city educators magzine -- feb/mar 2011
DESCRIPTION
Nashville's leading teacher lifestyle and career magazine.TRANSCRIPT
City EducatorsCity EducatorsNashville’s Leading Teacher Lifestyle Magazine
5Things Educators & Policymakers Should Know About
Accountability
Couples in Education @ MNPSDr. Randy L. Campbell & Mrs. Jennifer E. CampbellMr. John Knott & Mrs. Melinda KnottMr. Robbin D. Wall & Mrs. Michel Sanchez-WallMr. Kevin Wyatt & Mrs. Aimee Wyatt
Online Learning
The Role of K-2 Teachers
Adequate Yearly Progressin Helping Upper Grades Make
CITY EDUCATORS
CITY EDUCATORS
CITYEDUCATORS
is published bi-monthly (Aug/Sep, Oct/Nov, Dec/Jan, Feb/Mar,Apr/May, Jun/Jul)by Michael David Media, Michael Thompson, Owner. Post Office Box 2513, Brentwood, Tennessee37024, (615) 832-5388. DISTRIBUTION: Free subscription to qualified recipients. See Website foradditional distribution information. All rights are strictly reserved, and reproduction in whole or in part isexpressly prohibited without prior written permission from the publisher. is fundedprivately and is not affiliated with--nor does it necessarily reflect the opinions of--the local school district,education associations, its advertisers, or any other entity. is printed in the USA. Webaddress:http://www.michaeldavidmedia.com. Copyright©2010 Michael David Media.
TABLE OF
President/Publisher
Vice President
Photography
Editorial Contributors
Michael Thompson
Deborah Thompson
Deborah Thompson
Michael Thompson
Michael Thompson
Lori Dreiling (615) 512-9641
Published by Michael David Media
P.O. Box 2513 | Brentwood, TN 37024
Tel. (615) 832-5388 | Fax (615) 832-1040
www.cityeducators.com
Advertising Sales
Becky Bright
Cindy Chambers
Gary Cowan
Dave Moore
Keith Nikolaus
Dr. Richard Leslie Parrott
City Educators
March 2011
3 Rally at Legislative
4 Technology
Plaza
Dr. Richard Leslie Parrott oninstructional technology.
6 Everyday
13 AccountabilityE
writes aboutMNPS couples in education.
ducators
Becky Bright
will hear a host ofspeakers from across the state.
10 Online LearningCindy Chambers discussesadvance degrees online.
Keith Nikolaus Shares 5 thingseducators and policymakersshould know aboutaccountability.
Dave Moore & Gary Cowan discuss theRole of K-2 Teachers in Helping UpperGrades Make Adequate Yearly Progress!
Feature
8
Members of the Tennessee Education Association(TEA) joins other union and community members forthe TEA Teacher Rally on Saturday, March 5 from12:00 - 3:00 p.m. Thousands of supporter will gather
at Bicentennial CapitolMall State Park beginningat 12:00 p.m. and proceedto march to LegislativePlaza where they will heara host of speakers fromacross the state.
The rally is in response to anti-teacher and anti-TEA billsthat have been filed in the 107th General Assembly of theState of Tennessee. TEA President Gera Summerford
said, “Tennessee's teachers support education reform, but thebills that have been filed do not have that focus. Instead, theyseem to be aimed at abolishing teacher rights and turning backthe clock on the profession by over 30 years. This rally is anopportunity for teachers to come together and let thelegislature know that they will not be silenced.”
Supporters of Tennessee's teachers include AFL-CIO, SEIU,retired teachers, parents, community members, students andmany more.
Teachers & Supporters Rally
6
Pictured above:Mr. Robbin D. Wall, Executive PrincipalMrs. Michel Sanchez-Wall, Executive Principal
CITY EDUCATORS MAGAZINE March 2011 3
CITY EDUCATORS
CITY EDUCATORS
CITYEDUCATORS
is published bi-monthly (Aug/Sep, Oct/Nov, Dec/Jan, Feb/Mar,Apr/May, Jun/Jul)by Michael David Media, Michael Thompson, Owner. Post Office Box 2513, Brentwood, Tennessee37024, (615) 832-5388. DISTRIBUTION: Free subscription to qualified recipients. See Website foradditional distribution information. All rights are strictly reserved, and reproduction in whole or in part isexpressly prohibited without prior written permission from the publisher. is fundedprivately and is not affiliated with--nor does it necessarily reflect the opinions of--the local school district,education associations, its advertisers, or any other entity. is printed in the USA. Webaddress:http://www.michaeldavidmedia.com. Copyright©2010 Michael David Media.
TABLE OF
President/Publisher
Vice President
Photography
Editorial Contributors
Michael Thompson
Deborah Thompson
Deborah Thompson
Michael Thompson
Michael Thompson
Lori Dreiling (615) 512-9641
Published by Michael David Media
P.O. Box 2513 | Brentwood, TN 37024
Tel. (615) 832-5388 | Fax (615) 832-1040
www.cityeducators.com
Advertising Sales
Becky Bright
Cindy Chambers
Gary Cowan
Dave Moore
Keith Nikolaus
Dr. Richard Leslie Parrott
City Educators
March 2011
3 Rally at Legislative
4 Technology
Plaza
Dr. Richard Leslie Parrott oninstructional technology.
6 Everyday
13 AccountabilityE
writes aboutMNPS couples in education.
ducators
Becky Bright
will hear a host ofspeakers from across the state.
10 Online LearningCindy Chambers discussesadvance degrees online.
Keith Nikolaus Shares 5 thingseducators and policymakersshould know aboutaccountability.
Dave Moore & Gary Cowan discuss theRole of K-2 Teachers in Helping UpperGrades Make Adequate Yearly Progress!
Feature
8
Members of the Tennessee Education Association(TEA) joins other union and community members forthe TEA Teacher Rally on Saturday, March 5 from12:00 - 3:00 p.m. Thousands of supporter will gather
at Bicentennial CapitolMall State Park beginningat 12:00 p.m. and proceedto march to LegislativePlaza where they will heara host of speakers fromacross the state.
The rally is in response to anti-teacher and anti-TEA billsthat have been filed in the 107th General Assembly of theState of Tennessee. TEA President Gera Summerford
said, “Tennessee's teachers support education reform, but thebills that have been filed do not have that focus. Instead, theyseem to be aimed at abolishing teacher rights and turning backthe clock on the profession by over 30 years. This rally is anopportunity for teachers to come together and let thelegislature know that they will not be silenced.”
Supporters of Tennessee's teachers include AFL-CIO, SEIU,retired teachers, parents, community members, students andmany more.
Teachers & Supporters Rally
6
Pictured above:Mr. Robbin D. Wall, Executive PrincipalMrs. Michel Sanchez-Wall, Executive Principal
CITY EDUCATORS MAGAZINE March 2011 3
particularly debilitating for educators. We are expected toknow and to master. When we find ourselves ignorant andnovices, it is disconcerting. According to Schein, there arefour expressions of learning anxiety:
I am afraid offacing and overcoming my personal struggle to mastertechnology in teaching.
I am afraid oflooking foolish and inadequate in front of my studentsand my colleagues.
I am afraid of givingup my old way of doing things because my way is so mucha part of who I am.
I am afraid that ifI try to learn the technology, my group of friends whoalso avoid technology, will reject me.
