The Rennie Center for Education Research & Policy is an "independent non-profit organization committed to addressing the critical challenges of reforming education in Massachusetts," and publishes an annual report entitled "Condition of Education in the Commonwealth." This year's report was released very recently and it uses data that it says measures the things that state policy is trying to impact, with the goal of increasing conversation around whether reforms are working (and to what extent) as well as "potential strategies for improving student learning outcomes." (The report is only a few pages, has lots of visuals, and can be found here:
http://www.renniecenter.org/research/COE_2013DataReport.pdf.)
As the state and district become more sophisticated in their collection and use of data, we need to think more about how to better employ data in our policy-making and other School Committee functions in Melrose. First we have to ask the right questions regarding the problems we need to solve, then determine what data is needed and where to get it. Then we can use it more effectively to focus expectations around how and why our administration can improve teaching and learning in both the short and long term. This effort is best done collaboratively with a clear understanding around roles and responsibilities, and within a reasonable timeframe. Reports like those produced by the Rennie Center are helpful benchmarks to expand our own conversations about what how our policies can support high-quality education for our own students.
Friday, December 6, 2013
Wednesday, December 4, 2013
School Budget 101
Last night's School Budget 101 forum, hosted by the Melrose Education Foundation, the Melrose Public Schools, and the City of Melrose was an enlightening look into sources of revenue for the city and schools, along with expenditures for both. Some key financial goals include maintaining a balanced city budget (required by law) and one that is stable (employing the policy that no more than 5% of the city budget is devoted to loan payments on our bonds), while using bonded money to pay for one-time expenditures only (so that we aren't borrowing money to meet day-to-day expenses). Challenges for our city include managing expenditures given limited opportunities to expand revenue, health care costs, moving toward a greener/cleaner energy protocol, maintaining pension system funding, managing our debt/bond rating, regionalizing to maximize efficiencies, being aggressive about state grants, and being innovative (like privatizing trash and having the DPW absorb the schools' custodians).
On the school side, 86% of expenditures are for staff salaries while 10% are for contracted services (like special education tuitions/transportation), 2% is for athletics, 1.5% is for supplies and materials, and the rest is for technology. Managing a tight budget means working to add revenue (like instituting school choice and renting facilities), and creatively addressing costs (like reorganizing some paraprofessional staff and charging fees to pay for part of music and athletics expenses). Challenges include addressing unfunded mandates (like collecting state-required data and aligning our curriculum with the Common Core); using technology in teaching and learning (adding technology for the new PARCC exams, paying for software licenses, etc.); training teachers to do all of the above and more; and the uncertainty around special education budgeting. Additional pressing needs include providing teachers more time to work and learn together (since that is proven to increase student achievement), social/emotional support for students (by way of school adjustment counselors), and infrastructure at Melrose High School.
Learn more! Check out the Powerpoint here: http://mayordolansblog.wordpress.com/2013/12/04/school-budget-forum-the-presentation/#more-3057 and watch for the replay of the forum on MMTV. Then come to the School Committee meeting on January 14th where you are invited to share where you would like to see district money spent in the FY 15 budget.
On the school side, 86% of expenditures are for staff salaries while 10% are for contracted services (like special education tuitions/transportation), 2% is for athletics, 1.5% is for supplies and materials, and the rest is for technology. Managing a tight budget means working to add revenue (like instituting school choice and renting facilities), and creatively addressing costs (like reorganizing some paraprofessional staff and charging fees to pay for part of music and athletics expenses). Challenges include addressing unfunded mandates (like collecting state-required data and aligning our curriculum with the Common Core); using technology in teaching and learning (adding technology for the new PARCC exams, paying for software licenses, etc.); training teachers to do all of the above and more; and the uncertainty around special education budgeting. Additional pressing needs include providing teachers more time to work and learn together (since that is proven to increase student achievement), social/emotional support for students (by way of school adjustment counselors), and infrastructure at Melrose High School.
Learn more! Check out the Powerpoint here: http://mayordolansblog.wordpress.com/2013/12/04/school-budget-forum-the-presentation/#more-3057 and watch for the replay of the forum on MMTV. Then come to the School Committee meeting on January 14th where you are invited to share where you would like to see district money spent in the FY 15 budget.
Tuesday, December 3, 2013
Standardized Tests - Where is MHS in the Mix?
At last week's School Committee meeting we had a spirited discussion around standardized testing at the high school level, most notably the SAT, ACT, and AP exams. Results are in last week's packet: http://melrosecityma.iqm2.com/Citizens/Detail_Meeting.aspx?ID=1245 (under 5.A.1.a.).
It was agreed that SAT scores are not where we want them, and Mayor Dolan pledged to financially support a summer prep class for the SAT through the Rec. Department. In addition, teachers are working SAT questions into their courses so students will have more practice throughout the year in preparation for the test. The ACT's, which differ from SAT's in that the ACT is content-based while the SAT is reasoning-based, are taken less frequently but most schools will accept either and some students naturally perform better on one than the other. The Guidance Dept. recommends that students take both and determine which works best for them, then consider using that score for college applications. Our ACT scores have been relatively static.
MHS offers a variety of AP classes as well as individual Virtual High School opportunities (for students who may uniquely find a topic appealing or useful to their future plans). Our AP exam scores reflect mixed results over time and it was made clear last Tuesday that we all want our students to prepare and perform as well as possible. When compared with other similar communities (ref: the DESE web site) our scores look unimpressive, but the devil is in the details. The AP philosophy at MHS is that every student who seeks the rigor of an AP class and who is willing to do the work has the opportunity to enroll. In addition, by virtue of enrolling, the student also agrees to take the exam in May so we have virtually 100% participation on test day. Test day also includes students who weren't enrolled in the class but choose to self-study and take on the challenge the test brings. Conversely, many similar communities screen students to allow only those who meet selected criteria to enroll in the class, and don't allow opting out of the test or opting in if not enrolled in the class. As such, their aggregate test scores are likely higher. A recent New York Times article speaks to accessing AP courses, specifically by a diverse group of students (http://www.nytimes.com/2013/11/27/us/pulling-a-more-diverse-group-of-achievers-into-the-advanced-placement-pool.html?_r=1&).
