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11:09 AM Monday, November 23, 2009

Ohio looks good when lined up against the Obama administration’s newly released guide telling states how they can get in on $4.35 billion in stimulus grants designed to encourage education reform.

But there is more that the state has to do — for children and to assure that Ohio can compete well for this money.

Specifically, it needs to be more aggressive about ensuring that poor kids have access to good teachers and that evaluations of teachers and principals are partially tied to student performance.

U.S. Secretary of Education Arne Duncan last week released a “scoring” system that will be used to evaluate states applying for “Race to the Top” grants.

Twenty-eight percent of each state’s grade will be based on its efforts to create “great teachers and leaders.” The administration says each state must have a plan to improve teacher and principal effectiveness.

Last summer Ohio Gov. Ted Strickland pushed through the legislature his own reform plan that emphasized improving teacher and principal quality. For instance, Ohio is working on a new teacher “career ladder” that allows top teachers to move from beginner, or “resident educator,” to higher rungs of accomplishment termed “professional,” “senior professional” and “lead professional.”

That squares nicely with Secretary Duncan’s request for “high-quality pathways for aspiring teachers and principals.”

Other changes are focused on improving teacher preparation and ensuring support for new teachers.

One area Ohio falls short on relates to teacher evaluations. The administration wants states to count student test performance as at least one factor in judging their teachers’ and principals’ effectiveness. That idea hasn’t made its way into any state laws or onto state report cards.

Additionally, the federal guidelines say states need to see that quality principals and teachers — especially in math and science — are equally distributed in high-poverty schools and those with large minority populations.

This is a glaring problem in most states, Ohio included. High-poverty schools, in both rural and urban areas, are avoided by many veteran teachers. Teaching in suburban districts and high-scoring schools is less demanding and frustrating.

Getting great teachers in front of kids who need them the most is difficult. It may mean battling with teachers’ unions about rules that traditionally let more senior teachers pick choice jobs within their district.

Or it could mean providing extra money or other incentives for teachers who agree to harder assignments.

What’s clear is Ohio needs a plan to attack this problem. Right now, it doesn’t have one.

If “Race to the Top” money nudges Ohio and other states to keep at their reform initiatives — education reforms that proponents on the political left and the right have hailed as steps in the right direction — the administration is getting more for your tax money.

Cox News Service

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Interesting that you are expert at both jail and school. Spend a lot of time in each?

Anyone who has read the thread here knows that all you do is whine. I have answered your questions and explained the answers. I can't help it if you didn't learn to read them.

Assigning tasks, as you know, is part of creating the learning environment. You seem to want it all shoveled into your head without work. Well, I don't shovel. That doesn't lead to real learning.

Et ita finit.

Jim
6:43 PM, 12/17/2009

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No, thank you. Your “demonstrations” prove some will do anything to avoid change.

Ignoring questions, denying rich (peer) data and arrogantly trying to direct/limit discussion as if this were your classroom is proof. Your act of incredulity over “assigned tasks” that weren’t completed to your satisfaction is more. That won’t work here or in the other thread you’ve joined on inmates as I see you’ve already been schooled.

I know, perhaps you can better teach there by also assigning a task.

Quid Pro Quo
5:10 PM, 12/17/2009

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Further demonstrations are not necessary. You have made my case. Thanks.

Jim
1:56 PM, 12/17/2009

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You arrogantly assume this is your classroom, it’s not.

Is that why you ignore data and repeated questions or is it you don’t like where answers lead? Frankly, if your teaching style is to ignore “students” then it’s no wonder schools fail. You profess to know all about education, but your conduct suggests you don’t and calls for new metrics.

Again, I’ve “done my task” it’s your task to argue your point. Only in academia would people demand others to do work that is clearly their own.

Quid Pro Quo
8:49 AM, 12/17/2009

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Actually, it demonstrates that no matter how hard someone tries to teach a person, that person still can choose to not learn. No clearer demonstration of why teachers should not be evaluated based on learning measures.

As for your refusal to do your task, many students refuse to do their assignments and attempt to blame the teacher.

Some never grow out of it, but they want to believe that they know all about teaching and schools. Of course, you are used to giving this for that.

Jim
7:35 PM, 12/15/2009

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