As a result of our fear of learning, we defend ourselves inthree ways: first, we deny the data and the problem; second, wepass the buck as we wait for others to change first; and third,we maneuver and bargain for our personal interests and
benefits. Overcoming learning anxiety is essential tomastering the new technology of education. Let me suggest apedagogical strategy and method.
A pedagogical strategy for overcoming learning anxiety: it isbest to reduce learning anxiety rather than to increase survivalanxiety. This is a message to management. Provide a safe wayfor people to learn rather than intimidating and pressuringpeople to change. Leaders need a tender balance ofcompassion for individuals and commitment to bring aboutdeep change. This is the job of leadership.
A pedagogical method for overcoming learning anxiety: find a safeplace, a fewtrusted friends, andsomequiet time to learn. Masteringtechnology comes by intention. For most educators, it is best tolearntogetherthantotryandmaster italone. Incollaborativeeffort,educatorscanprovideasafeplacetotryandfailandtryagain. Thisishowwechange.
Let me update the New York Times article 1959: "Masteringtechnology in the classroom has become a problem about equal tohavinganelephantintheroom. Itissobig. Youjustcan'tignoreit.”
Richard Leslie Parrott, Ph.D., is from Trevecca University’sSchool of Education.
Fear of temporary incompetence.
Fear of punishment for incompetence.
Fear of loss of personal identity.
Fear of loss of group membership.
However, the phrase is much older.In a British Journal of 100 years ago,the image was presented as a trivialquestion to British schoolboys, "Isthere an elephant in the classroom?"
o matter how disengaged from the lesson, any schoolboyshould be able to answer that question! The answer isyes. The elephant in the classroom is technology. Here
are a few facts:
As of December, 2010, more than 250 million people inthe United States use mobile devices.
Teenagers individually send more than 3000 textmessages per month.
In 2009, global mobile data traffic increased by 160%over the previous year.
Today, it would require 30 million DVDs to hold onemonth of mobile data traffic.
By 2014, it will require more than 900 million DVDs tohold one month of mobile data traffic.
In 2010, there were more than 10 billion tweets.
Technology will drive teaching methods and strategies in theclassroom. The elephant is here. However, some educators
avoid the pachyderm, while others simply refuse to believe thatchange is here. Educators are not the first or only group toignore inevitable changes in technology. For example:
Western union internal memo, 1878: this telephone hastoo many shortcomings to be seriously considered as apractical form of communication. The device isinherently of no value.
American railroad Congress, 1913: it is an idle dream toimagine that automobiles will take the place of railwaysin the long-distance movement of passengers.
Thomas J. Watson Senior, IBM chairman, 1943: I thinkthere is a world market for maybe five computers.
Darrell F. Zanuck, head of 20th century – Fox, 1946:Television will not be able to hold on to any market itcaptures after the first six months. People will soon gettired of staring at a plywood box every night.
The elephant is too big to be ignored. We all agree thattechnology is here to stay. But, why are many educatorsavoiding technology in the classroom? Here is my observation:Our personal fear of learning the technology stops us. Our fearof learning is the elephant we do not talk about in ourprofessional development, our technology training, or ourpersonal efforts to use the latest tools to provide the bestlearning opportunities for our students.
Edgar Shein, an organizational theorist, describes learninganxiety – a fear of learning something new. Learning anxiety is
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CITY EDUCATORS MAGAZINE March 2011 54 CITY EDUCATORS MAGAZINE March 20111 www.cityeducators.com
BY PENNEY H. CARDEN, ED.D
�
�
Well vision careMedical eye care
�
�
Optical servicesContact lense services
Whether you need care for red eyes, allergies, diabetes, hypertension, orare looking for the latest contact lenses or fashion frames, Concord Vision and
Dr. Joseph Lutche will help you see your best and look your best.
We accept many medical and vision plans.
Joseph Lutche, O.D. |6444 Nolensville Road. #105 |615-941-7218
The Elephantin the Room
City Educators
Technology
The first recorded use of thephrase was in the New York
Times on June 20, 1959: "Financingschools has become a problem aboutequal to having an elephant in the livingroom. It is so big. You just can't ignore it."
BY DR. RICHARD LESLIE PARROTT
particularly debilitating for educators. We are expected toknow and to master. When we find ourselves ignorant andnovices, it is disconcerting. According to Schein, there arefour expressions of learning anxiety:
I am afraid offacing and overcoming my personal struggle to mastertechnology in teaching.
I am afraid oflooking foolish and inadequate in front of my studentsand my colleagues.
I am afraid of givingup my old way of doing things because my way is so mucha part of who I am.
I am afraid that ifI try to learn the technology, my group of friends whoalso avoid technology, will reject me.
As a result of our fear of learning, we defend ourselves inthree ways: first, we deny the data and the problem; second, wepass the buck as we wait for others to change first; and third,we maneuver and bargain for our personal interests and
benefits. Overcoming learning anxiety is essential tomastering the new technology of education. Let me suggest apedagogical strategy and method.
A pedagogical strategy for overcoming learning anxiety: it isbest to reduce learning anxiety rather than to increase survivalanxiety. This is a message to management. Provide a safe wayfor people to learn rather than intimidating and pressuringpeople to change. Leaders need a tender balance ofcompassion for individuals and commitment to bring aboutdeep change. This is the job of leadership.
A pedagogical method for overcoming learning anxiety: find a safeplace, a fewtrusted friends, andsomequiet time to learn. Masteringtechnology comes by intention. For most educators, it is best tolearntogetherthantotryandmaster italone. Incollaborativeeffort,educatorscanprovideasafeplacetotryandfailandtryagain. Thisishowwechange.
Let me update the New York Times article 1959: "Masteringtechnology in the classroom has become a problem about equal tohavinganelephantintheroom. Itissobig. Youjustcan'tignoreit.”
Richard Leslie Parrott, Ph.D., is from Trevecca University’sSchool of Education.
Fear of temporary incompetence.
Fear of punishment for incompetence.
Fear of loss of personal identity.
Fear of loss of group membership.
However, the phrase is much older.In a British Journal of 100 years ago,the image was presented as a trivialquestion to British schoolboys, "Isthere an elephant in the classroom?"
o matter how disengaged from the lesson, any schoolboyshould be able to answer that question! The answer isyes. The elephant in the classroom is technology. Here
are a few facts:
As of December, 2010, more than 250 million people inthe United States use mobile devices.
Teenagers individually send more than 3000 textmessages per month.
In 2009, global mobile data traffic increased by 160%over the previous year.
Today, it would require 30 million DVDs to hold onemonth of mobile data traffic.
By 2014, it will require more than 900 million DVDs tohold one month of mobile data traffic.
In 2010, there were more than 10 billion tweets.
Technology will drive teaching methods and strategies in theclassroom. The elephant is here. However, some educators
avoid the pachyderm, while others simply refuse to believe thatchange is here. Educators are not the first or only group toignore inevitable changes in technology. For example:
Western union internal memo, 1878: this telephone hastoo many shortcomings to be seriously considered as apractical form of communication. The device isinherently of no value.
American railroad Congress, 1913: it is an idle dream toimagine that automobiles will take the place of railwaysin the long-distance movement of passengers.
Thomas J. Watson Senior, IBM chairman, 1943: I thinkthere is a world market for maybe five computers.
Darrell F. Zanuck, head of 20th century – Fox, 1946:Television will not be able to hold on to any market itcaptures after the first six months. People will soon gettired of staring at a plywood box every night.