My opinion? Continue to support access for as many students who want to take the AP challenge as possible, and provide AP teachers with the most training and resources that we can afford. Encouraging continued employment of this MHS philosophy not only speaks to national, state, and Melrose emphasis on rigor and accountability to ensure that all students are college and career ready, but it also reinforces important life skills like taking on a new challenge, hard work, and perseverance. (And if they end up with college credits to take with them on their journey, all the better!)
It was agreed that SAT scores are not where we want them, and Mayor Dolan pledged to financially support a summer prep class for the SAT through the Rec. Department. In addition, teachers are working SAT questions into their courses so students will have more practice throughout the year in preparation for the test. The ACT's, which differ from SAT's in that the ACT is content-based while the SAT is reasoning-based, are taken less frequently but most schools will accept either and some students naturally perform better on one than the other. The Guidance Dept. recommends that students take both and determine which works best for them, then consider using that score for college applications. Our ACT scores have been relatively static.
MHS offers a variety of AP classes as well as individual Virtual High School opportunities (for students who may uniquely find a topic appealing or useful to their future plans). Our AP exam scores reflect mixed results over time and it was made clear last Tuesday that we all want our students to prepare and perform as well as possible. When compared with other similar communities (ref: the DESE web site) our scores look unimpressive, but the devil is in the details. The AP philosophy at MHS is that every student who seeks the rigor of an AP class and who is willing to do the work has the opportunity to enroll. In addition, by virtue of enrolling, the student also agrees to take the exam in May so we have virtually 100% participation on test day. Test day also includes students who weren't enrolled in the class but choose to self-study and take on the challenge the test brings. Conversely, many similar communities screen students to allow only those who meet selected criteria to enroll in the class, and don't allow opting out of the test or opting in if not enrolled in the class. As such, their aggregate test scores are likely higher. A recent New York Times article speaks to accessing AP courses, specifically by a diverse group of students (http://www.nytimes.com/2013/11/27/us/pulling-a-more-diverse-group-of-achievers-into-the-advanced-placement-pool.html?_r=1&).
My opinion? Continue to support access for as many students who want to take the AP challenge as possible, and provide AP teachers with the most training and resources that we can afford. Encouraging continued employment of this MHS philosophy not only speaks to national, state, and Melrose emphasis on rigor and accountability to ensure that all students are college and career ready, but it also reinforces important life skills like taking on a new challenge, hard work, and perseverance. (And if they end up with college credits to take with them on their journey, all the better!)
Tuesday, November 26, 2013
MASC Conference Wrap Up
As promised, some things that struck me as particularly meaningful.......
* Most if not all districts are struggling with the problems caused by unfunded mandates (in other words, practices that state law says we have to perform, but for which they don't provide 100% funding). Districts can and should work with legislators to explain the challenges and help them propose solutions; finding time is tough.
* Districts have to make every single dollar do the work of many dollars. Data from a wide variety of sources must be gathered to thoughtfully design how resources are used to support giving our students the best education possible. Can districts partner for more purchasing power? Can technology be implemented to manage paperwork processes to redirect money for things like teaching and textbooks? Is there a way to start any special education programs so students can stay in the district?
* Plan, set goals, implement objectives and actions, use data to measure effectiveness; then repeat, repeat, repeat...........
* We are in a new era of communication and schools struggle to find the manpower, time, and money to understand and build communication mechanisms and systems that are prevalent in private industry. How do districts engage a community with social media (mechanism)? How do community members get to tell what they are thinking (system)? What are the communication priorities and what are the choices that must be made between and among communication investments and teaching students?
* Bullying is serious and it is a community-wide challenge - not just schools, not just homes, not just the time in-between. Two keys: using evidence-based programs and information, and like they say on the T, "if you see something, say something."
* Parent involvement is critical to helping students. Parents want to be involved. Schools want parents involved. Finding on-going ways for every single parent to know they are wanted and welcomed as educational partners is particularly important given the rapid pace of change in how teachers teach and how students learn. It's way different from when you and I went to school :)
* There are so many hard-working, talented, and kind educators, parents, legislators, volunteers, community members - and most important - students, who are willing to give of their time, talent, and treasure to improve education in the Commonwealth and around the country. Although we face constant challenge, it's important to remember to celebrate the successes - and right now I bet you can picture the face of a student who finally figured out that confounding math problem or could eloquently explain the simplicity and beauty of the Gettysburg Address. That's the goal we all share.
* Most if not all districts are struggling with the problems caused by unfunded mandates (in other words, practices that state law says we have to perform, but for which they don't provide 100% funding). Districts can and should work with legislators to explain the challenges and help them propose solutions; finding time is tough.
* Districts have to make every single dollar do the work of many dollars. Data from a wide variety of sources must be gathered to thoughtfully design how resources are used to support giving our students the best education possible. Can districts partner for more purchasing power? Can technology be implemented to manage paperwork processes to redirect money for things like teaching and textbooks? Is there a way to start any special education programs so students can stay in the district?
* Plan, set goals, implement objectives and actions, use data to measure effectiveness; then repeat, repeat, repeat...........
* We are in a new era of communication and schools struggle to find the manpower, time, and money to understand and build communication mechanisms and systems that are prevalent in private industry. How do districts engage a community with social media (mechanism)? How do community members get to tell what they are thinking (system)? What are the communication priorities and what are the choices that must be made between and among communication investments and teaching students?
* Bullying is serious and it is a community-wide challenge - not just schools, not just homes, not just the time in-between. Two keys: using evidence-based programs and information, and like they say on the T, "if you see something, say something."
