Articles in the T+L category

NSBA’s “20-to Watch” announced

The National School Boards Association’s Technology Leadership Network (TLN) has named its “20 to Watch” honors for 2011-2012. These education leaders from across the country are being recognized for promoting the incorporation of innovative technology into high-quality classroom learning and school district operations.

“The ‘20 to Watch’ honorees are role models to advance student achievement with the use of technology in education,” said Ann Flynn, NSBA’s Director of Education Technology. “Their accomplishments provide real world examples for school leaders and board members to examine as they debate the best electronic tools and strategies to positively impact learning and address the growing digital divide.”

“20 to Watch” program was established in 2006. This year’s honorees will be recognized at 2012 Consortium for School Networking (CoSN) Conference on March 5 in Washington and also at TLN-hosted luncheon at NSBA’s 2012 Annual Conference in Boston this April. They also will be showcased in future NSBA education technology publications. 

The 2011-2012 honorees are (listed by state/territory):

Alabama:

Matt Akin, Superintendent, Piedmont City School District, Piedmont, Ala.

Superintendent Matt Akin’s district has seen impressive gains on state tests in math and reading since he launched the MPower Piedmont 1:1 initiative to transform teaching and learning in this rural town where over 65 percent of the student population participates in the free/reduced lunch program. Akin believes engagement is key to all learning and through his visionary leadership, MPower Piedmont has closed the digital divide by providing a MacBook laptop for every student in grades 4-12, many of which have never had access to technology and the Internet in their home.  He has also introduced technology-enabled assessment strategies providing immediate feedback to both teachers and students with the goal of improving student achievement through data-driven decisions.

Arkansas:

Felicia Owen, Math Teacher, Lavaca High School, Lavaca Public Schools, Lavaca, Ark.

Rather than seeing Facebook as a distraction, Geometry teacher Felicia Owen is now using it for interaction both inside and outside the classroom. She first started receiving questions from students and parents on her personal page about homework or tests and eventually decided to make a page of it. By allowing students to submit assignments using their cell phones, some previously underperforming students who had refused to do homework, became very responsive. For many of her students, their only online access is through their phones. Owen’s innovative use of social media in the classroom has inspired other teachers and attracted local press coverage.

California:

Mike Lawrence, Executive Director, Computer-Using Educators, Inc. (CUE), Placentia, Ca.

Mike Lawrence became CUE’s Executive Director in 2005, at a time of crisis for the non-profit organization.  His vision has reinvented and revitalized CUE by creating innovative initiatives and partnerships. Key accomplishments include co-founding the Google Certified Teacher program, directing the California Student Media Festival, and forming a national Alliance of over 30 non-profit organizations, universities, and educational agencies to develop the Leading Edge Certification for 21st century education professionals in the areas of educational technology and curriculum innovation.

District of Columbia:

Alex Inman, Director of Information Services, Sidwell Friends School, Washington, D.C.

Alex Inman has a history of innovation having launched one of the earliest US 1:1 wireless programs in 1999, launching a 600 seat Linux-based laptop program in 2005, and helping found Educational Collaborators, a national network of 75 educators that help other teachers and administrators around the world. Inman helped write a One-to-One Readiness survey that has been used by more than 800 schools as they prepare for their 1:1 programs.  He recently became the Director of Information Services at Sidwell Friends School  where he is taking on bring your own devices and exploring how big data can impact schools at the individual building or district level. Work on big data projects goes beyond the capabilities of conventional database tools and is on the cutting edge of innovation within K-12.

Illinois:

James Roodhouse, Technology Director, Geneseo Community Unit School District 228, Geneseo, Ill.

Since arriving in 2007, James Roodhouse has completely re-framed his district’s infrastructure,  led a crusade to unify its platform,  facilitated a new digital, web presence that pushed the district to earn two national awards as a “Digital School”, and  provided amazing support to teachers and administrators through development of classroom walk through and observation apps for iPhone and iPad. The apps enable teachers and administrators to focus  on “best practices” including use of technology which can be monitored, and then immediately communicated to the classroom teacher to help improve teaching performance, ultimately leading to greater student achievement. 

Indiana:

Andrew Markel, Ed.S., Technology Director, Crothersville Community Schools, Crothersville, Ind.

