better, Faster!

Waivers free high school students to study online, off-campus

State steps up role in Web-based high school education

BY LORI HIGGINS • FREE PRESS EDUCATION WRITER • January 4, 2009

Eleven Michigan school districts and one charter school can now allow students to take more courses -- and in some cases all of their classes -- online and off-campus, moves that could further cement the state's reputation as a leader in online education.

Michigan already broke new ground in 2006 by becoming the first state in the nation to require students take an online class or have an online educational experience in order to graduate.

Just in November, the Center for Digital Education ranked Michigan second, behind Florida, for online education.

Two metro Detroit districts -- Waterford and Avondale -- are among the handful moving farther ahead, winning approval from the Michigan Department of Education to allow larger numbers of students to take online courses wherever they want.

At least two dozen of the state's 552 districts and 230 charter schools have applied for the waivers from rules that require students be in a school building for nearly 1,100 hours each school year. Students also are currently limited by state law to taking only two online courses outside a school building during a semester.

"That would be so much easier," Kayla Jacques, 18, of Waterford said of the chance to take online courses from the comfort of home. She is a senior at Waterford Alternative High School and stays late after school several days a week to take an online class.

The waivers are a result of a challenge issued to districts earlier this year by State Superintendent Mike Flanagan, with the goal of seeing what innovative ideas school districts could come up with if they were allowed to bypass some rules that might be "standing in the way of schools reaching more kids," said MaryAlice Galloway, senior adviser to the chief academic officer at MDE.

Most of the 24 districts that submitted proposals targeted struggling students, particularly those attending alternative high schools. That's not surprising given that a quarter of the state's students fail to graduate on time, including 15% who drop out altogether.

Nearly all of the districts made online education a key component of the plans.

"It gives them a shot at catching up," said George Heitsch, Avondale superintendent.


Virtual enrollment boom

Online education has soared in Michigan in the last decade, illustrated by growth in enrollment at Michigan Virtual University, one of the options students have to take online classes. MVU offers more than 200 high school courses and enrollment has spiraled upward from 100 students in the 1999-2000 school year to an expected 15,000 this school year.

Part of the growth is influenced by students who need to make up credits required to graduate. But there also are students who want to take on larger course loads, those who want to take courses their schools don't offer and those with scheduling conflicts that prevent them from taking classes they want.

Most of those students who enroll at MVU, however, take one course at a time. The seat-time waivers will give students in districts that win approval an opportunity to take most or all of their course work online. And, in most cases, it allows them to take classes anywhere they can find an Internet connection.

That's what has Jacob Carman, 18, intrigued. A student at Waterford Alternative High School, he said being away from school would mean fewer distractions while he's learning. And there would be the convenience of not having to follow a school schedule.

The Avondale district, approved for a seat-time waiver last month, already has 10 students taking all of their classes online. Conor Helmrich, 16, is one of them.

"I'm able to wake up, turn my computer on and get going," Conor said. It's a lifestyle that has made him the envy of his friends. "They wish they could sleep in until whenever, and then do their work."

It may sound unstructured, and for the student who lacks inner motivation, online classes from home may not work. It helps that Conor's parents play an active role in his education. And the school closely monitors online students' progress and how often they log into the system.

"I got my parents all over my back on this," Conor said. "They're calling me like every hour making sure I'm on track."

No one is expecting hordes of students to sign up for a schedule in which they don't have to show up for school every day, if at all.

Jacques and her friend Katie VanOvermeer, 17, say they wouldn't want to take all of their classes online.

"I like coming to school here," Jacques said.

The Waterford district is beginning the program with alternative high students and those who are homebound for medical reasons. It will then expand it to its traditional high schools, said Lynn Kosinski, supervisor of secondary education.

But the district's plan includes limiting participants to 10% of the student body.


Trial program

The state is looking at the seat-time waivers as a pilot program and will closely monitor how well it works.

"What we're going to learn is not only which kids do well, but what kinds of support a district can give them to help them succeed in a virtual learning environment," Galloway said.

One thing they do know is that students taking online classes need support. Districts allowing students to take their course work online will assign a teacher mentor who regularly will meet face-to-face with them and monitor progress between meetings. Some districts also require students to take exams on a school site.

The Avondale district last spring piloted an afternoon program in which 12 students came into a computer lab and took all of their courses online. That program is still going on, but the seat-time waiver has opened it up to allowing up to 80 students to complete their course work outside of school.

Among the 10 students enrolled are four who would just rather not come to school. But there are others who have been expelled and can't come to school, said Chuck Granger, director of community education, adult education and the Avondale Academy, the district's alternative program.

Contact LORI HIGGINS at 248-351-3694 or lhiggins@freepress.com.

Digital Learning!

Digital learning efforts compute well for state

At least in the world of virtual classrooms, Michigan has something to brag about. The state’s K-12 digital learning policies and resource programs for online education were recently ranked second best in the na­tion, trailing only Florida. The salute from the Center for Digital Education, a national research institute, is a surprising and welcome break from the endless economic downers cas­cading our way. It could help Michigan attract high-tech em­ployers and, longer term, even bring some stability to the state’s economy if the students who are now gaining increased access to critical computer learning stick around long enough for Michigan employers to benefit from their added skills. For now, state education lead­ers should plan to build on the national validation of a deter­mined effort to link students to more competitive and creative learning opportunities. Gov. Jennifer Granholm and the Leg­islature clearly made a wise move two years ago by including online learning as a component of tougher high school gradua­tion requirements. The other jewel in Michigan’s online learning crown is the rap­id growth of the Michigan Virtu­al School, where middle and high school students can sign up for courses ranging from algebra to Mandarin Chinese and make up missed assignments. While just over 500 schools make use of the service, there’s plenty of room for Michigan to do more. The most obvious op­tion is exploring ways to widen access to include students be­yond those who are either aca­demically gifted or have special needs. None of this is to suggest an end to classroom learning. That’s still the way most people will get most of their schooling for the foreseeable future. But given how mightily Michigan is struggling to dent its dropout numbers, expanded virtual learning should be a broader option. Boredom in the classroom is consistently the main reason given for students who walk away from high school. Expan­ded online learning could be one way of recharging those students before they are permanently disconnected from education.