* Parent involvement is critical to helping students. Parents want to be involved. Schools want parents involved. Finding on-going ways for every single parent to know they are wanted and welcomed as educational partners is particularly important given the rapid pace of change in how teachers teach and how students learn. It's way different from when you and I went to school :)
* There are so many hard-working, talented, and kind educators, parents, legislators, volunteers, community members - and most important - students, who are willing to give of their time, talent, and treasure to improve education in the Commonwealth and around the country. Although we face constant challenge, it's important to remember to celebrate the successes - and right now I bet you can picture the face of a student who finally figured out that confounding math problem or could eloquently explain the simplicity and beauty of the Gettysburg Address. That's the goal we all share.
Monday, November 25, 2013
Thanksgiving Day Football Tix.....
Did you know that by purchasing your Thanksgiving Day
football tickets in Melrose prior to game day, all those proceeds come back to
Melrose? (It works the same in Wakefield for you Warrior fans.) Receipts for
tickets purchased at the game are split 50-50 between Melrose and Wakefield. So if you think that turkey will
taste better with a side order of Red Raider pride, head to Gray’s Appliance,
the Mayor’s office, or the Athletic Director’s Office of the Melrose Public
Schools before the big day. Not only will you get a discount off the game-day
price, you’ll be keeping 100% of your ticket price in our fair city!
Thursday, November 21, 2013
PARCC - It's Coming.......
Two presentations at the MASC Conference were related to the Partnership for Assessment of Readiness for College and Careers (PARCC). Here are some notes:
* PARCC is to the Common Core State Standards as MCAS is to the former Massachusetts curriculum frameworks except that PARCC will be computer-based. It was "developed in response to concerns of educators, parents, and employers who want assessments that better measure students' critical-thinking and problem-solving skills and their ability to communicate clearly."#
* ELA will look different from MCAS in that it will more carefully assess writing and critical-thinking. Math will look different from MCAS in that students will solve problems and show how they solved them.
* Unlike MCAS results that are announced in the fall, PARCC results are expected to be announced in the spring so that student needs can be considered earlier.
* How will it be better for students entering MA public colleges and universities? Now, students are expected to take a test called Accuplacer which measures competency levels in math and language, and helps schools find the corresponding college level for students - but it doesn't necessarily measure what was happening in the high school's curriculum. PARCC is aligned with the curriculum and when administered, students scoring a 4 or higher will be considered college-ready and won't need to take competency tests (like Accuplacer) - they will already be considered college-ready. The expectation is that students will come better prepared for college, spend less time and money on remedial courses for which they must pay but for which they won't gain credits toward their degree, and as a result, complete their degree in the most efficient way possible. (According to Complete College America from 2012, 90% of community college students placed in remedial courses fail to get a 2-year degree within 3 years and 49% of state university and UMASS students in remedial courses fail to get a 4-year degree within 6 years.)
* The test is computer-based and is designed to engage students in problem-solving with colors, movement on the screen, etc. - something like the graphics that our students are used to.
* Concerns: Where will we get the money/training/infrastructure for this exam? How will we integrate this test when there are so many other things we are doing (Common Core curriculum; changing the way teachers are trained to help English Language Learners; making sure our teachers are evaluated fairly, regularly, and given support to help them improve; etc.)?
* Want to know more? Check out http://www.parcconline.org/
* In Melrose we are scheduled to field test PARCC in a number of schools but the final school and grade list isn't out yet. There are many other unknowns since the state is still making final decisions and rolling them out to districts. Supt. Taymore is following these developments closely and will keep us posted.......
# noted from the PARCC web site as referenced above.
* PARCC is to the Common Core State Standards as MCAS is to the former Massachusetts curriculum frameworks except that PARCC will be computer-based. It was "developed in response to concerns of educators, parents, and employers who want assessments that better measure students' critical-thinking and problem-solving skills and their ability to communicate clearly."#
* ELA will look different from MCAS in that it will more carefully assess writing and critical-thinking. Math will look different from MCAS in that students will solve problems and show how they solved them.
* Unlike MCAS results that are announced in the fall, PARCC results are expected to be announced in the spring so that student needs can be considered earlier.
* How will it be better for students entering MA public colleges and universities? Now, students are expected to take a test called Accuplacer which measures competency levels in math and language, and helps schools find the corresponding college level for students - but it doesn't necessarily measure what was happening in the high school's curriculum. PARCC is aligned with the curriculum and when administered, students scoring a 4 or higher will be considered college-ready and won't need to take competency tests (like Accuplacer) - they will already be considered college-ready. The expectation is that students will come better prepared for college, spend less time and money on remedial courses for which they must pay but for which they won't gain credits toward their degree, and as a result, complete their degree in the most efficient way possible. (According to Complete College America from 2012, 90% of community college students placed in remedial courses fail to get a 2-year degree within 3 years and 49% of state university and UMASS students in remedial courses fail to get a 4-year degree within 6 years.)
* The test is computer-based and is designed to engage students in problem-solving with colors, movement on the screen, etc. - something like the graphics that our students are used to.
* Concerns: Where will we get the money/training/infrastructure for this exam? How will we integrate this test when there are so many other things we are doing (Common Core curriculum; changing the way teachers are trained to help English Language Learners; making sure our teachers are evaluated fairly, regularly, and given support to help them improve; etc.)?
* Want to know more? Check out http://www.parcconline.org/
* In Melrose we are scheduled to field test PARCC in a number of schools but the final school and grade list isn't out yet. There are many other unknowns since the state is still making final decisions and rolling them out to districts. Supt. Taymore is following these developments closely and will keep us posted.......
# noted from the PARCC web site as referenced above.
Tuesday, November 19, 2013
"Basics of Policy"
In this reflective workshop at MASC's annual conference, the focus was on the difference between the roles of School Committees and Superintendents along with some policy guidance.