Students have always been at the forefront of Andrew Markel’s work in the Crothersville Community Schools.  Under his leadership, students can be part of the  S.W.A. T. (Students Working to Advance Technology) group that utilizes various technologies for a plethora of projects including  Social Media Awareness, the Bossman show, and taping of school sponsored events. As the 2011 Dell state technology director for Indiana, Markel spearheaded a virtual desktop and server initiative that has replaced the entire corporations aging computer system and is launching an Android based 1:1 initiative to provide all  students in grades 6-10 with their own personal corporation provided tablet for computing needs.

Kay Reinoehl, Technology Director, East Noble School Corporation, Kendallville, Ind.

Kay Reinoehl’s  vision, dedication, and passion for preparing students with 21st century skills contributed to the success of the East Noble School Corporation’s 1:1 program that was implemented across the 3,800 student district in one year with less than eight months of planning and preparation.  By fall of 2011, eight school buildings became wireless and 600 iPods, 900 iPads, and 2400 laptops were distributed to students. In this rural district with high unemployment, many students in grades 5-12 who can take their laptops home, are now teaching their parents how to use this technology and who previously had no hardware or Internet service. Reinoehl was instrumental in convincing building administrators and teachers that even kindergarteners can effectively maintain and use an email account.

Kansas:

Greg Lumb, Principal, Morris Hill Elementary, Geary County Unified School District 475, Junction City, Kan.

A voracious learner, Greg Lumb uses Web 2.0 tools such as Wordle, Storybird, Epals, Wallwisher, and Voicethread to support his highest priority of using technology to extend his students’ learning beyond the four walls of school.  Fourth and fifth graders connected with Iraqi students  via videoconferencing  and other students experienced global projects recording world events on October 10, 2010 by blogging, creating websites, and practicing  Internet safety. Lumb planned the district’s first technology fair and worked with media center specialist to secure a district-sponsored grant that pays for authors to videocast with students. Under Lumb’s direction, Morris Hill Elementary is currently serving as a pilot school for using Facebook as a communication too.

Louisiana:

Arlene Vidaurri Cain, AP/Gifted Science Teacher, Lake Charles Boston Academy of Learning, Calcasieu Parish School System, Lake Charles, La.

Arlene Cain has piloted and developed online science courses for the district and the Louisiana Virtual School for the past ten years and taught oceanography to Louisiana teachers every year since 1996. She utilizes a variety of technology tools and techniques within her classroom including Promethean boards, computer simulations, hand-held data collecting devices and probes, student produced videos, Web 2.0 tools, and graphing calculators that allow her to differentiate instruction and address the different learning styles of her students. 

New York:

Jeannette Gautier-Downes, Instructional Technology Professional Developer, District 75/P.S. 811, Queens, N.Y.

Jeannette Gautier-Downes brought the UFT Teacher Center to P.S.811, a school for students aged 5-21 with moderate to severe disabilities.  This state funded program provides professional development and teaching resources to all staff.  Since coming to P.S. 811, she  has provided professional development/inquiry studies to more than 90 percent of the teachers/paraprofessionals at P811’s nine school sites. Technology highlights under her guidance include initiating a 1:1 program for students with autism that links learning activities to IEP goals and objectives and engaging students through 3-D World, a program that enables students to create themselves (avatar) and complete real-world tasks in a virtual world.

Marc Lesser, Education Director, MOUSE, New York, N.Y.

Marc Lesser engages and inspires students to be leaders, innovators, makers and thinkers  through MOUSE,  a youth development program which impacts thousands of under-served students across the country. Lesser has been at the forefront of the creation of digital badges to recognize student’s 21st century skills and knowledge ; served as an adviser to the Mozilla Foundation; and spearheaded Emoti-con! NYC Youth Digital Media and Technology Festival, a venue for students to connect as youth media producers and technologists.  In addition to developing the help desk curriculum for students, he led the design of new specialist areas in robotics and game design and  is currently involved with Solar One to explore curriculum that supports teaching green technology.

Greg Partch, Director of Education Technology, Hudson Falls Central School District, Hudson Falls,  N.Y.

Greg Partch authored and designed the North Hudson Electronic Educational Project, a Title III Technology Literacy Challenge Grant  focused on promoting compelling and effective educational opportunities for children and teachers in resource-challenged areas of New York. Hudson Falls School District, the Lead Educational Agency,  was funded over five years for a  total of $5,500,000 allowing over 5,000 teachers to receive  professional development  in the use of instructional technologies.  Partch recently secured Quality Zone Academy Bonds funding  of $140,000 per-year  over the next five years to establish  an alternative learning academy focused on 21st century career and technical education skills for youth at risk.

Tennessee:

Dr. Dale P. Lynch, Superintendent, Hamblen County Schools, Morristown, Tenn.