The elephant is too big to be ignored. We all agree thattechnology is here to stay. But, why are many educatorsavoiding technology in the classroom? Here is my observation:Our personal fear of learning the technology stops us. Our fearof learning is the elephant we do not talk about in ourprofessional development, our technology training, or ourpersonal efforts to use the latest tools to provide the bestlearning opportunities for our students.
Edgar Shein, an organizational theorist, describes learninganxiety – a fear of learning something new. Learning anxiety is
N�
�
�
�
�
�
�
�
�
�
CITY EDUCATORS MAGAZINE March 2011 54 CITY EDUCATORS MAGAZINE March 20111 www.cityeducators.com
BY PENNEY H. CARDEN, ED.D
�
�
Well vision careMedical eye care
�
�
Optical servicesContact lense services
Whether you need care for red eyes, allergies, diabetes, hypertension, orare looking for the latest contact lenses or fashion frames, Concord Vision and
Dr. Joseph Lutche will help you see your best and look your best.
We accept many medical and vision plans.
Joseph Lutche, O.D. |6444 Nolensville Road. #105 |615-941-7218
The Elephantin the Room
City Educators
Technology
The first recorded use of thephrase was in the New York
Times on June 20, 1959: "Financingschools has become a problem aboutequal to having an elephant in the livingroom. It is so big. You just can't ignore it."
BY DR. RICHARD LESLIE PARROTT
City Educators
Everyday
6 CITY EDUCATORS MAGAZINE www.cityeducators.comMarch 20111
but admit, “it was not love at first sight”. Perhaps though, it helpedthat the highly opinionated pair shared the same belief that allstudents matter. These career educators may hold different views onhow to educate, but the goal; to prepare their students for college andhelp them feel valued, is identical.
The Walls appreciate sharing the same schedule and understandingeach other's responsibility to their jobs. The couple, both highschool executive principals, is able to relate to each other'sexperiences and draw ideas and support from one other. Plus, asMrs. Sanchez-Wall said, “We both really love what we do and lookforward to going to work every day.”
Unfortunately, however, the two share a similar, yet very full andtime-consuming schedule. Often, the two administrators have after
school activities, meetings or other jobrelated obligations that prevent them fromspending time together.
Like many teachers and administrators, theWalls know the influence a teacher canhave, both good and bad. “I wanted tomake a positive impact on young peoples'lives and what better way to do that than tobe a high school principal?” Mr. Wall said.Mrs. Sanchez-Wall was in honors and APclasses most of her high school career, butthe last semester of her senior year she
transferred into general education classes. “The difference in the wayteachers treated general education students versus honor studentswas appalling to me. I knew I had to teach high school and have allmy students feel like “honor” students,” she said.
These football lovers enjoy life by traveling, going out to dinner andoften just relaxing at home. The bottom line they said, “You have toLAUGH!”
The Knott's were younger thanthe students they now teachwhen they first met in church.After being reintroduced yearslater they became high schoolsweethearts and married incollege.
Mr. Knott who served in the
Navy (1971-1975) before
becoming a teacher said that
work could dominate entire
conversations if you let it, but
other than that he's found no
Mrs. Melinda Knott, Consulting Teacher and NumeracyCoach, Isaac Litton Middle School, 29 yearsMr. John Knott, 4th Grade teacher, McGavock ElementarySchool, 15 yearsN
ow read that list again. Does it sound like it could be a list ofmust haves for a spouse? For some Metro Nashville PublicSchool teachers the answer is, “Yes.” We found a few MNPS
couples and asked them what it was like to share a passion in work aswell as life.
For the Wyatt's, it was teaching at first sight,as summer camp counselors for CampMarymount in Fairview, TN. She taughthorseback riding and riflery and was alreadya schoolteacher. He taught swimming andcanoeing and had changed majors to pursueeducation.
When it comes to raising kids, The Wyatt'ssay being educators has been a plus. Theyusually agree on how to raise their two boys.And as Mrs. Wyatt said, “They can't getaway with anything because we have seen it
all”. However, as far as meetings with their son's teachers,“sometimes we can be their teacher's worst nightmare because wehave a hard time acting like parents and not educators in meetings.”
The Wyatt's are wiser these days, but when they were younger, they'doften bring work home to create what seemed like endless workdays.They'd get home and want to talk about school or as Mrs. Wyatt said,“I used to help him grade papers and I hated it.” Now that their jobsare different (they are no longer both regular classroom teachers) it iseasier to leave work at work.
When asked to share words of wisdom, the Wyatts say, “We alwaysput the family first and work second. Education can take over everyaspect of your life, especially at the high school level where you haveeverything from athletic and music events at night to students who
are in trouble. You have to rememberthat your family comes first and you haveto make time for yourself; otherwise, youwon't have anything left for them afterwork. “
The Campbell's have been a team since the day they met. The pairfirst laid eyes on one another while teaching in East Tennessee on thesame eighth grade team, she as the language arts teacher and he as thesocial studies teacher.
When you work in the same field (or sameschool for that matter) you can be veryprotective of one another, the Campbell'sboth agreed. When you are married tosomeone, you have a deeper understanding ofthat person and why they do the things theydo, Mrs. Campbell said. “It was very hard forme at times to put aside my personal feelingsfor Randy and approach students/teacherswhen they insulted my mate,” she said.
On a positive note of being married to afellow educator, sharing the same focus andpassion has strengthened the Campbell'srelationship. Being teachers has allowed them to share ideas, discusslesson plans and connect on both a personal and a professional level.Not to mention, when you are in the same school district, vacationtime is perfectly aligned. “We enjoy having the summer off together.It allows us to focus on our relationship,” Mrs. Campbell said.
The Campbell's both are inspired by stories or visits from paststudents and the realization that teachers have a true impact on thelives of young people.“In education you have an opportunity everyday to impact someone'slife in a positive way,” Dr. Campbell said. “It's really an amazingfeeling when you hear about a former student who has become asuccess and feeling like you had a small part to do with it.”
They advise other couples to, “Listen to one another, and don't takethings personally that happen at work. (And be empathetic), unlessyou have truly experienced something you often will neverunderstand the highs andlows that often come withb e i n g a p r o f e s s i o n a leducator.”
These two met whi leworking at the same school,
Mrs. Aimee Wyatt, Executive Principal,Antioch High School, 18 years teachingMr. Kevin Wyatt, Wellness Teacher,McGavock High School
Mrs. Jennifer E. Campbell, LanguageArts Teacher, Dupont Hadley MiddleSchool, 11 years teachingDr. Randy L. Campbell, SocialStudies, Croft Middle School, 26 yearsin education
Mrs. Michel Sanchez-Wall, Executive Principal,Cane Ridge High School,15 yearsMr. Robbin D. Wall,Execut ive Pr incipal ,McGavock High School,32 years
T R E V E C C AN A Z A R E N E U N I V E R S I T Y
S C H O O L O F E D U C AT I O N
MAKE THE LEAP IN YOUR CAREERBY CONTINUING YOUR PROFESSIONAL JOURNEY.
Master of Education degrees includeCurriculum, Assessment & Instruction • Educational Leadership • English Language Learners •
Teacher Leader ( )with specializations in Instructional Technology, Reading, and ELL
Also AvailableDoctor of Education in Leadership & Professional Practice • Master of Arts in Teaching •
Master of Library & Information Science
Cohort model
• Weekend schedule
• Standardized curriculum
• Designed for the full-time working adult
• Practitioner oriented
• Highly credentialed faculty
• Academic rigor
• Technology-rich curriculum
• Peer support
• 25 years of success
Don’t be fooled by discounts. Compare costs before you decide. Trevecca is still the best value for your
tuition dollar. It is not too late to become part of a dynamic community of learners.