PAUL LACHINE/Special to the Free Press

FIT for Acheivement!

Plan for schools fit for achievement, some say

Obama's program to modernize schools around the country could make big difference, educators say

BY LIBBY QUAID • ASSOCIATED PRESS • January 1, 2009

WASHINGTON -- Barack Obama probably cannot fix every leaky roof and busted boiler in the nation's schools. But educators say his sweeping school modernization program -- if he spends enough -- could jump-start student achievement.

More students than ever are crammed into aging, run-down schools that need about $255 billion in repairs, renovations or construction. While the president-elect is likely to ask Congress for only a fraction of that, education experts say it still could make a big difference.

"The need is definitely out there," said Robert Canavan, chairman of the Rebuild America's Schools coalition, which includes both teachers unions and large education groups. "A federal investment of that magnitude would really have a significant impact."

Obama is promising to give every student access to the Internet. Outgoing Education Secretary Margaret Spellings pointed out that billions already has been spent through the E-Rate program.

"We should never spend money in the public sector, especially in education, unless we're getting something for it, unless it's to some good end," Spellings said. "I commend him (Obama) for taking that on. That's another very ripe area. But not unless it's moving the needle for kids."

There's widespread agreement, however, that improving classrooms helps student performance.

Studies in Houston, New York City and North Dakota have made a link between classroom conditions and performance; in the New York study, researchers found students in crowded classrooms scored lower in math and reading.

Nearly half the principals in primary and secondary schools said deteriorating conditions are interfering with learning, according to the Education Department.

Judi Caddick, a middle school math teacher in Lansing, Ill., just south of Chicago, said in the older part of her World War II-era school, classrooms had just two power outlets, forcing teachers to string extension cords into the rafters or to unplug a TV power point presentation in order to plug in a computer for a child.

"It looked like a spaghetti bowl," Caddick said.

A new school is almost complete.

"It's a huge difference," Caddick said. "We don't have to have necessarily state-of-the-art and fluffy stuff. But at least when you don't have mold problems, and you don't have things that are broken, and you don't have an inability to use the technology, it's an investment."

Informs our Understanding!

Sunday, December 28, 2008
Nolan Finley

Detroit blew chance for school rescue

With the Detroit Public Schools near disintegration, it ought to be noted that it's been five years since Plymouth philanthropist Bob Thompson was told to take his $200 million and get back to the suburbs.

Thompson, a retired road builder obsessed with spending his fortune to get urban children a high-quality education, ran into a political buzz saw when he offered to open 15 charter high schools in the city that would guarantee to graduate 90 percent of their students and send 90 percent of those graduates on to college.

Community activists denounced Thompson as a white meddler out to steal their children. They were joined in their absurdity by Gov. Jennifer Granholm and Detroit Mayor Kwame Kilpatrick, who threw their lot in with the teacher union.

The rejection of Thompson's millions became a national story of a city so seized by racial divisions it couldn't set them aside even to save its children.

So instead of a network of alternative schools that would have rescued roughly 5,000 students from the sinking DPS, look what Detroit has today: A school district that fails to graduate 70 percent of its students; a school board that's fired two superintendents and an interim superintendent in four years; 18 of its 19 high schools on the failure list; and a fiscal meltdown.

Five years after Thompson was given the boot, Detroit is officially the worst big city school district in the nation and still sends more children to welfare and prison than it does to college.

Think about how different things might have been. Had the Thompson schools been built, they would be preparing to graduate their first class in the spring. Two thousand Detroit seniors would be making college plans. And Detroit's fast-fleeing middle class would have a reason to stay.

Yet no one has dialed up Thompson to apologize, to say they were wrong, to beg him for a second chance.

In fact, the governor and Democratic lawmakers are stubbornly blocking other Bob Thompsons from saving Detroit's children.

High-quality national charter school operators are lined up to get into the city. A group of Detroit teachers are pleading for the chance to remake a school under the successful Green Dot model.

But state law still traps students in hopeless public schools. Granholm refuses to lift the cap on charter schools, and the state House just passed a law protecting DPS from competition.
Nothing's changed in Detroit.

To his credit, Thompson didn't sulk back to Plymouth. He already had his University Prep Academy up and running, and thanks to a loophole engineered by Republican lawmakers, he's at work on two more schools, a math and science school at the Detroit Science Center and an art school in the Argonaut building.

The pace is less aggressive than he hoped -- he once believed other national foundations would match his funds and make even more schools possible -- but it's a lot better than nothing.

If Detroit families are lucky, the public school system will collapse in the coming year, and in the rubble, someone will come across Thompson's phone number.

Nolan Finley is editorial page editor of The News. Reach him at nfinley@detnews.com or (313) 222-2064. Watch him at 8:30 p.m. Fridays on "Am I Right?" on Detroit Public TV, Channel 56.

The SNIFF Test?

Some advice for the Detroit Public Schools

December 23, 2008
Read Comments(15)

Now that Connie Calloway has been ousted as superintendent by the Detroit school board that hired her less than two years ago, a group of prominent local citizens is offering the DPS board some unsolicited advice about finding a good successor.

It won’t be easy, given the mess the district is in and especially given the board’s reputation as an employer and the state’s impending appointment of a powerful financial manager to get the DPS books in order. Here’s the text of a letter the group sent Tuesday to DPS Board President Carla Scott. The names of the signers are at the bottom.

Dear Honorable Carla D Scott, M.D.

We are united in a fervent belief that a dynamic public education system is both imperative and possible here in Detroit. Because of that belief and our commitment to public education, we have conducted extensive research, both individually and collectively, to identify the dynamics that have enabled other urban districts to achieve turnarounds in the education they provide their students.