Dale Lynch has a natural curiosity and is first in the district to obtain new technology, model usage, & encourage others to find applications that enhance learning, leading, & efficiency. Through his leadership, Hamblen County Schools is part of the first P-20 mobilized consortium in the nation and a leader in moving Tennessee to provide e-books.  iPhones and iPads provide administrators with real-time feedback and the recent hardware refresh for each classroom was supported by job embedded professional development from technology coaches to ensure its seamless integration.  ESL students and those with disabilities use iPads and Smart Tables to support learning while classes in video-production and app development remain popular.  A parent portal offers a range of services and the board room is paperless.   From sound amplification to video-conferencing, technology innovation reaches across the district and into the community.

Texas:

Kyle Davie, Chief Technology Officer, Fort Worth Independent School District, Fort Worth, Texas

Kyle Davie insists on systemic, systematic implementation of technologies that includes educational technology staff to plan, train and assist groups or individuals on how to effectively and efficiently implement the district’s powerful educational technologies. He successfully completed the largest implementation of interactive whiteboards in the nation as part of a $593 million capital improvement bond program that created 5,500 digital classrooms and partnered with Chief Academic Officer Michael Sorum to create a district-wide curriculum framework with a teacher portal and curriculum guide incorporating essential questions. Davie supports cloud computing through Google tools, virtual professional development opportunities using open source, and e-books and e-readers as part of the library modernization effort at 140 school sites.

Andrea Keller, LIFE K-5 Special Education Teacher, Elliott Elementary School, Irving Independent School District, Irving, Texas

Andrea Keller has taught special education for nine years and the last four of those years have been in a pervasive developmental disorder K-3 unit.  Although Keller’s students are often low-verbal or non-verbal, she adapts and modifies so they can participate in podcasting, vodcasting, and video conferencing . Her grant for 50 webcams allows all of the self-contained LIFE/PDD units in the district  to video conference with other special needs students and classrooms around the globe. Texas service centers are using her classroom set-up videos for Autism 101 online training to understand how she uses technology to connect with others and her Busy Bee blog, http://busybeeideas.blogspot.com  with hits from all over the world, allows her to share what she has learned. 

Darlene Rankin, Director, Instructional Technology, Katy Independent School District (KISD), Katy, Texas

Darlene Rankin is a dynamic change agent for technology. She has championed three strategic initiatives that when combined, philosophically change the way instruction is delivered in KISD classrooms. The  first initiative incorporated digital citizenship into classrooms, encouraging students to operate responsibly on the Internet not just in school, but outside the classroom walls as well. For the second initiative, she worked with the Curriculum & Instruction Department to develop a Web 2.0 toolbox of apps and sites aligned with KISD curriculum. The third initiative is a mobile learning program for fifth grade students that introduced smart phones into the classroom that, in its third year, has grown to over 2300 devices at 18 elementary campuses and provided the foundation for a program that allows  students at all KISD campuses to bring their personal devices and connect to the district’s public Wi-Fi.

Virginia:

John “Coach” Brishcar, Teacher, Warren County Middle School,  Warren County Schools, Front Royal, Va.

John Brishcar’s 30 donated laptops and free public domain software, a server, and a Moodle classroom management platform, operating without an Internet connection, comprise “The BrishLab”, a classroom where sixth graders are becoming independent learners and thinkers capable of working in teams without constant cuing from a facilitator.  Brishcar’s class materials are mirrored  at LearnMiddleSchoolScience.com, while the science text book he authored  working with CK-12.org,  is published as a public domain document at www.StarMaterials.com .  As the moderator of Yahoo’s 2,500 member “Middle School Science Teacher” user group and the “High School Science” user  group, he influences teachers around  the world. 

Janet Platenberg, Principal, Steuart Weller Elementary, Loudoun County Public Schools, Ashburn, Va.

Janet Platenberg seeks effective, research-based solutions to address her students needs and understands that technology is a quintessential  component of good pedagogy which requires providing time and professional development opportunities for her staff.  Platenberg s school conducts project-based learning opportunities, differentiates instruction and designs curriculum in real-time. Gesture-based computing, using Microsoft’s Xbox Kinect in all subject areas, is among the innovative initiatives supported by Platenberg. 

Melany Reeves Stowe, Communication Coordinator, Henry County Public Schools, Collinsville, Va.