A great summation of School Committee vs. Superintendent responsibilities:
Superintendent vs. staff
Vision and goals vs. action plans
Policies vs. regulations
Budget vs. expenditures
Approves contracts vs. employee relations
Monitors progress vs. reports progress
Advocacy - both!
Decides what and why vs. decides when and how
End results (Ends) vs. Methods (Means)
When reviewing current policy, ask:
* Is it legal?
* Does it reflect current practice?
* Is it working? If not, what needs to be changed?
* Do we need it? (Don't be afraid to repeal unneeded policies)
And remember....Not everything that is required, is required to be in a policy!
Good food for thought as we continue to review and update our policy manual..............
A great summation of School Committee vs. Superintendent responsibilities:
Superintendent vs. staff
Vision and goals vs. action plans
Policies vs. regulations
Budget vs. expenditures
Approves contracts vs. employee relations
Monitors progress vs. reports progress
Advocacy - both!
Decides what and why vs. decides when and how
End results (Ends) vs. Methods (Means)
When reviewing current policy, ask:
* Is it legal?
* Does it reflect current practice?
* Is it working? If not, what needs to be changed?
* Do we need it? (Don't be afraid to repeal unneeded policies)
And remember....Not everything that is required, is required to be in a policy!
Good food for thought as we continue to review and update our policy manual..............
Monday, November 18, 2013
"Providing Leadership in Family Engagement"
A fascinating workshop at the MASC Conference featured staff and the School Committee Chairman from Somerville. Somerville has a significant population of non-English speakers and parents who are new to the US so family engagement is a significant issue there, but their lessons can be applied in any district...
Challenge Question: How to get traditionally uninvolved parents involved in a way that improves student learning?
Never forget: Some parents don't feel good about coming into a school building because of bad memories of their own schooling, cultural differences, intimidation, etc. It doesn't mean they don't care!
How do you rate your school?
* Unsatisfactory = the philosophy that the parents don't care and that is why their children fail
* Basic = the school will respond if parents call us
* Proficient = open door (curriculum nights, PTO meetings, 2x/yr. parent-teacher conferences, etc.)
* Advanced = parent networks are valued and cultivated, family activities are connected to student learning, home visits to every new family
The 6 types of family engagement:
* Parenting
* Communicating
* Volunteering
* Learning at home - parents talking to their children at home (very powerful)
* Decision-making
* Collaborating with the community
Ideas to address the challenge:
* District has goals around family and community engagement
* Each school has a plan
* Build these strands into each plan: family in the community, leadership and advocacy, teaching and learning, and the whole child
Required resources:
* Alignment to district plans and commitment to the effort
* Manpower
* Technology
* Data (do you know who comes into your school and who doesn't?)
For more information, check out:
http://www.somerville.k12.ma.us/education/components/scrapbook/default.php?sectionid=1215&url_redirect=1
Challenge Question: How to get traditionally uninvolved parents involved in a way that improves student learning?
Never forget: Some parents don't feel good about coming into a school building because of bad memories of their own schooling, cultural differences, intimidation, etc. It doesn't mean they don't care!
How do you rate your school?
* Unsatisfactory = the philosophy that the parents don't care and that is why their children fail
* Basic = the school will respond if parents call us
* Proficient = open door (curriculum nights, PTO meetings, 2x/yr. parent-teacher conferences, etc.)
* Advanced = parent networks are valued and cultivated, family activities are connected to student learning, home visits to every new family
The 6 types of family engagement:
* Parenting
* Communicating
* Volunteering
* Learning at home - parents talking to their children at home (very powerful)
* Decision-making
* Collaborating with the community
Ideas to address the challenge:
* District has goals around family and community engagement
* Each school has a plan
* Build these strands into each plan: family in the community, leadership and advocacy, teaching and learning, and the whole child
Required resources:
* Alignment to district plans and commitment to the effort
* Manpower
* Technology
* Data (do you know who comes into your school and who doesn't?)
For more information, check out:
http://www.somerville.k12.ma.us/education/components/scrapbook/default.php?sectionid=1215&url_redirect=1
Sunday, November 17, 2013
"Lincoln School: Last to First Success Story"
For those folks who don't get the Free Press, this week's edition contained a thoughtful and interesting Sitting In opinion piece by Jennifer Leclerc. Find it here:
http://www.wickedlocal.com/melrose/news/opinions/x529850732/Guest-Column-Lincoln-School-is-a-last-to-first-success-story
http://www.wickedlocal.com/melrose/news/opinions/x529850732/Guest-Column-Lincoln-School-is-a-last-to-first-success-story
Thursday, November 14, 2013
City Wide PTO - 11/12/13
Here are notes from the monthly City Wide PTO meeting, coordinated by Bridge Director Jennifer McAllister and including representatives from each school building along with Superintendent Taymore.
Questions remain about the use of ASPEN: All teachers will be using ASPEN but in varying ways at the different levels, and the district is committed (by virtue of good practice as well as the contract) to ensure that all staff is trained. IT Director Jorge Pazos is scheduling and executing the trainings. Elementary teachers are now using it to take attendance. Middle School teachers have had the most experience with it are using more components more completely, but are sometimes limited by the need for more computer memory. (Mr. Pazos has ordered the memory cards and is building a schedule to install them. Completion of this project was expected in the summer, but bringing the science labs on-line pushed the plan back.) High School teachers’ experience is mixed, but they are being uniformly trained. It is expected that all secondary teachers will consistently use the attendance and homework/website components as well as end-of-quarter grade book posting. If parents have concerns, they should contact the department chairs.
Middle School course-level placements and courses: It used to be that 4th grade MCAS scores would predict 6th grade placements but that has changed such that placement criteria includes teacher recommendations, end-of-year assessments, and course grades. The goal is to ensure that students coming from all elementary schools have the same fundamental skills so that placement can be made accurately and fairly. The MS Program of Studies is being reviewed and evaluated to ensure that programming will meet the needs of all students. (Our great new Academic Facilitator, Mr. Cristiano, who supports virtual and blended learning, is incorporating courses for students who need some remediation, those who need challenge, and those who have scheduling challenges since a wide variety of programming to meet individual needs can be implemented in this way.)