Clearly, a cornerstone of any successful school district, large or small, is aneffective superintendent who is focused on improving achievement scores, graduation rates and other critical indicators of performance.

Our kids need all of us working together to fix a broken system. Including these criteria in your selection process can help assure that we are working together with the single focus of improving the education that our children receive.

Our next superintendent needs to have a quality schools agenda which addresses failing schools, promotes and advances high performing schools and initiates research based innovations that are responsive to the academic needs of students.

Specifically, experience in urban school districts across this country has shown that successful urban school superintendents:

1. Can articulate a clear vision of how the district should look in three to five years. This vision would include, but not be limited to, identifying the desired size of schools and classes, goals for improving academic performance, goals for improved graduation rates and goals for improved student retention rates.

2. Can identify a specific process through which these goals can be achieved.

3. Have demonstrated the ability to effectively manage a large school district budget.

4. Should have a record of establishing a professional development system that builds the competencies of district teachers, principals and other staff.

5. Have demonstrated the ability to right-size the district in a manner that maximizes student academic performance and preserves high performing school teams.

6. Have the ability to effectively engage and work collaboratively with board members, district staff and their unions; parents/caregivers and community partners in a manner that advances student academic performance.

7. Must have knowledge and understanding of current academic research and best practices regarding successful strategies to advance student academic performance in urban school districts.

8. Must have a track record showing the ability and commitment to initiating a community engagement campaign that builds public will for quality schools and encourages the community support.

In addition, to assure community confidence in the board’s selection process and to assure broad community support for the new superintendent, it will be critical that the selection process be conducted in full compliance with all open meetings requirements. This would necessitate a full public review of the qualifications of each final candidate, including public interviews of all final candidates prior to any selection.

Clearly, at this critical time in Detroit’s history, we cannot afford an interim, caretaker superintendent or another superintendent whose term is cut short for whatever reason. We must identify the right candidate with the right qualifications and experience and then work as a united community to assure that the new superintendent has the sustained support that we all must provide if they are to succeed.

Your selection of a superintendent is critical, as is your support of the candidate you choose. We are very confident that this district can turn around when our elected board and superintendent are unified and working together toward a common goal of providing the young people the quality education they must have to compete in the 21st Century job market.

We look forward to assisting the board in any way possible as you conduct this search that is so critical to Detroit Public Schools and the City of Detroit.

Sincerely,

Shirley Stancato, President and CEO of New Detroit, Inc.
Carol Goss, President and CEO of the Skillman Foundation
Kevin Magin, Interim Deputy Superintendent of Wayne RESA
Penny Bailer, Executive Director of City Year Detroit
Michael J. Brennan, President and CEO of United Way for Southeastern
Michigan Ruby J. Newbold, President of the Detroit Association of Educational Office Employees Phil Schloop, International Vice President, International Union of Operating Engineers
N. Charles Anderson, President and CEO, Detroit Urban League
Alice Thompson, CEO of Black Family Development
Sharlonda Buckman, Executive Director of the Detroit Parent Network
David Hecker, President of the AFT of Michigan Virginia Cantrell, President of the Detroit Federation of Teachers.

GIVE STUDENTS ALTERNATIVE ENERGY EDGE by DESIGN!

Photos by ANNIE O'NEILL/Special to the Free Press

St. Clair County students work on a solar-hydrogen fuel cell car. From left: Jason Hoogerhyde, John Freeman, Cody Benedict and Evan Miller. Rather than learning TV repair, students are getting trained in alternative energy.

Schools to invest in alternative energy, give students edge

BY PEGGY WALSH-SARNECKI • FREE PRESS EDUCATION WRITER • December 27, 2008

St. Clair County RESA Career Technical Center students will be calculating actual energy outputs from school-owned windmills, solar panels and a hydroelectric plant.

In Warren Consolidated Schools, students will find lessons from a district-owned wind power station integrated into their classes.

Both programs are the result of a trend by a growing number of schools to meld alternative energy into their lesson plans.

"I think kids are interested in this type of thing. And a lot of us see it as the future, to lessen our reliance on nonrenewable sources. And there are going to be jobs there," said Dan DeGrow, superintendent of St. Clair County Regional Educational Service Agency.

St. Clair RESA plans to invest up to $450,000, depending on how much grant money it receives, in three wind turbines -- each about 100 feet tall -- solar panels next to the turbines and a mini-hydro plant. It will be working with local governments on getting site permits.

Gone are the days of students taking high school electronics to become TV repairpeople. The jobs are moving to other categories, such as alternative energy technicians.

"What we decided was we wanted a way to teach traditional electronics but within a more current context," said Pat Yanik, director of career and technical education for RESA.

Beginning next fall, students will monitor the electricity generated by their three alternative energy sources, learn how to convert the power to actual energy and make decisions on how to distribute their self-generated electricity to RESA facilities. The actual energy generated will be small, but the lessons will be huge.

"With the energy crisis and the government push for it at the federal level and the state level, alternative energy seemed to be a pretty going item that students and parents can understand," said electronics teacher Zack Diatchun.

The Warren Consolidated Schools Board of Education has approved up to $9,000 for a wind spire -- a smaller (30-foot high) version of the windmill-style turbine -- to establish a district-wide alternative energy institute, said Superintendent Robert Livernois. Like St. Clair RESA, Warren Consolidated also hopes much of the cost will be offset by grants.

"The sky's the limit for us. That's what's so exciting about it from a K-12 perspective, you can talk to a second-grader and a 12th-grader," Livernois said. "Our belief is you've got to start somewhere, so as we launch this institute, it's really designed to begin cultivating awareness."

Students at St. Clair RESA have been told their program will open in the fall.