Melany Stowe has secured over $1.5 million in competitive grant funds over the past three years to support increased student achievement initiatives using cutting-edge technology in classrooms, providing quality after school programming, and purchasing emergency communications equipment to connect several agencies across the school district in the event of a large scale emergency. Stowe secured local support for two robotics teams and provided leadership for the district’s Explore Camp, a free one-week summer camp focused on STEAM topics and career clusters for students in grades 4-8; an iPad checkout program to address the digital and technological access gap; the Career Hub, a mall-based program providing students and families with access to information for college and career preparation; and the development of A Stranger Online, an Internet Safety comic book shared with districts around the country.

Washington:

Lisa Greseth, Manager, Information and Instructional Technology, Vancouver Public Schools, Vancouver, Wash.

Lisa Greseth leads the design and deployment of performance management tools vital to building a shared understanding of student and system progress that fosters continuous improvement.  From her work with the Learner Profile and the data dashboard, to identifying and implementing conditions for 21st century flexible learning environments like bring your own devices, Greseth links teaching, learning and technology services in ways that promote shared understanding, solution-oriented conversations, and agile implementation of new ideas all with an explicit focus on student learning and engagement.  She moves new ideas into structured exploration through technology pilots and ensures that decisions reflect the voices of the  district’s students, staff, parents, and community.

Since 1987, TLN has served local district leadership teams that establish policy and implement technology decisions to enhance teaching and learning, administrative operations, and community outreach.

Naomi Dillon|February 29th, 2012|Categories: T+L, Technology Leadership Network|Tags: , |

Using data to drive reform

Ever since No Child Left Behind became law, we’ve heard a lot about student assessments and school ratings and the need for basic reforms in schools not making the grade. Data-driven reforms are one of the keystones of the American Recovery and Reinvestment Act. The Race to the Top grant program offers money to states to improve their ability to use data to drive student achievement.

In a recent press release, the U.S. Department of Education cites research findings from their report, “Use of Data at the Local Level” , that stresses the importance of viewing data-driven decision making as an ongoing process for improving school performance. The report states that data systems must provide relevant diagnostic information on students’ learning needs, with the data providing a direct connection to instructional practice changes. This report also points out that to be effective, data use must be combined with human and organizational supports – put simply, teachers must be given the time and the training to connect data to improved teaching practices.

Independent education consultant Kathy Gemberling, is a recognized expert on using data to drive school reforms. She is currently the project director of The Center for Public Education’s initiative to help school boards use data effectively in their decision making. This project is a partnership between the Center and state school board associations in Illinois, Michigan and California. Gemberling will be addressing this topic in a workshop at the 2010 NSBA Annual Conference, April 10-12, in Chicago, where she will share more information related to data-driven reform initiatives. 

The Technology Leadership Network suggests you also check out the The Center’s, Good Measures for Good Schools, on which the data-driven decision making effort is based. This practical guide identifies the key questions related to school assessment and pairs them with links to the relevant national and state data.

Colleen O'Brien|January 28th, 2010|Categories: Student Achievement, T+L|

What generation gap?

With music and art classes facing cuts by schools forced to deal with budget shortfalls, the Technology Leadership Network has commented frequently on the importance of arts education. One fact we often hear cited by supporters of music education is that it improves math scores – but maybe that’s the wrong way to look at it.

Renowned jazz musician Wynton Marsalis says instead that math classes help people with music. A strong proponent of arts education, Marsalis speaks often about the value of music education in our schools. In his 2009 address before a Congressional Committee on Arts Advocacy Day, he says “music is Superman” because it integrates everyone, no matter their age or background. In Marsalis’ view a strong education in the arts erases the generation gap and gives kids — and students of all ages — the ability to “converse and face the world with confidence.”

Take a look at this remarkable speech:

Wynton Marsalis will be the keynote speaker at the 2010 NSBA Annual Conference in Chicago on April 11, where he will not only share more thoughts on arts education but also give a special musical performance.

Colleen O'Brien|January 11th, 2010|Categories: Student Achievement, T+L|

Has social media improved child literacy?

Yesterday Mashable raised the question how has social media changed us? Over the past several years, we’ve seen social media evolve from web 2.0 technologies. We’ve witnessed the rise and fall of social networks, the creation of a new industry, and the political, cultural, and social impact of this new form of media. But has it changed us?
The first trend Mashable mentions is child literacy:

It stands to reason that children who read and write more are better at reading and writing. And writing blog posts, status updates, text messages, instant messages, and the like all motivate children to read and write. Last month, The National Literacy Trust released the results of a survey of over 3000 children. They observed a correlation between children’s engagement with social media and their literacy. Simply put, social media has helped children become more literate. Indeed, Eurostat recently published a reportdrawing a correlation between education and online activity, which found that online activity increased with the level of formal activity (socio-economic factors are, of course, potentially at play here as well).