School of Education, Graduate Studies
615-248-1201 • 800-284-1594
trevecca.edu/soe
Trevecca Nazarene University is accredited as a Level V institution by the Southern Association of Colleges and Schools,
the Commission on Colleges, 1866 Southern Lane, Decatur, GA 30033 • 404-679-4500 • 404-679-4558.
Fully approved by the State of Tennessee and NCATE.
•
Couples in EducationThere are many ways to describe the necessary traits of good teachers: patient,organized, sense of humor, compassionate, educated, good with kids.
BY BECKY BRIGHT
“We both really lovewhat we do and lookforward to going to
work every day.”CONTINUED ON PAGE 11
CITY EDUCATORS MAGAZINE March 2011 7
City Educators
Everyday
6 CITY EDUCATORS MAGAZINE www.cityeducators.comMarch 20111
but admit, “it was not love at first sight”. Perhaps though, it helpedthat the highly opinionated pair shared the same belief that allstudents matter. These career educators may hold different views onhow to educate, but the goal; to prepare their students for college andhelp them feel valued, is identical.
The Walls appreciate sharing the same schedule and understandingeach other's responsibility to their jobs. The couple, both highschool executive principals, is able to relate to each other'sexperiences and draw ideas and support from one other. Plus, asMrs. Sanchez-Wall said, “We both really love what we do and lookforward to going to work every day.”
Unfortunately, however, the two share a similar, yet very full andtime-consuming schedule. Often, the two administrators have after
school activities, meetings or other jobrelated obligations that prevent them fromspending time together.
Like many teachers and administrators, theWalls know the influence a teacher canhave, both good and bad. “I wanted tomake a positive impact on young peoples'lives and what better way to do that than tobe a high school principal?” Mr. Wall said.Mrs. Sanchez-Wall was in honors and APclasses most of her high school career, butthe last semester of her senior year she
transferred into general education classes. “The difference in the wayteachers treated general education students versus honor studentswas appalling to me. I knew I had to teach high school and have allmy students feel like “honor” students,” she said.
These football lovers enjoy life by traveling, going out to dinner andoften just relaxing at home. The bottom line they said, “You have toLAUGH!”
The Knott's were younger thanthe students they now teachwhen they first met in church.After being reintroduced yearslater they became high schoolsweethearts and married incollege.
Mr. Knott who served in the
Navy (1971-1975) before
becoming a teacher said that
work could dominate entire
conversations if you let it, but
other than that he's found no
Mrs. Melinda Knott, Consulting Teacher and NumeracyCoach, Isaac Litton Middle School, 29 yearsMr. John Knott, 4th Grade teacher, McGavock ElementarySchool, 15 yearsN
ow read that list again. Does it sound like it could be a list ofmust haves for a spouse? For some Metro Nashville PublicSchool teachers the answer is, “Yes.” We found a few MNPS
couples and asked them what it was like to share a passion in work aswell as life.
For the Wyatt's, it was teaching at first sight,as summer camp counselors for CampMarymount in Fairview, TN. She taughthorseback riding and riflery and was alreadya schoolteacher. He taught swimming andcanoeing and had changed majors to pursueeducation.
When it comes to raising kids, The Wyatt'ssay being educators has been a plus. Theyusually agree on how to raise their two boys.And as Mrs. Wyatt said, “They can't getaway with anything because we have seen it
all”. However, as far as meetings with their son's teachers,“sometimes we can be their teacher's worst nightmare because wehave a hard time acting like parents and not educators in meetings.”
The Wyatt's are wiser these days, but when they were younger, they'doften bring work home to create what seemed like endless workdays.They'd get home and want to talk about school or as Mrs. Wyatt said,“I used to help him grade papers and I hated it.” Now that their jobsare different (they are no longer both regular classroom teachers) it iseasier to leave work at work.
When asked to share words of wisdom, the Wyatts say, “We alwaysput the family first and work second. Education can take over everyaspect of your life, especially at the high school level where you haveeverything from athletic and music events at night to students who
are in trouble. You have to rememberthat your family comes first and you haveto make time for yourself; otherwise, youwon't have anything left for them afterwork. “
The Campbell's have been a team since the day they met. The pairfirst laid eyes on one another while teaching in East Tennessee on thesame eighth grade team, she as the language arts teacher and he as thesocial studies teacher.
When you work in the same field (or sameschool for that matter) you can be veryprotective of one another, the Campbell'sboth agreed. When you are married tosomeone, you have a deeper understanding ofthat person and why they do the things theydo, Mrs. Campbell said. “It was very hard forme at times to put aside my personal feelingsfor Randy and approach students/teacherswhen they insulted my mate,” she said.
On a positive note of being married to afellow educator, sharing the same focus andpassion has strengthened the Campbell'srelationship. Being teachers has allowed them to share ideas, discusslesson plans and connect on both a personal and a professional level.Not to mention, when you are in the same school district, vacationtime is perfectly aligned. “We enjoy having the summer off together.It allows us to focus on our relationship,” Mrs. Campbell said.
The Campbell's both are inspired by stories or visits from paststudents and the realization that teachers have a true impact on thelives of young people.“In education you have an opportunity everyday to impact someone'slife in a positive way,” Dr. Campbell said. “It's really an amazingfeeling when you hear about a former student who has become asuccess and feeling like you had a small part to do with it.”
They advise other couples to, “Listen to one another, and don't takethings personally that happen at work. (And be empathetic), unlessyou have truly experienced something you often will neverunderstand the highs andlows that often come withb e i n g a p r o f e s s i o n a leducator.”
These two met whi leworking at the same school,
Mrs. Aimee Wyatt, Executive Principal,Antioch High School, 18 years teachingMr. Kevin Wyatt, Wellness Teacher,McGavock High School
Mrs. Jennifer E. Campbell, LanguageArts Teacher, Dupont Hadley MiddleSchool, 11 years teachingDr. Randy L. Campbell, SocialStudies, Croft Middle School, 26 yearsin education
Mrs. Michel Sanchez-Wall, Executive Principal,Cane Ridge High School,15 yearsMr. Robbin D. Wall,Execut ive Pr incipal ,McGavock High School,32 years
T R E V E C C AN A Z A R E N E U N I V E R S I T Y
S C H O O L O F E D U C AT I O N
MAKE THE LEAP IN YOUR CAREERBY CONTINUING YOUR PROFESSIONAL JOURNEY.
Master of Education degrees includeCurriculum, Assessment & Instruction • Educational Leadership • English Language Learners •
Teacher Leader ( )with specializations in Instructional Technology, Reading, and ELL
Also AvailableDoctor of Education in Leadership & Professional Practice • Master of Arts in Teaching •
Master of Library & Information Science
Cohort model
• Weekend schedule
• Standardized curriculum
• Designed for the full-time working adult
• Practitioner oriented
• Highly credentialed faculty
• Academic rigor
• Technology-rich curriculum
• Peer support
• 25 years of success
Don’t be fooled by discounts. Compare costs before you decide. Trevecca is still the best value for your
tuition dollar. It is not too late to become part of a dynamic community of learners.