"It doesn't seem like something that they put into a high school-type course, but it's a really good idea they're putting it in," said Cody Benedict, 17, a senior from Yale High School who will be going to school for another year and taking the energy program. "It's going to be a larger range of stuff to learn for jobs."

There's no timetable for the Warren Consolidated program yet, but Livernois expects there will be varying components of alternative energy that will be applicable to most grades.

"We're going to use it in a study of just how much energy you can produce in the community," said Mark Supal, a technology teacher at the Macomb Mathematics Science and Technology Center, where the wind spire will be located.

Even students who won't be around for the new programs recognize the possibilities.

"I got accepted to Michigan Tech ... and I'm probably going to take electrical engineering, but I'm probably going to branch into some kind of alternative energy," said Dalton Pelc, 17, a senior from Kimball Township attending Port Huron High School. "That's what we need, and that's because that's what the economy needs."

Contact PEGGY WALSH-SARNECKI at 586-826-7262 or mmwalsh@freepress.com.

21st Century Digital Learning Environments (Pedagogy)

21st Century Pedagogy

Even if you have a 21st Century classroom (flexible and adaptable); even if you are a 21st century teacher ; (an adaptor, a communicator, a leader and a learner, a visionary and a model, a collaborator and risk taker) even if your curriculum reflects the new paradigm and you have the facilities and resources that could enable 21st century learning - you will only be a 21st century teacher if how you teach changes as well. Your pedagogy must also change.

So what is 21st Century pedagogy?

Definition:
pedagogy - noun the profession, science, or theory of teaching.
Source: http://www.askoxford.com/concise_oed/pedagogy?view=uk

How we teach must reflect how our students learn. It must also reflect the world our students will move into. This is a world which is rapidly changing, connected, adapting and evolving. Our style and approach to teaching must emphasise the learning in the 21st century.

The key features of 21st Century Pedagogy are:
? building technological, information and media fluencies [Ian Jukes]
? Developing thinking skills
? making use of project based learning
? using problem solving as a teaching tool
? using 21st C assessments with timely, appropriate and detailed feedback and reflection
? It is collaborative in nature and uses enabling and empowering technologies
? It fosters Contextual learning bridging the disciplines and curriculum areas

Knowledge
Knowledge does not specifically appear in the above diagram. Does this mean that we do not teach content or knowledge? Of course not. While a goal we often hear is for our students to create knowledge, we must scaffold and support this constructivist process. The process was aptly describe in a recent presentation by Cisco on Education 3.0 [Michael Stevenson VP Global Education Cisco 2007]

We need to teach knowledge or content in context with the tasks and activities the students are undertaking. Our students respond well to real world problems. Our delivery of knowledge should scaffold the learning process and provide a foundation for activities. As we know from the learning pyramid content delivered without context or other activity has a low retention rate.

Thinking skills
Thinking Skills are a key area. While much of the knowledge we teach may be obsolete within a few years, thinking skills acquired will remain with our students for their entire lives. Industrial age education has had a focus on Lower Order Thinking Skills. In Bloom's taxonomy the lower order thinking skills are the remembering and understanding aspects. 21st Century pedagogy focuses on the moving students from Lower Order Thinking Skills to Higher Order Thinking Skills.

The 21st Century Teacher scaffolds the learning of students, building on a basis of knowledge recall and comprehension to use and apply skills; to analyse and evaluate process, outcomes and concequences, and to make, create and innovate. For each discipline in our secondary schools the process is subtly different.

Collaboration
The 21st century is an age of collaboration as well as the Information Age. 21st Century students, our digital natives, are collaborative. The growth of social networking tools, like bebo and myspace and the like, is fueled by Digital natives and Gen Y. The world, our students are graduating into is a collaborative one.

Collaborative projects such as Julie Lindsay's and Vicki Davis's Flatclassroom project and the Horizon Project, iearns and many others are brilliant examples of collaboration in the classrooms and beyond. These projects, based around tools like ning or wikis, provide students and staff a medium to build and share knowledge and develop understanding.

For example:

My own students are collaborating with students from three other schools, one in Brisbane, another in Qatar and a third in Vienna; on developing resources for a common assessment item. Collaboratively, they are constructing base knowledge on the technologies pertent to the topic. They are examining, evaluating and analysing the social and ethical impacts of the topic. But perhaps even more holistically they are being exposed to different interpretations, cultures and perspectives - Developing an international awareness which will be a key attribute in our global future.

URL: http://casestudy-itgs.wikispaces.com


Don Tapscott in Wikinomics, gives are many of examples of the business world adopting and succeeding by using global collaboration.

In a recent blog post from the Official google Blog, Google identified these as key traits or abilities in 1st Century Employees...

"... communication skills. Marshalling and understanding the available evidence isn't useful unless you can effectively communicate your conclusions."
"... team players. Virtually every project at Google is run by a small team. People need to work well together and perform up to the team's expectations. "

Source: http://googleblog.blogspot.com/2008/07/our-googley-advice-to-students-major-in.html

So to prepare our students, our teaching should also model collaboration. A vast array of collaborative tools are available to - wikis, classroom blogs, collaborative document tools,social networks, learning management systems - Many are available at no cost. If you have not yet tried them, look at:
? wikis - wet paint and wiki spaces
? Classroom blogs - edublogs, classroomblogmeister
? Collaborative document tools - Google documents, zoho documents
? Social Networks - ning
? learning managements systems - Moodle etc
These tools are enablers of collaboration, and therefore enablers of 21st century teaching and learning.

Collaboration is not a 21st century skill it is a 21st century essential.

If we look at UNESCO's publication "The four pillars of Education, Learning: The Treasure within" Collaboration is a key element of each of the four pillars.