Open Houses are being held across the district: HS was 11/12 and K open houses will be held at the elementary schools during November. The MS’s event is scheduled but planning is not yet completed.
How can the district community access the excellent information provided by the Superintendent on a regular basis? After the first of the year, the Superintendent and School Committee will re-explore the Communication Plan. Everyone sees the great value in understanding what changes are happening and why, but there is little time and we have few resources to help get the message out. Suggestions are welcomed and can be forwarded to the Superintendent.
Fine and Performing Arts Coordinators have been hired: Meredith McGowan and Kim Piper respectively, and the Superintendent spoke to their excellent qualifications and contagious enthusiasm.
Melrose Grad Night - an overnight "lock-in" event to keep graduating students safe on one of the most dangerous nights in a teen's life. It will be held at the MS/HS campus on May 30, 2014. Help keep a teen safe - check out www.melrosegradnight.org!
Upcoming events:
* iRaiders Kitchen Tour on Sunday, November 17th
* School Budgeting Forum, December 3rd at 7:00 p.m. at Roosevelt School - if you have questions about how school budgeting works, send them to Brigid Alverson @ balverson@cityofmelrose.org
* Melrose Education Foundation grants are due 11/29 and forms are at www.melroseeducationfoundation.org.
Wednesday, November 13, 2013
"Reading Schools to Suspend NEASC Accreditation Process"
The Reading, MA Public School district is taking a new direction relative to its upcoming New England Association of Schools and Colleges (NEASC) accreditation process. Read more about it here:
http://homenewshere.com/daily_times_chronicle/news/reading/article_3a0cfb98-34e3-11e3-bf06-0019bb2963f4.html
http://homenewshere.com/daily_times_chronicle/news/reading/article_3a0cfb98-34e3-11e3-bf06-0019bb2963f4.html
Sunday, November 10, 2013
Leadership Under Fire: Lessons From the Battle of Gettysburg
Michael McGough, Associate History Professor at York College (PA), brought July 1-3, 1863 to life in this engaging retrospective of one of the most deciding engagements in the history of the United States.
First, the critical truths about leadership: it can be defined, is time and situation sensitive, is born to some (but there are never enough natural leaders, so some need to be made), and is not a solitary pursuit.
Second, what ten most important lessons can 21st leaders take away from this battle? (....with a few examples for you Civil War buffs...)
1. Great leaders know, understand, can articulate, and hold steadfast to an end goal; never lose sight of your end goal. (Lincoln's goal - to protect the Union - period.)
2. Strong leaders attract other strong leaders (human magnetism) and they have the power of influence. 2A: Prudent leaders know that there are always exceptions (Ewell and Sickles) - when an organization puts someone incapable in a position who fails (i.e. the Peter Principle).
3. Successful leaders make the most of the resources and assets at hand - e.g. maximum utilization of available resources. (3k Union soldiers held off 14K confederates because they had more sophisticated weapons).
4. The best leaders demonstrate a force of character and are guided by a strong moral compass. (Gordon and Barlow remained friends after the war.)
5. Talented leaders determine and prioritize actions based on data, probability, and organizational risk- reward calculations. (Lee to Davis, Warren to Meade)
6. Wise leaders have a grasp of the big picture as well as as an appreciation for and a commitment to their role in it.
7. Strong leaders can offer and accept "truth to power". (Lee should have listened to Longstreet.)
8. Great leaders know that title and rank afford opportunities, but it takes effort and performance to produce desired outcomes.
9. Real leaders know what comes next and they are prepared to act accordingly. Whomever controls the information has the power. (Lincoln obtained two critical cables from Sec. of War Stanton's telegraph machine before he knew about them.)
10.The best leaders understand, appreciate, and use the power of their words. (The reprimand letter from Lincoln to Meade July 14, 1863 was never sent and found years later in his desk). Lincoln did not use "I" or "me"in the Gettysburg address..........
Third: how do those who value and support education live up to this challenge?
Remember Lincoln's words - "that we highly resolve that these dead shall not have died in vain"
Our mission: what is best for kids because we are their hope in the present.
(Notes provided with thanks to scribe Supt. Brian Hyde of Mashpee who was kind enough to share!)
First, the critical truths about leadership: it can be defined, is time and situation sensitive, is born to some (but there are never enough natural leaders, so some need to be made), and is not a solitary pursuit.
Second, what ten most important lessons can 21st leaders take away from this battle? (....with a few examples for you Civil War buffs...)
1. Great leaders know, understand, can articulate, and hold steadfast to an end goal; never lose sight of your end goal. (Lincoln's goal - to protect the Union - period.)
2. Strong leaders attract other strong leaders (human magnetism) and they have the power of influence. 2A: Prudent leaders know that there are always exceptions (Ewell and Sickles) - when an organization puts someone incapable in a position who fails (i.e. the Peter Principle).
3. Successful leaders make the most of the resources and assets at hand - e.g. maximum utilization of available resources. (3k Union soldiers held off 14K confederates because they had more sophisticated weapons).
4. The best leaders demonstrate a force of character and are guided by a strong moral compass. (Gordon and Barlow remained friends after the war.)
5. Talented leaders determine and prioritize actions based on data, probability, and organizational risk- reward calculations. (Lee to Davis, Warren to Meade)
6. Wise leaders have a grasp of the big picture as well as as an appreciation for and a commitment to their role in it.
7. Strong leaders can offer and accept "truth to power". (Lee should have listened to Longstreet.)
8. Great leaders know that title and rank afford opportunities, but it takes effort and performance to produce desired outcomes.
9. Real leaders know what comes next and they are prepared to act accordingly. Whomever controls the information has the power. (Lincoln obtained two critical cables from Sec. of War Stanton's telegraph machine before he knew about them.)