School of Education, Graduate Studies
615-248-1201 • 800-284-1594
trevecca.edu/soe
Trevecca Nazarene University is accredited as a Level V institution by the Southern Association of Colleges and Schools,
the Commission on Colleges, 1866 Southern Lane, Decatur, GA 30033 • 404-679-4500 • 404-679-4558.
Fully approved by the State of Tennessee and NCATE.
•
Couples in EducationThere are many ways to describe the necessary traits of good teachers: patient,organized, sense of humor, compassionate, educated, good with kids.
BY BECKY BRIGHT
“We both really lovewhat we do and lookforward to going to
work every day.”CONTINUED ON PAGE 11
CITY EDUCATORS MAGAZINE March 2011 7
Making Adequate Yearly Progress (AYP) is everyteacher ' s respons ib i l i ty. Teachers ofkindergarten, first grade, and second grade mustsupport student achievement through a deepunderstanding of the standards and what theymean for continual student learning. Theseteachers also must scaffold their instruction andincrease the rigor and cognitive demand expectedfrom learning activities. Focusing on these areaswill result in providing the necessary foundationfor the students who will be taking the TennesseeComprehensive Assessment Program (TCAP)Achievement Assessment each spring in thirdand fourth grade.
Supporting student achievement through a deepunderstanding of the standards requires kindergarten, firstgrade, and second grade teachers to start and maintain
professional conversations about what the academic standards areasking students to master at each grade level and what the verticalalignment of these standards looks like from grade to grade. Ascontent standards build upon one another, it is necessary to knowwhat standards are being introduced, developed, or maintained ateach grade level.
Teachers of kindergarten, first grade, and second grade studentsneed to access the third grade and fourth grade assessmentstudent data in their school. These teachers can then determinefrom both the summative and formative assessments the areas ofstrength and the areas that need improvement. The TCAP dataand the Discovery Education Assessment (DEA) predictive datawill provide this needed and valuable information. A wide array ofdata may be accessed by every teacher through the MetropolitanNashville Public Schools (MNPS) Data Warehouse.
An example of what this process looks like is noted using theTennessee Academic Standards in Mathematics for third grade.
o Standard 1 – Mathematical Processeso Grade Level Expectation (GLE) -
Use mathematical language, symbols,and definitions while developingmathematical reasoning.
§
Grade Three Mathematics
Read and write time tothe nearest minute.
If this is an area where students are consistently not showingmastery, it is important to look for what students are beingasked to master in the three grade levels preceding third grade.Below is an example of what students are asked to master atgrade two, grade one, and kindergarten.
Teachers of kindergarten, first grade, and second grade mustscaffold their instruction to ensure mastery on grade 3standards and beyond. To most effectively facilitate this,frameworks that support instruction must be in place in eachclassroom. Two important frameworks are a balancedapproach to literacy and a balanced approach to mathematics.Both of these frameworks have opportunities fordifferentiation of instruction built into them. Theseframeworks also provide opportunities for the integration ofscience, social studies, music, art, and physical education.
Balanced literacy instruction respects and addresses the needsof all learners, views teachers as informed decision-makers, isflexible, and is research-based. A balanced approach to literacyprovides students with daily opportunities to engage in variousreading and writing activities to help them communicate moreeffectively. In a balanced literacy framework, studentsparticipate in read alouds, shared reading, guided reading,independent reading, and word study. Additionally, they engagein modeled writing, shared writing, interactive writing, guidedwriting, and independent writing. During balanced literacyinstruction, there is a gradual release of responsibility over timeas the student becomes more independent.
A balanced approach to mathematics provides students withdaily opportunities to develop their conceptual understanding,
computational fluency, and problem solving skills. In a balancedmath framework, students participate in math review, mental math,a concept lesson, and closure using math journals. The conceptlesson includes problem solving, small group intervention,learning centers / stations, and the use of manipulatives. During
balanced math instruction, students construct concreterepresentations of math, represent their understanding in areflective and / or symbolic form, and use these visual remindersfor the understanding of the higher-thinking abstract.
Teachers of kindergarten, first, and second grade studentsfocusing on these areas support increased student achievement andthe necessary foundation for the third grade and fourth gradestudents who will be taking the Tennessee ComprehensiveAssessment Program (TCAP) Achievement Assessment.
BY DAVE MOORE & GARY COWAN
2 1 KGrade Two Mathematics
o Standard 1 – MathematicalProcesses
o Grade Level Expectation - Usemathematical language, symbols,and definitions while developingmathematical reasoning.
§ Check for UnderstandingRead and write timeup to five – minuteintervals.
Grade One Mathematicso Standard 1 – Mathematical
Processeso Grade Level Expectation - Use
mathematical language, symbols,and definitions while developingmathematical reasoning
§ Check for UnderstandingRead and write time tothe hour, half-hour,and quarter-hour.
Kindergarten Mathematicso Standard 1 – Mathematical
Processeso Grade Level Expectation - Use
mathematical language, symbols,and definitions while developingmathematical reasoning.
§ Check for UnderstandingTell time to the hour.
The Role of K-2 Teachers
Adequate Yearly Progressin Helping Upper Grades Make
CITY EDUCATORS MAGAZINE March 2011 9
Making Adequate Yearly Progress (AYP) is everyteacher ' s respons ib i l i ty. Teachers ofkindergarten, first grade, and second grade mustsupport student achievement through a deepunderstanding of the standards and what theymean for continual student learning. Theseteachers also must scaffold their instruction andincrease the rigor and cognitive demand expectedfrom learning activities. Focusing on these areaswill result in providing the necessary foundationfor the students who will be taking the TennesseeComprehensive Assessment Program (TCAP)Achievement Assessment each spring in thirdand fourth grade.
Supporting student achievement through a deepunderstanding of the standards requires kindergarten, firstgrade, and second grade teachers to start and maintain
professional conversations about what the academic standards areasking students to master at each grade level and what the verticalalignment of these standards looks like from grade to grade. Ascontent standards build upon one another, it is necessary to knowwhat standards are being introduced, developed, or maintained ateach grade level.
Teachers of kindergarten, first grade, and second grade studentsneed to access the third grade and fourth grade assessmentstudent data in their school. These teachers can then determinefrom both the summative and formative assessments the areas ofstrength and the areas that need improvement. The TCAP dataand the Discovery Education Assessment (DEA) predictive datawill provide this needed and valuable information. A wide array ofdata may be accessed by every teacher through the MetropolitanNashville Public Schools (MNPS) Data Warehouse.
An example of what this process looks like is noted using theTennessee Academic Standards in Mathematics for third grade.
o Standard 1 – Mathematical Processeso Grade Level Expectation (GLE) -
Use mathematical language, symbols,and definitions while developingmathematical reasoning.
§
Grade Three Mathematics
Read and write time tothe nearest minute.
If this is an area where students are consistently not showingmastery, it is important to look for what students are beingasked to master in the three grade levels preceding third grade.Below is an example of what students are asked to master atgrade two, grade one, and kindergarten.
Teachers of kindergarten, first grade, and second grade mustscaffold their instruction to ensure mastery on grade 3standards and beyond. To most effectively facilitate this,frameworks that support instruction must be in place in eachclassroom. Two important frameworks are a balancedapproach to literacy and a balanced approach to mathematics.Both of these frameworks have opportunities fordifferentiation of instruction built into them. Theseframeworks also provide opportunities for the integration ofscience, social studies, music, art, and physical education.