• Learning to know
• Learning to do
• Learning to live together
• Learning to be

(http://www.unesco.org/delors/fourpil.htm)

Collaboration is not limited to the confines of the classroom. Students and teachers collaborate across the planet, and beyond the time constraints of the teaching day. Students work with other students regionally, nationally and globally. Learners seek and work with experts as required. This is 21st Century Collaboration

Real World, Inter-disciplinary & project based learning
21st Century students do not want abstract examples rather they focus on real world problems. They want what they learn in one subject to be relevant and applicable in another curriculum area. As teachers we need to extend our areas of expertise, collaborate with our teaching peers in other subjects and the learning in one discipline to learning in another.
Projects should bring together and reinforce learning across disciplines. The sum of the students learning will be greater than the individual aspects taught in isolation. This is a holistic overview of the education process which builds on and values every aspect of the 21st Century students education.

Assessment
Assessment is still a key part of 21st Century Pedagogy. This generation of students responds well to clear goals and objectives, assessed in a transparent manner.

Students should be involved in all aspects of the assessment process. Students who are involved in setting and developing assessment criteria, marking and moderation will have a clearer understanding of:
? what they are meant to do,
? how they are meant to do it,
? why it is significant
? why it is important.
Such students will undoubtedly do better and use the assessment process as a part of their learning.

Students are often painfully honest about their own performance and that of their peers. They will, in a collaborative project, fairly assess those who contribute and those who don't.

This is their education, their learning and their future - they must be involved in it.

Linked to assessment is the importance of timely, appropriate, detailed and specific feedback. Feedback as a learning tool, is second only to the teaching of thinking skills [Michael Pohl]. As 21st Century teachers, we must provide and facilitate safe and appropriate feedback, developing an environment where students can safely and supportively be provided with and provide feedback. Students are often full of insight and may have as valid a perspective as we teachers do.

Fluency
What is fluency and why is it better than Literacy? Ian Jukes introduced this concept at NECC. He asserts that students need to move beyond literacy to fluency. They need to be
fluent in:
? The use of technology = technological fluency,
? Collecting, processing, manipulating and validating information = information fluency,
? using, selecting, viewing and manipulating media = media fluency,

What is fluency compared to literacy? A person who is fluent in a language does not need to think about speech, or reading rather it is an unconscious process of understanding. A person who is literate in the language must translate the speech or text. This applies to our students and their use of 21st century media. We need them to be unconsciously competent in the use and manipulation of media, technology and information.

The conscious competence model illustrates the difference between Literacy and Fluency. The person or student who is literate is in the conscious competence category. The person or student who is fluent is in the unconscious competence category.

As educators, we must identify, develop and reinforce these skill sets until students become literate and then fluent..

Conclusion and the path forward.

To teach using 21st Century pedagogy, educators must be student centric. Our curricula and assessments must inclusive, interdisciplinary and contextual; based on real world examples.

Students must be key participants in the assessment process, intimate in it from start to finish, from establishing purpose and criteria, to assessing and moderating.
Educators must establish a safe environment for students to collaborate in but also to discuss, reflect and provide and receive feedback in.

We should make use of collaborative and project based learning, using enabling tools and technologies to facilitate this.

We must develop, in students, key fluencies and make use of higher order thinking skills. Our tasks, curricula, assessments and learning activities must be designed to build on the Lower Order Thinking Skills and to develop Higher Order Thinking Skills.

Acknowledgements:
For being a brilliant critical friend, thanks for the advise and especially for the grammar - Marg McLeod.

By Andrew Churches

Arne Duncan Secretary of Education

Reform Starts Now: Obama Picks Arne Duncan

His secretary of education selection shows education is a priority.

by Grace Rubenstein
December 16, 2008

President-elect Barack Obama talked reform while announcing Chicago schools chief Arne Duncan as the next U.S. secretary of education.

"For Arne, school reform isn't just a theory in a book, it's the cause of his life," Obama said at Tuesday's press conference. Obama specifically mentioned pay-for-performance teacher salaries and charter-schools development as strategies with strong potential.

"If charter schools work, let's try that," Obama said. "Let's not be clouded by ideology when it comes to figuring out what helps our kids."

Duncan described his clear-eyed view of education in a June 2007 interview [1] with Edutopia when he said, "Quality public education is the civil rights issue of our generation."

Duncan, known for transforming underperforming schools and experimenting with new models, has a record as a pragmatist with a taste for innovations. His version of reform, judging by his record, centers on boosting teacher quality and supporting students with added services such as after-school programs. In the Chicago Public Schools [2], where 85 percent of the 400,000-plus students live below the poverty line, test scores, attendance, and teacher retention all went up during Duncan's seven-year tenure, while the dropout rate declined.

The Buzz
For weeks, pundits, educators, and education bloggers have speculated on what Obama's pick would show about his true beliefs on education.

"Arne Duncan has a type of personality that Obama seems to prefer, which is a pragmatist who will bring about change, but he'll do it in a way that will minimize confrontation in conflict," says Jack Jennings, president of the nonpartisan Center on Education Policy [3]. "He's brought about change in Chicago, but it hasn't been a head-on clash with the teachers' union. He's done it in a way that they all walk away from the table congratulating each other."

Supporters say Duncan has the right constitution for the job. On both substance and style, he has won praise from divergent interest groups, including the American Federation of Teachers [4] and the New York City-based Democrats for Education Reform [5].

Duncan shut down Chicago schools that performed poorly and reopened them with entirely new staffs. He started coaching and mentoring programs for teachers. He also supported a boom in new charter schools with diverse models, from military academies to single-sex schools, and piloted a program to pay teachers bonuses for top performance -- two controversial innovations Obama supports.

An Uncertain Future

Of course, an education secretary can't exactly dictate reform from on high. But he can use the bully pulpit to put a spotlight on certain problems and solutions, says Jennings, and hand out grants to support new innovations. He can also provoke change through regulations -- most notably those that guide implementation of the No Child Left Behind law.

On NCLB, Duncan is a middle-of-the-roader [6]; he supports the law's goals of high expectations and accountability but has challenged Congress to improve it by doubling its funding and amending it "to give schools, districts, and states the maximum amount of flexibility possible."