10.The best leaders understand, appreciate, and use the power of their words. (The reprimand letter from Lincoln to Meade July 14, 1863 was never sent and found years later in his desk). Lincoln did not use "I" or "me"in the Gettysburg address..........
Third: how do those who value and support education live up to this challenge?
Remember Lincoln's words - "that we highly resolve that these dead shall not have died in vain"
Our mission: what is best for kids because we are their hope in the present.
(Notes provided with thanks to scribe Supt. Brian Hyde of Mashpee who was kind enough to share!)
Saturday, November 9, 2013
What Makes Kids Go Bad and What We Can Do to Help
Northeastern Professor of Sociology/Criminology Jack Levin offered remarks in response to shooting events involving schools in recent memory, including offering facts, things we should not do or encourage, and what we actually can do.
Some facts:
* Individuals who commit these acts are motivated by power, recognition/infamy, control, and revenge * Factors are based in chronic frustration/depression (bullying, severe family conflict), externalization of blame, isolation from conventional influences (no friends or delinquent friends), catastrophic loss (rejection by a girl/boyfriend, eviction - including graduation, a humiliating episode - like in a hallway or cafeteria)......almost all shooters were bullied
* Shootings cluster because of the copycat syndrome (shootings inspire other shooters)
* Most weapons used are not assault rifles, but semi-automatic weapons often purchased legally by parents and available in the home
* Typical school shootings are at a HS/MS and involve a single shooter who has made revealing remarks that are dismissed, was chronically bullied/humiliated while enduring family conflict, suffered catastrophic loss, and took a firearm from home.
* Animal abuse is a key predictor - especially dogs/cats where abuse is designed to maximize suffering (and some shooters use these methods later on people)
* Most school bullying programs are ineffective but research isn't finding many that are - more work needs to be done
* In general terms, crime is down to levels not experienced since the 1950's and school rampages are extremely rare
What not to do:
* Have police presence in school since it tends to be ineffective and invites the community to think that the school is unsafe (and school is the safest place all day that students can be)
* Tolerate concealed weapons - like arming teachers - since that can encourage an angry student to "have it out"
* Don't encourage excessive media attention; journalists have a right and responsibility to report, but putting a shooter on the cover of an entertainment magazine glorifies the shooter and gives him what he wants
What can we do?:
* LIMIT THE CULTURE OF SILENCE - it's not cool to NOT tell vs. it's not cool to tell and bullying (including cyberbullying) must be addressed. Need to intervene at first warning signs.
* Employ a trusted and effective School Resource Officer who can make faculty and students feel more secure, educate students about bullying, limit the culture of silence, all while dealing with everyday episodes of crime/truancy
* Work to find the best evidence-based anti-bullying programs that are available
* Parents have to take some responsibility since violence is deeply ingrained in our culture
Some facts:
* Individuals who commit these acts are motivated by power, recognition/infamy, control, and revenge * Factors are based in chronic frustration/depression (bullying, severe family conflict), externalization of blame, isolation from conventional influences (no friends or delinquent friends), catastrophic loss (rejection by a girl/boyfriend, eviction - including graduation, a humiliating episode - like in a hallway or cafeteria)......almost all shooters were bullied
* Shootings cluster because of the copycat syndrome (shootings inspire other shooters)
* Most weapons used are not assault rifles, but semi-automatic weapons often purchased legally by parents and available in the home
* Typical school shootings are at a HS/MS and involve a single shooter who has made revealing remarks that are dismissed, was chronically bullied/humiliated while enduring family conflict, suffered catastrophic loss, and took a firearm from home.
* Animal abuse is a key predictor - especially dogs/cats where abuse is designed to maximize suffering (and some shooters use these methods later on people)
* Most school bullying programs are ineffective but research isn't finding many that are - more work needs to be done
* In general terms, crime is down to levels not experienced since the 1950's and school rampages are extremely rare
What not to do:
* Have police presence in school since it tends to be ineffective and invites the community to think that the school is unsafe (and school is the safest place all day that students can be)
* Tolerate concealed weapons - like arming teachers - since that can encourage an angry student to "have it out"
* Don't encourage excessive media attention; journalists have a right and responsibility to report, but putting a shooter on the cover of an entertainment magazine glorifies the shooter and gives him what he wants
What can we do?:
* LIMIT THE CULTURE OF SILENCE - it's not cool to NOT tell vs. it's not cool to tell and bullying (including cyberbullying) must be addressed. Need to intervene at first warning signs.
* Employ a trusted and effective School Resource Officer who can make faculty and students feel more secure, educate students about bullying, limit the culture of silence, all while dealing with everyday episodes of crime/truancy
* Work to find the best evidence-based anti-bullying programs that are available
* Parents have to take some responsibility since violence is deeply ingrained in our culture
Friday, November 8, 2013
Award-Winning Cost Saving Practices
In this useful breakout session that included advice from the Taunton and Hampden-Wilbraham Regional districts, some key themes included:
* Maintaining overall fiscal stability: Think carefully about cash flow management; structure for planning vs. reacting; methodically review every fiscal process and evaluate it; develop a Business Office manual that documents each job and work to maximize the efficiency of each task; build a good partnership with the city/town; inventory all software management tools to ensure working smarter - not harder; and build a reserve (rainy-day account) for contingencies.
* Revenue generation: Athletic/student activity/parking fees; create a development office that can identify revenue opportunities and work to obtain them; explore and apply green rebates; ensure clear policies around facility rental to provide fairness to the community but maximize potential revenue.
* Planning: Develop and maintain a good understanding of capital needs (including facilities, technology, etc.); remember that education priorities must lead the discussion around implementing cost restructuring that supports them; don't be afraid to take on the difficult conversations (like school restructuring) that lead to educational improvements for all students; when deemed feasible, bring special education services in-house.