Balanced literacy instruction respects and addresses the needsof all learners, views teachers as informed decision-makers, isflexible, and is research-based. A balanced approach to literacyprovides students with daily opportunities to engage in variousreading and writing activities to help them communicate moreeffectively. In a balanced literacy framework, studentsparticipate in read alouds, shared reading, guided reading,independent reading, and word study. Additionally, they engagein modeled writing, shared writing, interactive writing, guidedwriting, and independent writing. During balanced literacyinstruction, there is a gradual release of responsibility over timeas the student becomes more independent.
A balanced approach to mathematics provides students withdaily opportunities to develop their conceptual understanding,
computational fluency, and problem solving skills. In a balancedmath framework, students participate in math review, mental math,a concept lesson, and closure using math journals. The conceptlesson includes problem solving, small group intervention,learning centers / stations, and the use of manipulatives. During
balanced math instruction, students construct concreterepresentations of math, represent their understanding in areflective and / or symbolic form, and use these visual remindersfor the understanding of the higher-thinking abstract.
Teachers of kindergarten, first, and second grade studentsfocusing on these areas support increased student achievement andthe necessary foundation for the third grade and fourth gradestudents who will be taking the Tennessee ComprehensiveAssessment Program (TCAP) Achievement Assessment.
BY DAVE MOORE & GARY COWAN
2 1 KGrade Two Mathematics
o Standard 1 – MathematicalProcesses
o Grade Level Expectation - Usemathematical language, symbols,and definitions while developingmathematical reasoning.
§ Check for UnderstandingRead and write timeup to five – minuteintervals.
Grade One Mathematicso Standard 1 – Mathematical
Processeso Grade Level Expectation - Use
mathematical language, symbols,and definitions while developingmathematical reasoning
§ Check for UnderstandingRead and write time tothe hour, half-hour,and quarter-hour.
Kindergarten Mathematicso Standard 1 – Mathematical
Processeso Grade Level Expectation - Use
mathematical language, symbols,and definitions while developingmathematical reasoning.
§ Check for UnderstandingTell time to the hour.
The Role of K-2 Teachers
Adequate Yearly Progressin Helping Upper Grades Make
CITY EDUCATORS MAGAZINE March 2011 9
CITY EDUCATORS MAGAZINE March 2011 1110 CITY EDUCATORS MAGAZINE March 20111 www.cityeducators.com
So the question shouldn't be if you willpursue an advanced degree, but when andwhere you'll do it. The answer is now. Andthe place may well be online.
The words “virtual classroom” can appear downright scary toteachers. After all, your classroom is the real deal -- comprisedof four walls, desks filled with students, and clocks that say
when it's time to learn. A virtual classroom has no walls, no desks,and no clocks. Taking away these traditional hallmarks of aclassroom can seem foreign, especially to teachers. But theadvantages of online learning may come from the very things thatare taken away.
Knock down the walls, and the entire world opens up. Remove thedesks, and the classroom is wherever life takes you. Take away theclock, and the learning never stops. Online learning can belearning… made better.
Of course, there are components you'll find quite familiar. Thelessons generally require reading (of actual textbooks or “e-books”); watching (videos or podcasts); and writing (from essaysto lesson plans). And there are real professors literally at yourfingertips – 24 hours a day, seven days a week. For thousands ofteachers throughout the state, online learning is an empoweringand accessible road to personal and career advancement. Onlinelearning eliminates potential scheduling conflicts, geographiclimitations, and weather-related concerns. And because manyprograms are self-paced, you have the freedom to take moreclasses and finish faster, or take a break and finish at your leisure.In 2008, 48 percent of public school teachers in the US had amaster's degree or above. If you are among the fifty percent or sowithout a graduate degree, keep in mind that research shows thatteachers typically receive a “bonus” of between $1,423 and$10,777 a year once that degree milestone is reached. That's justone more compelling reason to make 2011 the year you take the
step. While many legitimate online programs offer master'sdegrees in education, not all online programs are created equal.Before enrolling, do your homework. Probably the mostimportant quality to look for is accreditation that is recognized bythe U.S. Department of Education or the Council for HigherEducation Accreditation (CHEA). CHEA recommends youexamine a school's performance on a number of criteria, including“expected student achievement, curriculum, faculty, services, andacademic support for students.” Remember, there's a bigdifference between an “online degree” and a “degree you earnonline.” If it wins CHEA's stamp of approval, it's worthy offurther consideration.
Also, keep in mind that while many students enjoy earning theirgraduate degrees independently, others miss the social interactionof meeting with classmates. If face-to-face contact is important toyou, look for a “blended” program. Some online universitiesrequire attendance at seminars just a few times a year, while othershave more rigorous and frequent group interaction.
However, most students agree that they receive significantopportunities to interact with classmates--even online. One onlinemaster's of Education instructor, Dr. Charles Smith, puts it thisway: “I think there is a significant benefit to the discussion forum.Students are able to share best practices, successes, and failureswith everyone in the class. In a traditional class, one or two studentsdominate. In this format, all you have to do is read to gain thebenefit of their experience.” In addition, he said, “the bestprograms stay up to date with current research and educationalstrategies. Online programs are generally more flexible, and allowthe instructor to integrate new material quickly and easily.”
The bottom line is this: if you're resourceful and disciplinedenough to earn an advanced degree — whether on a computer orin person— it's going to benefit both you and your students. So thequestion isn't if you will pursue graduate school, but when andwhere you'll do it. Once you've done your homework, the time maybe now … and the place may be online.
BY CINDY CHAMBERS
downside to sharing a career field with his wife. In fact,
Mr. Knott added, “You have someone with whom to
collaborate 24/7 and you are never at a loss for
conversation topics. It's also pretty nice having a live-in
role model.” As the daughter of parent's who were also
teachers (as well as a paternal grandmother who taught),
Mrs. Knott knows a thing or two about live-in role
models. She always knew she'd pursue teaching. In
addition, Mrs. Knott who admits she was somewhat of
an outsider in elementary school believes as a teacher she
can help students feel accepted. ”I have always said that if
I could have a positive effect on just one child, it would all
be worth it,” she said.
“June, July, August, prestige, recognition, appreciation,
money…” Mr. Knott joked in a list of his favorite
things about teaching. However, putting sarcasm aside,
he relayed a story that summed up his feelings. “Just last
week, I encountered the father of one of my students
from past years. He was telling me how his son was
working part-time and going to college to train in
forestry service. I remembered how interested his son
was in fifth grade science. That reminded me why I
love this job.” He said, “I have always said that if I
could have a positive effect on just one child, it would
all be worth it.”
“Prioritize,” say the Knotts, as they share words of
wisdom. “Feed your spirit by being part of a church.
Regard your partner better than yourself. Finally, don't
worry. Someone once told me they lived by a two-step
philosophy: 1) don't sweat the small stuff, and 2) it's all
small stuff.”
Becky Bright i s an inter im kinder gar ten teacher at
McGavock Elementar y and is near comple t ion o f a
Mas t e r ' s d e g r e e i n K -6/ELL at Tr e v e c c a
Nazar ene Univers i ty.
“COUPLES IN EDUCATION,” CONTINUED FROM PAGE 6
Choosing a graduate program? It pays to do your homework.
No matter what you teach, no matter whereyou teach, earning an advanced degreeshould be on your bucket list. It can help youestablish tenure. It can move you to the nextpay grade. And most importantly, it can makeyou a better teacher.