Not the least of Duncan's hurdles will be the nation's preoccupation with the economic crisis. In a sign of the media's interest in education, the first question at Obama and Duncan's press conference after the announcement of Duncan's nomination was about the Federal Reserve Bank lowering its interest rates.

The financial squeeze hitting schools could hinder Duncan's efforts.

Making money and resources key to success, Duncan and Obama both made the case for education by defining it as the path to prosperity; Obama called it the "single biggest determinant" of the economy's long-term health.

"We're not going to transform every school overnight," Obama said. "What we can expect is that each and every day, we are thinking of new, innovative ways to make the schools better. That is what Arne has done. That's going to be his job. That's going to be his task."

Grace Rubenstein is a staff writer and multimedia producer at Edutopia.

Project-Based Learning (Begin With the End in Mind

"CRESCENDO!" (The REIGN at Spain FELL mostly on the Plain)

At Spain Elementary/Middle School, Detroit Public Schools Superintendent Connie Calloway waits alone Monday night for results of the board's vote on her ouster. The vote was 7-4 in favor of firing her.

Money troubles doom DPS leader Calloway

Board votes to oust DPS head, blaming her for the district's financial problems

BY CHASTITY PRATT DAWSEY • FREE PRESS EDUCATION WRITER • December 16, 2008

Connie Calloway's time at the top of Detroit Public Schools came to an abrupt end Monday night, as the school board voted to fire her after less than 18 months on the job.

Her dismissal came down to matters of money -- specifically the mistakes that were outlined in a scathing letter from the state superintendent last week explaining why the state would appoint an emergency financial manager to take over the district's $1.1-billion budget.

"We're holding her accountable," said Tyrone Winfrey, one of the seven board members who voted to dump Calloway during a meeting at Spain Elementary/Middle School.

Calloway countered that she was being made a scapegoat for problems that began long before she arrived in July 2007.

"I came here knowing that hard decisions had to be made, but I was told that I had the support and I have the option of making them," Calloway said, calling her firing unjust.

She was technically placed on paid administrative leave and has 15 days to request a public hearing on her termination. Calloway's five-year contract was to run through June 2012, and paid her a base salary of $280,000 annually.

The vote to oust Calloway came despite top officials of 10 community groups and school unions asking the board earlier in the day to keep her. They included leaders from New Detroit Inc., United Way for Southeastern Michigan, Skillman Foundation, Detroit Urban League, Detroit Parent Network, Wayne Regional Educational Service Agency (RESA), City Year Detroit and the unions that represent engineers and secretarial employees.

Kevin Magin, interim deputy superintendent for Wayne RESA, said that consistency is absolutely essential for DPS. He said he would make the same case to the financial manager who the state plans to appoint in the coming weeks.

"Dr. Calloway is a strong instructional leader," he said. "This is not a time to make a change on the instructional side of the house because you're being forced to make a change on the financial side," he said.

Calloway also released an e-mailed statement to the public and employees before Monday's meeting that listed some successes and gave thanks for serving the district.

Among the accomplishments she cited were: plans to restructure some high schools into smaller learning communities, encouraging data-driven decisions regarding achievement, collaborating with the regional school district to train principals and teachers in underperforming schools and working with superintendents in the tri-county area to support appropriate funding for all children.

Just before the vote, board President Carla Scott said she "wholeheartedly" disagreed with the resolution to fire Calloway, adding that in a district as broken as DPS it's easy to "go on a witch hunt."

"This reminds me of the Salem witch trials," Scott said, then read the letter signed by community leaders.

Those voting to fire Calloway were Winfrey, Joyce Hayes-Giles, Reverend David Murray, Ida Short, Marie Thornton, Jimmy Womack and Annie Carter.

Voting no were Scott, Otis Mathis, Terry Catchings and Marvis Cofield.

The board appointed district general counsel Teresa Gueyser interim superintendent. It was not immediately clear how long she would be in that role, but Winfrey said the board was vetting other candidates for the role.

Thornton interrupted Calloway as she listed a litany of problems that she said were not her fault. "This is going a little bit too far," Thornton said.

Hecklers also interrupted Calloway's speech, followed by dozens of supporters who stood to applaud after she spoke.

"My heart grieves for the children of Detroit," Calloway said. While talking to media with her attorney in tow, she appeared on the verge of tears.

Kimberly Bishop, a parent from Henry Ford High, criticized the board.

"You don't care about our children, you don't care about our community," she said. Bishop said the board "got rid of her because she opened up too many doors" that board members "wanted to keep shut."

"It's some other people who need to be held accountable right along with her," Brenda Nimocks, a substitute teacher for DPS, said. "The State of Michigan needs to be held accountable."

Tia Shepherd, Detroit Parent Advisory Council cochair, said the state, parents and local school officials are responsible for the failures during the Calloway administration.

"I've never heard anyone say which direction we're going," she said.

"We need a school improvement plan ... that's No. 1."

Contact CHASTITY PRATT DAWSEY at 313-223-4537 or cpratt@freepress.com.


Calloway e-mail: Thank you for the opportunity to serve Detroit Public Schools

BY CHASTITY PRATT DAWSEY • FREE PRESS EDUCATION WRITER • December 15, 2008
Read Comments(41)


The embattled superintendent for Detroit Public Schools sent an e-mail to employees and the media today that gives thanks and lists accomplishments during her 18 months on the job.

The school board is expected to oust Calloway at tonight’s special board meeting. The vote comes a week after State Superintendent Mike Flanagan determined that an emergency financial manager must be appointed to take over DPS’s $1.1-billion budget.

Ten community and union leaders sent a letter today in support of Calloway that asks board president Carla Scott to cancel the meeting.

Among Calloway’s accomplishments according to her letter and supporters: plans to restructure some high schools into smaller learning communities, encouraging data-driven decision-making regarding achievement, collaborating with the regional school district to train principals and teachers in underperforming schools and working with superintendents in the tri-county area to support appropriate funding for all children.