* Strategic, vision-driven, high leverage investments: student safety and well-being; teacher leadership, salaries, and professional development; in-district special ed. staffing; technology.
The evidence of implementation success? Closing the achievement gap, lowering drop-out rates while increasing graduation rates, and expanding the arts as a content area that positively affects all other content areas.
Take-away: look in every nook and cranny for ways to be efficient and effective in order to point every available resource toward improving student success!
* Maintaining overall fiscal stability: Think carefully about cash flow management; structure for planning vs. reacting; methodically review every fiscal process and evaluate it; develop a Business Office manual that documents each job and work to maximize the efficiency of each task; build a good partnership with the city/town; inventory all software management tools to ensure working smarter - not harder; and build a reserve (rainy-day account) for contingencies.
* Revenue generation: Athletic/student activity/parking fees; create a development office that can identify revenue opportunities and work to obtain them; explore and apply green rebates; ensure clear policies around facility rental to provide fairness to the community but maximize potential revenue.
* Planning: Develop and maintain a good understanding of capital needs (including facilities, technology, etc.); remember that education priorities must lead the discussion around implementing cost restructuring that supports them; don't be afraid to take on the difficult conversations (like school restructuring) that lead to educational improvements for all students; when deemed feasible, bring special education services in-house.
* Strategic, vision-driven, high leverage investments: student safety and well-being; teacher leadership, salaries, and professional development; in-district special ed. staffing; technology.
The evidence of implementation success? Closing the achievement gap, lowering drop-out rates while increasing graduation rates, and expanding the arts as a content area that positively affects all other content areas.
Take-away: look in every nook and cranny for ways to be efficient and effective in order to point every available resource toward improving student success!
Thursday, November 7, 2013
"Leadership Isn't for Cowards"
Today's General Session featured Keynote Speaker Michael Staver, author of "Leadership Isn't for Cowards"*. He provided his take on the three pitfalls of all leaders: the need to be right, the need to be in control, and the need to be all things to all people. He then provided advice in the form of "ATTACK" theory:
A-ccept your circumstances as they actually are. Don't make things better than they are and by all means don't make them worse. Have the courage to face reality.
T-ake responsibility; it works best if you have the courage to take ownership for your behavior and the consequent results.
T-ake action - DO SOMETHING.
A-cknowledge progress - create a culture of celebration. Focus on incremental progress and success.
C-ommit to lifelong learning! If you are effective you are learning; if you aren't learning you aren't effective!
K-indle your influence - means to give new life to. Means to carefully consider how to build and nurture your influence.
* From printed handout; copyright Mike Staver - The Staver Group; www.MikeStaver.com
A-ccept your circumstances as they actually are. Don't make things better than they are and by all means don't make them worse. Have the courage to face reality.
T-ake responsibility; it works best if you have the courage to take ownership for your behavior and the consequent results.
T-ake action - DO SOMETHING.
A-cknowledge progress - create a culture of celebration. Focus on incremental progress and success.
C-ommit to lifelong learning! If you are effective you are learning; if you aren't learning you aren't effective!
K-indle your influence - means to give new life to. Means to carefully consider how to build and nurture your influence.
* From printed handout; copyright Mike Staver - The Staver Group; www.MikeStaver.com
"Putting Some STEAM into STEM"
Why is it beneficial to incorporate arts, music, and theater into science, technology, engineering, and mathematics? Because it engages students and turns the "work" of imitation and memorization into the "play" of discovery and creative problem-solving - or so say presenters from the MASS Cultural Council, the Flying Cloud Institute, and Arts I Learning. They contend that the arts can enhance the study of core subjects by applying strategies that correspond to the different learning styles of varying ethnicities. Also, allowing cross-curricular projects brings appreciation for different disciplines to students who are more single focused. (For example, a chemistry class that, provided with an appropriate framework, creates glazes that art students apply to ceramics resulting in learning a real-world application to science frameworks while allowing art students to use the product and ultimately saving the art department the money they would have used to purchase the glaze.) The biggest challenge - finding the resources to train teachers about how to implement this strategy. The MASS Cultural Council has a grant program to help, and although applications have closed for this year, districts can explore this idea for a potential application next year.
"Working Smarter"
Fantastic presentation by Gail Zeman, a consulting School Business Administrator, titled "Working Smarter: Demonstrating the Links between Dollars and Diplomas." She says that districts can focus on using their resources more effectively by clearly identifying a problem that needs solving, determining the context (within the district? between districts? over time?), and then finding the right data (DESE? Dept. of Revenue?). What should be done with the information once it's gathered? First, develop tables and charts that organize the data; second, determine how the data is answering the question(s); third, decide whether you've asked the right questions/used the right data/drawn the right conclusions; fourth, get feedback from stakeholders; fifth, formulate a plan based on verified conclusions; and finally, take action.
Take-aways: What are the questions that help us solve problems (and are those questions directed at student achievement)? Do we have enough staff to dig into the data to help support answers and solutions? How do we prioritize?
Take-aways: What are the questions that help us solve problems (and are those questions directed at student achievement)? Do we have enough staff to dig into the data to help support answers and solutions? How do we prioritize?
Mass. Association of School Committees Conference
The annual conference has begun and a huge amount of great information sharing is happening between and among Superintendents, School Committee members, presenters, and panelists. Upcoming posts will review what is being discussed in the sessions I get to - there are many to choose from and so little time! Hope some of the information is helpful to us as a school community as we evolve in a student-centered, sustainable way.