Online Learningfor Educators
CITY EDUCATORS MAGAZINE March 2011 1110 CITY EDUCATORS MAGAZINE March 20111 www.cityeducators.com
So the question shouldn't be if you willpursue an advanced degree, but when andwhere you'll do it. The answer is now. Andthe place may well be online.
The words “virtual classroom” can appear downright scary toteachers. After all, your classroom is the real deal -- comprisedof four walls, desks filled with students, and clocks that say
when it's time to learn. A virtual classroom has no walls, no desks,and no clocks. Taking away these traditional hallmarks of aclassroom can seem foreign, especially to teachers. But theadvantages of online learning may come from the very things thatare taken away.
Knock down the walls, and the entire world opens up. Remove thedesks, and the classroom is wherever life takes you. Take away theclock, and the learning never stops. Online learning can belearning… made better.
Of course, there are components you'll find quite familiar. Thelessons generally require reading (of actual textbooks or “e-books”); watching (videos or podcasts); and writing (from essaysto lesson plans). And there are real professors literally at yourfingertips – 24 hours a day, seven days a week. For thousands ofteachers throughout the state, online learning is an empoweringand accessible road to personal and career advancement. Onlinelearning eliminates potential scheduling conflicts, geographiclimitations, and weather-related concerns. And because manyprograms are self-paced, you have the freedom to take moreclasses and finish faster, or take a break and finish at your leisure.In 2008, 48 percent of public school teachers in the US had amaster's degree or above. If you are among the fifty percent or sowithout a graduate degree, keep in mind that research shows thatteachers typically receive a “bonus” of between $1,423 and$10,777 a year once that degree milestone is reached. That's justone more compelling reason to make 2011 the year you take the
step. While many legitimate online programs offer master'sdegrees in education, not all online programs are created equal.Before enrolling, do your homework. Probably the mostimportant quality to look for is accreditation that is recognized bythe U.S. Department of Education or the Council for HigherEducation Accreditation (CHEA). CHEA recommends youexamine a school's performance on a number of criteria, including“expected student achievement, curriculum, faculty, services, andacademic support for students.” Remember, there's a bigdifference between an “online degree” and a “degree you earnonline.” If it wins CHEA's stamp of approval, it's worthy offurther consideration.
Also, keep in mind that while many students enjoy earning theirgraduate degrees independently, others miss the social interactionof meeting with classmates. If face-to-face contact is important toyou, look for a “blended” program. Some online universitiesrequire attendance at seminars just a few times a year, while othershave more rigorous and frequent group interaction.
However, most students agree that they receive significantopportunities to interact with classmates--even online. One onlinemaster's of Education instructor, Dr. Charles Smith, puts it thisway: “I think there is a significant benefit to the discussion forum.Students are able to share best practices, successes, and failureswith everyone in the class. In a traditional class, one or two studentsdominate. In this format, all you have to do is read to gain thebenefit of their experience.” In addition, he said, “the bestprograms stay up to date with current research and educationalstrategies. Online programs are generally more flexible, and allowthe instructor to integrate new material quickly and easily.”
The bottom line is this: if you're resourceful and disciplinedenough to earn an advanced degree — whether on a computer orin person— it's going to benefit both you and your students. So thequestion isn't if you will pursue graduate school, but when andwhere you'll do it. Once you've done your homework, the time maybe now … and the place may be online.
BY CINDY CHAMBERS
downside to sharing a career field with his wife. In fact,
Mr. Knott added, “You have someone with whom to
collaborate 24/7 and you are never at a loss for
conversation topics. It's also pretty nice having a live-in
role model.” As the daughter of parent's who were also
teachers (as well as a paternal grandmother who taught),
Mrs. Knott knows a thing or two about live-in role
models. She always knew she'd pursue teaching. In
addition, Mrs. Knott who admits she was somewhat of
an outsider in elementary school believes as a teacher she
can help students feel accepted. ”I have always said that if
I could have a positive effect on just one child, it would all
be worth it,” she said.
“June, July, August, prestige, recognition, appreciation,
money…” Mr. Knott joked in a list of his favorite
things about teaching. However, putting sarcasm aside,
he relayed a story that summed up his feelings. “Just last
week, I encountered the father of one of my students
from past years. He was telling me how his son was
working part-time and going to college to train in
forestry service. I remembered how interested his son
was in fifth grade science. That reminded me why I
love this job.” He said, “I have always said that if I
could have a positive effect on just one child, it would
all be worth it.”
“Prioritize,” say the Knotts, as they share words of
wisdom. “Feed your spirit by being part of a church.
Regard your partner better than yourself. Finally, don't
worry. Someone once told me they lived by a two-step
philosophy: 1) don't sweat the small stuff, and 2) it's all
small stuff.”
Becky Bright i s an inter im kinder gar ten teacher at
McGavock Elementar y and is near comple t ion o f a
Mas t e r ' s d e g r e e i n K -6/ELL at Tr e v e c c a
Nazar ene Univers i ty.
“COUPLES IN EDUCATION,” CONTINUED FROM PAGE 6
Choosing a graduate program? It pays to do your homework.
No matter what you teach, no matter whereyou teach, earning an advanced degreeshould be on your bucket list. It can help youestablish tenure. It can move you to the nextpay grade. And most importantly, it can makeyou a better teacher.
Online Learningfor Educators
Accountability
Know today's students.
Envision tomorrow.
Determine tomorrow's “skills for living life well.”
Create 21st century policies.
, “The state of being held responsible forcarrying out one's obligations,” is rooted in the concepts of trustand responsibility. In today's climate of educational reformmonitored by high stakes testing, it is important to remember thateach of us who embraces education as a profession is ultimatelyaccountable to our students. It is our responsibility to help themgrow in wisdom or “the skills for living life well.” Years ago aseasoned educator offered me, a novice administrator, sageadvice: “Always do what's best for kids!” There is no moreworthy foundation upon which to build today's accountabilityinitiatives. Student-centered accountability in the 21st centurydemands five things of us as educators and policy makers.
Technology isdeeply shaping the lives of today's students.According to Leonard Sweet, Gen iYstudents are an “EPIC Generation.” Theyare Experiential (expect teaching lectures tobe accompanied by first-hand experiences),Participatory (have been uploading all oftheir thoughts all of their lives), Image-rich(want their communication to be image-enhanced), and Connected (are constantlylinked socially and technologically).Educational outcomes and methodologiesmustbeadapted to meet their learningneeds.
Robert Wilson suggests that knowledgedoubled from the time of Christ to Leonardo DaVinci. Itdoubled again from the time of DaVinci to the AmericanRevolution. The cadence of change increased as knowledgedoubled again by 1900, by 1950, and yet again by 1960. Today, it isdoubling approximately every 18 months. Richard Wurmanprojects that by 2020 knowledge will be doubling every 73 days!
Exponential, accelerating change is the norm for the 21st centuryworld. We as educators must continually and deliberately peerinto the future in an attempt to understand the issues andchallenges today's youth will face tomorrow. Alvin Tofflersuggests, “The illiterate of the 21st century will not be those whocannot read and write, but those who cannot learn, unlearn, andrelearn.”
Whatskills, then, will today's youth need tomorrow?