The meeting is scheduled for 6 p.m. at Spain Elementary/Middle School, 3700 Beaubien.

Text of Calloway's e-mail

Thank you so very much for the opportunity to serve as your superintendent for the past 18 months. Much has been accomplished in that time. We experienced the lowest enrollment decline in the past five years.

The data analysis system known as COGNOS which brings you current academic information on schools, classrooms and students is available at the click of a mouse. Every administrator in the district has been given multiple opportunities to train on COGNOS.

The principal and assistant principal academies have continued to be implemented at a fraction of the cost originally established yet maintaining quality results. An Exemplary Teacher Cadre was established. Twenty teachers in Michigan were accepted into The National Board Certified Teacher program this year—all twenty are DPS teachers. We look forward to the prospect that another DPS teacher will join the list of Detroit educators who have received Milken National Educator Awards.

A textbook purchasing process has been developed and is in place. There is an interview process in place in Human Relations that is fair and impartial. DPS is in compliance with the FBI fingerprinting law; we processed approximately 14,000 employees in a six month time frame.

Vacant buildings have been boarded, secured and a real estate agent hired to market the properties.

A collaborative and respectful relationship was established with all of our labor organizations and meetings were held regularly to discuss and share information.

The level of engagement of our parents has increased, as we have focused on demonstrating teaching strategies to work with their children at home.

We have made progress on moving the state to accept 60,000 students as the First Class School District benchmark.

We have developed the DPS radio station WRCJ 90.9 FM which airs district information daily.

We have a quarterly newsletter.

We, like our President-elect Barack Obama, more effectively utilize technology to communicate; Superintendent’s Greetings is an example.

A Student Services Department has been established to centralize concerns for the welfare of our school children.

We presented a budget based on MDE’s enrollment projections and made efforts to align district operations to actual enrollment.

We have embarked on a high school restructuring program to explore new ideas to help our 22 high schools which did not make AYP.

We have maintained fiscal transparency, acknowledging that the district does have a deficit budget, due to the fact that actual expenditures have exceeded revenues for seven of the past eight years by approximately $10 million dollars per year.

We have called for fiscal accountability and transparency in every area.

The fabulous cabinet staff have been working as a unified team to address the many challenges the district currently faces. The entire DPS staff has continuously demonstrated a commitment to serving students; maintaining the quality of services they provide, despite budget reductions and concessions.

We have reached out to education organizations such as Wayne RESA, MASA, Tri-County Alliance; Foundations—Skillman, One D, United Way; Universities—Wayne State, Marygrove, Michigan State; and the business community—Compuware, DMC, Henry Ford –to name a few, to establish strong partnerships.

We have excelled in our school programs, such as Hanstein Elementary students writing, producing and performing an opera at the Detroit Opera House and the King band playing for the Olympics in China.

Let me close by simply saying again “Thank you” for the opportunity to serve the Detroit Public Schools as General Superintendent for one and a half years.

Have a blessed Christmas, , my wish is that DPS will thrive for the sake of the 95,000 wonderful children that we serve.

Respectfully,Your Superintendent,
Connie Calloway

Drum Roll Please!

Board to decide fate of DPS leader Calloway during vote

BY CHASTITY PRATT DAWSEY • FREE PRESS EDUCATION WRITER • December 15, 2008

Detroit Public Schools Superintendent Connie Calloway, faces ouster today when the school board meets to vote on a resolution to fire her after less than 18 months on the job.

The relationship between Calloway and the board has soured over the past several months as the district's financial outlook worsened.

Last week, the state superintendent declared a financial emergency at DPS, requiring Gov. Jennifer Granholm to appoint an emergency financial manager to take over the district's $1.1-billion budget.

Since then, the school board voted to fire its chief financial officer, whom Calloway hired from her former district in Normandy, Mo.

Board members said last week that they have the votes to fire Calloway with cause but they first wanted to secure a replacement.

The meeting is set for 6 p.m. at Spain Elementary/Middle School, 3700 Beaubien.

You tube Challenge

School of the Future World Summit 2008

Evan Arthur - The Australian Digital Education Revolution

Martin Bean - What Technology Makes Possible

Randy Fielding - Design for the Creative Age - Part 1 (slides 1-49)

Randy Fielding - Design for the Creative Age - Part 2 (slides 50-75)

Randy Fielding - Design for the Creative Age - Part 3 (slides 76 - end)

Julio Fontan - Country Spotlight: Colombia

James Grant & Lee Burley - Building Schools for the Future

Bill Hill - The Digital Renaissance Age

Michael Horn - Disrupting Class

Allyson Knox - Career Forward

Victor McNair - Teacher E-Portfolios

Katrina Reynen - Innovation that Drives Transformation Across School Systems

Don Richardson - Innovation Management

Ratnasingam Selvarani & Angeline Fern - Transformational Learning - Part 1

Ratnasingam Selvarani & Angeline Fern - Transformational Learning - Part 2

Yasutaka Shimizu - NEXT Project - Part 1

Yasutaka Shimizu - NEXT Project - Part 2

Jaeshin Song - e-Learning of Korea

Wim Veen - Homo Zappiens: New Learning Strategies in a Digital Age

Tony Wagner - The Global Achievement Gap

Open OUR Minds to NEW Possibilities!

Edison Elementary on the Art Road

LEVERAGE!

Something LARGER then themselves

Washington Post

Applicants Flock to Teacher Corps for Needy Areas

By Megan Greenwell
Washington Post Staff Writer
Saturday, December 6, 2008; A01

Like many Georgetown University seniors, Olubukola Bamigboye has no shortage of postgraduate options. She has a line on an internship with a high-profile fashion magazine, is considering law school or might train full time for a spot on the 2012 U.S. Olympic track and field team.