The survey of children (from England and Scotland) who text, blog, and use other aspects of social media focused on those between the ages of nine and sixteen. 24 percent of these children maintain a personal blog, 73 percent use instant messaging, and 82 percent text regularly.

The survey also indicated that connected kids use written language more frequently and fluently than non-connected kids. They also seem more confident. Of non-connected kids, 47 percent said their writing skills were good. Of blog/text/chat-users, 61 percent said their writing was “good or very good.”

Jonathan Douglas, director of the National Literacy Trust, told BBC News, “Our research suggests a strong correlation between kids using technology and wider patterns of reading and writing.”

While we don’t think technology is some magic bullet, the Technology Leadership Network does believe that social media and other technologies can certainly improve student achievement. They key is effective implementation.

Colleen O'Brien|January 11th, 2010|Categories: 21st Century Skills, T+L|

The 2009 T+L Conference Was a Great Success!

Are T+L session handouts available? 

Visit ”Online Conference Planner“ and search by session title.  If the presenter provided handouts they will be posted under each session; you will need to search for each session independently. Please note that presenters were encouraged to provide their handouts for posting, but it was not mandatory. If a session doesn’t have handouts posted, and you would like a copy, please contact cobrien@nsba.org. We will contact the presenter to request their handouts/presentation, but no guarantee can be made. 

How do I stay connected with the T+L and TLN community?

Join the online community!  You can find us on Twitter, Facebook, and LinkedIn.  Additionally, the conversation continues on the T+L Blog.

How can our district join TLN? 

The Technology Leadership Network (TLN), where leaders connect, collaborate and achieve more together, is paving the way for innovation and education. Learn more about how to benefit from our on-going professional development and content rich webinars, attend our three day intensive Site Visits, network with other leading districts, and much more.  JOIN NOW!

Plan now for the 2010 T+L Conference!

Mark your calendars for T+L in Phoenix, Arizona, October 20 – 22, 2010.  See you there!!

Andrew Paulson|November 4th, 2009|Categories: Student Achievement, T+L|

Project RED: Changing Policy to Support Schools

I missed the first 10 minutes of the Project RED presentation, but was immediately engaged by the slide displayed when I walked through the door. More than half of survey respondents (62%) reported that ubiquitous technology in their schools increased high-stakes test scores, and 48% reported a reduction in disciplinary action.

Project RED is the research project of Jeanne Hayes, the Hayes Connection; Tom Greaves, the Greaves Group; and Leslie Wilson of the One-to-One Institute. Through surveys and interviews, the group seeks to show the true financial benefits of education technology. They have focused on two key issues:  student achievement and the financial impact of technology on state budgets. To my knowledge, no other group is making a research-based financial connection between education technology investment and state economies by analyzing cost savings, cost avoidance and revenue enhancements to state budgets with investment in educational technology.

(more…)

Karen Henke|November 3rd, 2009|Categories: Computer Uses in Education, Leadership, Student Achievement, T+L|

Mobile Technologies and the Legal Questions You Need to Answer

So many conference goers skipped out on the Friday morning sessions and to me these were among the best offerings of the week.  In fact there were three I wanted to attend at the same time.  I finally chose Mobile Technologies and the Legal Questions You Need to Answer.  I wish it had been a seminar with a round table discussion afterward.  It was fascinating.  I understood the lawyer that spoke to us could not address our questions about a specific state but his insight and expertise into the law regarding this issue was very informative.  Some of us that gathered after the session discussed the topic and we agreed that rules and regulations weren’t necessarily the answer as much as the mind set of those who were supposed to follow them.  The idea that it is OK for one to text their child in class because it is “their” child is in a lot of ways the root of the problem.  Rules are not made to be broken but need to be changed if they are not working.  One of the other sessions I had wanted to attend Friday morning was Cell Phones as Classroom Tools.  I like the idea of not fighting an uphill battle so to speak and allowing cell phones to be used.  But, one thing that was very pointed out during this session: What if an emergency happens and all the students get out their cell phones and start making calls.  First you end up with jammed airways that are needed by emergency personnel, then you will have parents telling their children to do one thing when the people they should be listening to are physically with them and know what is best and safest for the student and these instructions might be the exact opposite of what the student is being told by their parent.  Something parents who think their child the exception to the rule about texting/calling might think about.