Tony Wagner in his book, The Global Achievement Gap, offersthese seven 21st century survival skills:
Critical thinking and problem solvingCollaboration across networks and leading by influenceAgility and adaptabilityInitiative and entrepreneurshipEffective oral and written communicationAccessing and analyzing informationCuriosity and imagination
In an interview in the November/December 2010 issue ofEdge, Wagner suggested that in today's world “content isnot king,” but rather that education “is about developingthe skills for just-in-time learning, or taking a newproblem, a new set of questions and challenges, and as ateam, finding the latest information or knowledge andapplying it.”
Wagner's “4 C's for Lifelong Learners” are “criticalthinking, communication skil ls, collaboration, andcreativity.” Wagner's words remind us that continuouschange will demand constantly evolving curricula.
In light ofthe future that awaits today's youth, it islikely that education needs to be recreatedrather than reformed. Andy Hargreavesand Dennis Shirley in The Fourth Way(2009) hold up Finland as a creativeprototype in which harmony seems to existamong “a high-performing economy, asuperb school system, and a socially justsociety.” Lessons for U. S. policy makersfrom the Finnish system include:
Raising standards by lifting the many.Supporting inclusive special education through preventionmore than repair.Controlling teacher quality at the point of entry by attractingthe very best candidates that have been trained rigorously.Committing to collegial school cultures of trust,cooperation, and responsibility.Developing curricula that are locally and culturallyresponsive.Steering the educational system governmentally withoutmicro-managing it.
Personally embrace lifelong learning and professionalgrowth. In the words of John Dewey, “If we teach today'sstudents as we taught yesterday's, we rob them oftomorrow.” As educators, we must be passionatelycommitted to continuous professional learning and growth inorder to meet the learning needs of our students.
Today's children will be our legacy to the world oftomorrow. We can embrace the privilege of shaping thatworld by teaching our students relevant skills for living theirlives well.
�
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P r o f e s s o r K e i t hNikolaus is fromthe College ofEducation atL i p s c o m bUniversity.
5Things Educators & Policymakers Should Know About
AccountabilityBY KEITH NIKOLAUS
In light of the future thatawaits today's youth, it is
likely that educationneeds to be recreatedrather than reformed.
CITY EDUCATORS MAGAZINE March 2011 13
Accountability
Know today's students.
Envision tomorrow.
Determine tomorrow's “skills for living life well.”
Create 21st century policies.
, “The state of being held responsible forcarrying out one's obligations,” is rooted in the concepts of trustand responsibility. In today's climate of educational reformmonitored by high stakes testing, it is important to remember thateach of us who embraces education as a profession is ultimatelyaccountable to our students. It is our responsibility to help themgrow in wisdom or “the skills for living life well.” Years ago aseasoned educator offered me, a novice administrator, sageadvice: “Always do what's best for kids!” There is no moreworthy foundation upon which to build today's accountabilityinitiatives. Student-centered accountability in the 21st centurydemands five things of us as educators and policy makers.
Technology isdeeply shaping the lives of today's students.According to Leonard Sweet, Gen iYstudents are an “EPIC Generation.” Theyare Experiential (expect teaching lectures tobe accompanied by first-hand experiences),Participatory (have been uploading all oftheir thoughts all of their lives), Image-rich(want their communication to be image-enhanced), and Connected (are constantlylinked socially and technologically).Educational outcomes and methodologiesmustbeadapted to meet their learningneeds.
Robert Wilson suggests that knowledgedoubled from the time of Christ to Leonardo DaVinci. Itdoubled again from the time of DaVinci to the AmericanRevolution. The cadence of change increased as knowledgedoubled again by 1900, by 1950, and yet again by 1960. Today, it isdoubling approximately every 18 months. Richard Wurmanprojects that by 2020 knowledge will be doubling every 73 days!
Exponential, accelerating change is the norm for the 21st centuryworld. We as educators must continually and deliberately peerinto the future in an attempt to understand the issues andchallenges today's youth will face tomorrow. Alvin Tofflersuggests, “The illiterate of the 21st century will not be those whocannot read and write, but those who cannot learn, unlearn, andrelearn.”
Whatskills, then, will today's youth need tomorrow?
Tony Wagner in his book, The Global Achievement Gap, offersthese seven 21st century survival skills:
Critical thinking and problem solvingCollaboration across networks and leading by influenceAgility and adaptabilityInitiative and entrepreneurshipEffective oral and written communicationAccessing and analyzing informationCuriosity and imagination
In an interview in the November/December 2010 issue ofEdge, Wagner suggested that in today's world “content isnot king,” but rather that education “is about developingthe skills for just-in-time learning, or taking a newproblem, a new set of questions and challenges, and as ateam, finding the latest information or knowledge andapplying it.”
Wagner's “4 C's for Lifelong Learners” are “criticalthinking, communication skil ls, collaboration, andcreativity.” Wagner's words remind us that continuouschange will demand constantly evolving curricula.
In light ofthe future that awaits today's youth, it islikely that education needs to be recreatedrather than reformed. Andy Hargreavesand Dennis Shirley in The Fourth Way(2009) hold up Finland as a creativeprototype in which harmony seems to existamong “a high-performing economy, asuperb school system, and a socially justsociety.” Lessons for U. S. policy makersfrom the Finnish system include:
Raising standards by lifting the many.Supporting inclusive special education through preventionmore than repair.Controlling teacher quality at the point of entry by attractingthe very best candidates that have been trained rigorously.Committing to collegial school cultures of trust,cooperation, and responsibility.Developing curricula that are locally and culturallyresponsive.Steering the educational system governmentally withoutmicro-managing it.
Personally embrace lifelong learning and professionalgrowth. In the words of John Dewey, “If we teach today'sstudents as we taught yesterday's, we rob them oftomorrow.” As educators, we must be passionatelycommitted to continuous professional learning and growth inorder to meet the learning needs of our students.
Today's children will be our legacy to the world oftomorrow. We can embrace the privilege of shaping thatworld by teaching our students relevant skills for living theirlives well.
�
�
�
�
�
�
�
�
�
�
�
�
�
P r o f e s s o r K e i t hNikolaus is fromthe College ofEducation atL i p s c o m bUniversity.
5Things Educators & Policymakers Should Know About
AccountabilityBY KEITH NIKOLAUS
In light of the future thatawaits today's youth, it is
likely that educationneeds to be recreatedrather than reformed.
CITY EDUCATORS MAGAZINE March 2011 13
THAT'S THE KIND OF COMPANY WE ARE. As part of Enterprise, if there’s a cause you
believe in, let us know. In fact, over the past 25 years, we’ve donated more than $100
million and countless volunteer hours to charities that our employees support and are
passionate about. Whether we’re running a business, helping a customer or working in
our communities, we’re focused on doing what’s right.
THIS IS YOUR OPPORTUNITY TO DO MORE. GO.
go.enterprise.com
EOE/MFDV
If it’s important to youit’s important to us.
©2010 Enterprise Rent-A-Car. 911188.03/10
THAT'S THE KIND OF COMPANY WE ARE. As part of Enterprise, if there’s a cause you
believe in, let us know. In fact, over the past 25 years, we’ve donated more than $100
million and countless volunteer hours to charities that our employees support and are
passionate about. Whether we’re running a business, helping a customer or working in
our communities, we’re focused on doing what’s right.
THIS IS YOUR OPPORTUNITY TO DO MORE. GO.
go.enterprise.com
EOE/MFDV
If it’s important to youit’s important to us.
©2010 Enterprise Rent-A-Car. 911188.03/10