Saturday, June 22, 2013
Religion in Schools: 50 Years Ago and Today
Yesterday’s Wall
Street Journal (p. A11) contained a fascinating op-ed by Houses of Worship
columnist Stephen D. Solomon who reminded readers that the 50th anniversary of Abington School District v. Schempp is
upon us. He said that in this 1963 Supreme Court case, “the justices ruled that
public schools [had] violated…the First Amendment when they sponsored prayer
and Bible readings…[indicating that]…the activities were religious exercises,
violating the “strict neutrality” that the government must show on religion.” Solomon noted that “the court’s ruling effectively prohibited public schools and
their personnel from sponsoring or promoting religious activities…[but]…also emphasized
that America is a nation of great religious variety.” Reflecting on the ruling
and the opinion rendered by then-Justice Clark, Solomon opined “…the court
provided the foundation for including religion in the curriculum in public
schools [and] pointed out that objective study about religion was permitted”
adding that it “is critically important in helping understand art, music,
history and much else in the world…Some [schools] teach world religion
courses…to provide students with religious literacy to help them understand and
respect many different faiths.” Solomon is thoughtful about schools’
responsibilities though, like whether “a world religions course [is] presented
in an objective way or does the teacher tilt the scale toward a particular belief?”
but ends with a clear summative opinion: “Large legal principles require wise
judges and school administrators to apply them to such potentially contentious
matters. But Schempp…points the way –
already being followed around the country – to provide objective teaching about
religion…without imposing beliefs on schoolchildren.”
Wednesday, June 19, 2013
School Committee Meeting: 6/18/13
We have almost made it to the finish line and our last meeting
of the school year was last night. The first thing we did was celebrate the
contributions of three retiring MVMMS teachers: Mr. Greer (Tech. Ed.), Ms.
Iagulli (Special Education), and Ms. Ahern (Science). Thanks to you all for the
amazing work you have done with students!
Supt. Taymore explained that the technology planned for the
new science labs will come in under budget, allowing for an unexpected
opportunity to perform work that was planned for two-three years from now
including: expanding wireless capacity (not only in the science wing but in
some other locations in the HS); expanding the wireless to 10GB; upgrading the
core switch at the HS; and segregating the MS and HS networks from the city
server (increasing speed). These improvements will allow for some additional
bring-your-own-device (BYOD) programs including using cell phones during
instruction in a focused way.
We added some policies on non-discrimination and equal
opportunity for all (students and staff included) in order to be clear about our
intent as a school district prior to hiring new staff for the fall. These
policies are in sync with Melrose’s “One Community Open to All” approach and
declare that we will not tolerate discrimination or unequal hiring/education.
Beginning in July, we will take a systemic approach to
revising the district’s Policy Manual. The Manual is the primary way the
School Committee sets expectations and provides guidance to the superintendent
about how we expect the district to operate. We hope you will follow this
process and let us know what you think.
As you know, every year we evaluate the superintendent, and
this year’s process will occur in our two July meetings. In August, Supt.
Taymore will set her goals for the coming school year.
For more info, please check out the IQM2 portal on the
School Committee page of the melroseschools.com web site.
Thank you, thank you, for all you have done and all you
continue to do for our students!!
Tuesday, June 18, 2013
70th Citizens’ Legislative Seminar
In mid-March, it was my privilege to participate in the Citizens’ Legislative Seminar (CLS) at
the MA State House. This two-day event, hosted by Senate President Therese
Murray and organized by the amazing Anne Reilly Ziaja, Director of the MA Senate Office
of Legislative Education, “aims to better educate the public on how the
legislative process actually functions in the Commonwealth.”
A variety of presenters focused on topics like parliamentary
procedure in the Senate process, chamber protocol, and how bills are researched
by the Senate’s legal office. Our own Senator Katherine Clark spoke thoughtfully and
pragmatically about how to advocate for legislation that you would like to see
enacted including getting to know your legislators and their staff, knowing the
process and rules, recognizing political realities, and being willing to tell
your story. Another highlight was participating in a simulated Senate session
(presided over by President Murray in the Senate Chamber) on a current bill.
This wonderful opportunity to learn more about the
legislative process and how we can all be active participants in advocacy really
supports how we can make a positive difference in our communities and the lives
of our children and families. To learn more, check out
Friday, January 25, 2013
Recent School Committee Meetings
The School Committee
wrapped up 2012 and began 2013 with an aggressive agenda for the year and lots
to accomplish! At our December 11th meeting we set the winter break
for next year’s school calendar. (The last day of school will be Friday,
December 20, 2013 and we’ll return on Thursday, January 2, 2014.) Supt. Taymore
announced the appointment of Melrose Patrolman James Applegate as the School
Resource and Attendance Officer and also presented her revised organizational chart,
clarifying the reporting structure.
At our January 8th
meeting, we agreed to post documents that will be discussed at meetings on the
same day that the Committee receives them (usually the Friday before a Tuesday
meeting), and Ms. Thorp announced the subcommittee chair and vice-chair
assignments for this year. We heard a presentation from Supt. Taymore’s Library
Media Specialist (LMS) Committee, who recommended different staffing-level scenarios based on
educational needs combined with available funding. (In that presentation, you
will find an interesting comparison between the traditional librarian’s duties
and those performed by a 21st century LMS.) We also heard a
presentation by Interim MHS Principal Marianne Farrell and newly appointed
permanent Assistant Principal Steve Fogarty on the New England Association of
Schools and Colleges' (NEASC) two-year follow-up report. (It addresses the specific concerns that
NEASC noted when they performed their full review in 2010.) And we gratefully
accepted a donation of funds on behalf of their Melrose customers from Leuder’s
Environmental, Inc., a lawn care and plant care company based in Needham.
On January 15th we held a retreat to discuss our roles and responsibilities, the subcommittee
structure and process, our relationship with the superintendent and the public,
and how the Committee functions as a team. We agreed to hold another retreat to
take next steps, including working to develop a clearer vision for the
public schools and to develop norms and protocols for working together as a
Committee.
So those are the highlights from where I sit. The full
agenda and all documents can be found by clicking here: http://melrosecityma.iqm2.com/citizens/default.aspx and selecting the meeting for which you would like documents.
Hope you are staying warm and enjoying some comfort food with your gang, and as always, thank you so much for all you do to help and nurture our fabulous students!
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