But Bamigboye is focused on her second-round interview at Teach for America, hoping to win a stressful job in one of the nation's worst public schools, where, at best, she might earn $45,000 next year.

Her chances of landing a spot: less than 15 percent -- lower than the admission rate to Georgetown itself.

In its 18th year, Teach for America has emerged as the most popular nonprofit service organization among college seniors in the United States, with 14,181 applications received this year and as many as 23,000 more expected by the end of February -- all for fewer than 5,000 teaching spots.

In part because of the dearth of other job prospects in the sagging economy but mostly because the program has captured the imagination of a generation of student leaders bent on doing good, some graduates of the nation's elite universities are fighting for low-paying teaching positions the way they once sought jobs on Wall Street.

"We were quite hopeful that we would see an increase in applications based on last year's growth, but I don't know if anyone could have predicted this," said Elissa Clapp, who oversees recruitment for the organization, which sends recent college graduates to teach for two years in schools in low-income areas.

Experts say a 50 percent increase in applications in one year is surprising for any program, but they add that young adults' growing interest in public service organizations does not end with Teach for America. Programs such as AmeriCorps and the Peace Corps also report a steady rise in applications for the past several years, though not as large as Teach for America's.

A 2007 UCLA survey of college freshmen showed that 70 percent of students say it is "essential or very important" to help those in need. And many young people became socially motivated during this year's presidential election, when record numbers volunteered for President-elect Barack Obama, inspired by his message of change.

"Teach for America may fit a perfect niche," said Peter Levine, director of a research center on civic engagement at Tufts University. "You get to work on a social problem on the public payroll, but you're going through a nonprofit, which many young people prefer to working for the government."

The program's success in attracting top talent such as Bamigboye has not silenced its critics in the world of education, many of whom say teachers need more than a summer's worth of preparation before taking jobs in inner-city schools. Lorri Harte, a 20-year teacher and administrator in New York City who writes a blog called Debunk TFA, argues that placing the least-experienced teachers with the highest-risk children is a potentially harmful combination.

"Teaching is a job where you get better as you go along, so for the first two years, people are generally not good teachers," Harte said. "The public relations blitz for the program does not address the real problems in education."

Research into Teach for America's effectiveness has been inconclusive, but at least three major studies in the past several years indicate that students taught by its teachers score significantly lower on standardized tests than do their peers. A small handful of other studies, and the organization's own research, contradict that claim.

The latest spike in applications is only the most recent high point for the program. More than 24,700 students applied for the 2008 teaching posts, a 36 percent increase over 2007. They teach in 30 cities and regions across the country, including 416 schools in the District, Prince George's County and Baltimore, where D.C. Schools Chancellor Michelle Rhee began her education career as a Teach for America teacher.

Created by a Princeton graduate based on her senior thesis, the program has built a sizable staff that aggressively recruits student leaders and has become the top employer at dozens of elite colleges, including George Washington University and Georgetown. This year's expected total would more than double the number of applications received just two years ago.

Teach for America leaders say much of the growth is the result of gradual gains in name recognition rather than circumstances specific to this year. But they acknowledge that the shortage of other job prospects has prompted applications from some students who might not have considered teaching.

Business majors are expected to make up a larger percentage of the applicant pool, perhaps in part because six-figure entry-level investment banking jobs -- until this year considered natural slots for thousands of graduates of elite colleges -- have all but disappeared during the Wall Street collapse.

"The silver lining in the economic downturn is it has provided people the chance to pursue something they've always wanted to do," said Tom Clark, Teach for America's recruiting director for Georgetown and GWU. "Even last year, there was pressure to head straight to Wall Street, and now there's a lot less pressure."

Georgetown senior John Swan, the former editor-in-chief of the student newspaper, said he didn't seriously consider applying to Teach for America when he first heard about it as a sophomore. But after an internship at Forbes magazine, he decided that an entry-level reporter's position wouldn't provide enough responsibility. He met with Clark this fall, was accepted to the program and will teach in the District next year.

Personalized e-mails to student leaders -- such as the one Clark sent Swan asking him to chat over coffee -- are the heart of Teach for America's recruiting strategy. Student council members, athletes, political group leaders, newspaper editors and others whose names are provided by alumni and professors are invited to meet with campus recruiters around the beginning of each academic year. If a student does not respond or declines the invitation, more e-mails follow, a barrage that many students call incessant and unnecessary.

Yet it's difficult to dispute that the targeted recruitment strategy has been effective in luring seniors who might be worried about finding jobs. Three of Swan's friends have been accepted to the teaching corps, and seven others are in the process of applying. All told, 13 percent of seniors at Georgetown and 10 percent at GWU are expected to apply this year, numbers that are not uncommon at the most elite universities.

One major point of criticism from many educators is that the program does not specifically recruit students who are interested in teaching full time. For many, like Bamigboye, the program is a two-year stop on the way to graduate school or a corporate job, paths that program administrators encourage with a career services office and partnerships with private firms and universities.

"I'll be done when I'm 23, so jobs in fashion and law school and the Olympics will still be there," Bamigboye said.

But many current and former Teach for America participants say their work -- whether for two years or longer -- makes a significant impact on students' lives. Most former Teach for America participants can cite the moments that made them proud of their students' gains.

"Every year, teachers see the proof right in front of them that they're helping to raise achievement," said Rachel Evans, a Texas A&M graduate who taught in Baltimore and now directs Teach for America recruiting efforts at four universities in Maryland and Delaware. "It doesn't take much to sell the fact that these jobs actually change lives."

The organization's officials contend that engaging the brightest young minds to teach disadvantaged children for two years is better than not having them at all, and some do become career teachers.

The rigorous application process, Clapp said, ensures that the program accepts only graduates who are truly motivated to serve in those classrooms.

"What we need to do now is make sure we maintain our position as one of the premier things to do after college," Clapp said. "You don't stay on top unless you continue to aggressively compete for the best people."