Mary Carter|November 2nd, 2009|Categories: 21st Century Skills, Educational Technology, Student Achievement, T+L|

Inside the World of Grant Writing

On Thursday afternoon of the conference I sat in on the session by Lindsay McFillin titled “Grant Writing for Beginners! Opportunities and Tips”. Ms. McFillin lead a great and frank discussion of the world of grants. From the perspective of a grant award team member, Ms. McFillin gave us the realities of the grant decision process. Such as if you do not follow a simple requirement such as summary word count, you will likely be discarded in the first round. To more advanced tips such as sending notes of thanks even if you are not chosen.

For all those who missed the session, fear not her PowerPoint presentation can be found here. It is titled Grant Writing Seminar. This page also has other wonderfully free materials.

Here organization’s website, www.digitalwish.org, offers a 2 for 1 grant to add an Ultra Flip to their classroom.

William Brackett|November 2nd, 2009|Categories: Educational Technology, Professional Development, T+L|

Parents more comfortable talking about drugs than science

According to a recent Intel Corporation survey, parents are more comfortable talking about drug abuse than math and science with their children. Despite a perceived importance of math and science for success, and an overwhelming willingness to be involved, the survey results reveal that parents, particularly those of teenagers, often find themselves with little more understanding of these subjects than their children and without the necessary resources to bridge this gap.

A strong background in math and science is increasingly critical for American prosperity in a global economy. But just last week the National Assessment of Educational Progress report stated that less than 40 percent of fourth- and eighth-graders are proficient in math. The Intel survey makes the point that parents must play a pivotal role in education and inspire their children to take an interest in math and science, and Intel hopes to provide resources to assist in doing so.

Some key points from the survey:

  • Despite recognizing the importance of math and science, parents say they are uncomfortable addressing these subjects with their children. More than 50 percent (53 percent) of parents of teenagers admit that they have trouble helping their children with math and science homework. Parents of high school students are also more likely than parents of younger kids to express disappointment in their own ability to help their child with these subjects.
  • Nearly a quarter of parents (23 percent) who admit to being less involved in their child’s math and science education than they would like say their own lack of knowledge in these subjects is a key barrier.
  • Another 26 percent of parents who are less involved than they would like wish there was a one-stop shop with materials to refresh their existing, but unused math and science knowledge so they can better help their kids.

The survey also found that our schools are falling short of parents’ expectations, with nearly 9 in 10 parents saying they believe the U.S. lags behind other countries in math and science, even though 98 percent of parents say these subjects are critical to America’s future.

Parents clearly want to be part of the solution. Ninety-one (91) percent of parents believe parental involvement is crucial to their children’s academic success, with nearly 9 in 10 (89 percent) saying that talking to their children about the importance of math and science in the real world would help improve their children’s performance and interest. NSBA wholeheartedly agrees.

To learn more about the Intel Education Initiative, visit www.intel.com/education. To join Intel’s community of people sharing their stories with the hope of becoming a catalyst for action and a voice for change in global education, visit www.inspiredbyeducation.com.

Andrew Paulson|November 2nd, 2009|Categories: 21st Century Skills, Student Engagement, T+L|

Friday Site Visit

Today I visited the Denver School of Science and Technology and in part the visit was due to the kind generosity of the people at Smart Technologies and I want to publicly say thank you.  Large, very large, school districts as those in and around Denver have the capabilities of doing great things and this week I have been privileged to witness two different building sites that are leaders in the world of education.  The one thread I have found in common with the two site visits this year is they both say they are “small schools by design” .  The freedom of choice policy that is in place in the state of Colorado enables these large school districts to create pockets of “small school by design” schools.  The concept is wonderful,but two things I noticed about both districts I visited  is that they limit the number of students they accept to be able to meet their goals.  The rural America that I know is mostly made of small schools, but not by design, but by population.  I wish the parents at these rural schools wanted their children to learn as much as the parents at the Denver School of Science and Technology to be able to hold a student accountable for not doing their homework on the day it was due and not at the end of the term with a report card grade would greatly improve those all important test scores.  The teachers at the Denver School of Science and Technology seem to want to learn new things as much as their students do.  Again, not the norm in public school and something I hope is changing.   I think today’s site visit was a great trip.  The comments I heard on the bus ride home were also favorable with the exception the power point presentation was a little long.  I personally wish I had had some idea as to what their tech center actually was so I could have skipped it and not skipped visiting the Middle School.  Both the high school tour and the middle school tour could have included the tech center.

Mary Carter|October 30th, 2009|Categories: Educational Technology, Student Achievement, T+L|
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