In Feb 2009 Educational Leadership
titles for faculty book groups
Alexie - The Absolutely True Diary of a Part-time Indian
Gurian -- Boys and Girls Learn Differently
Gardner -- Frames of Mind: the Theory of Multiple Intelligence
Barth - Improving Schools from Within
Levine, Mel - A Mind at a Time (differentiation)
Charney - Teaching Children to Care
Tatum, Beverly Daniel -- Why are All the Black Kids Sitting Together in the Cafeteria?
Wednesday, February 25, 2009
DuFour, Marzano "High Leverage Strategies for Principal Leadership"
found in the Feb 2009 Educational Leadership
p. 65 look at article for Marzano's "Generic Scale for Developing Common Assessments" (4.0 scale)
support collaborative teams by..
66 Collaborating on common assessments. Several questions to guide this work: How wil your team monitor the learning of each student on a timely basis? Do your common assessments reflect the characteristics of quality assessment that we have identified? How are we using the results from assessments to support stduents who are experiencing difficulty? What criteria are the members of your team using to assess the quality of students' work? What evidence do you have that members of your team apply the criteria consistently?
"a team that asserts it is committed to helping students learn to write 'a good persuasive essay' must be prepared to define the elements of a good persuasive essay; distinguish among essays that are good as opposed to great, fair, and poor; and practice applying the agree-on indicators of quality until they can provide students with consistent and precise feedback (that is, team members establish inter-rater reliability.)
role of principal - "monitors the ongoing work of teams by asking them to submit the products that flow form their collective inquiry and collaborative dialogue -- products such as the guaranteed and viable curriculum, pacing guides, common assessments, analysis of results, and so on. The principal also meets with each team quarterly to review its work. Together they examine the content, pacing, assessments, and, most important, the evidence of student learning from the assessments."
p. 65 look at article for Marzano's "Generic Scale for Developing Common Assessments" (4.0 scale)
support collaborative teams by..
- time for collaboration embedded into the routine workweek
- resources to examine curriculum, such as state standards, curriculum guides, analysis of student performance on past assessments; examples of rubrics that specify the criteria to be used in judging the quality of work
- vertical articulation with teachers in the next higher grade level to ID knowledge and skills those teachers have specifed as essential for students entering the course
66 Collaborating on common assessments. Several questions to guide this work: How wil your team monitor the learning of each student on a timely basis? Do your common assessments reflect the characteristics of quality assessment that we have identified? How are we using the results from assessments to support stduents who are experiencing difficulty? What criteria are the members of your team using to assess the quality of students' work? What evidence do you have that members of your team apply the criteria consistently?
"a team that asserts it is committed to helping students learn to write 'a good persuasive essay' must be prepared to define the elements of a good persuasive essay; distinguish among essays that are good as opposed to great, fair, and poor; and practice applying the agree-on indicators of quality until they can provide students with consistent and precise feedback (that is, team members establish inter-rater reliability.)
role of principal - "monitors the ongoing work of teams by asking them to submit the products that flow form their collective inquiry and collaborative dialogue -- products such as the guaranteed and viable curriculum, pacing guides, common assessments, analysis of results, and so on. The principal also meets with each team quarterly to review its work. Together they examine the content, pacing, assessments, and, most important, the evidence of student learning from the assessments."
Wednesday, February 4, 2009
How We Were Ruined & What We Can Do
How We Were Ruined & What We Can Do
By Jeff Madrick
(article in the NY Review of Books)
The Trillion Dollar Meltdown: Easy Money, High Rollers, and the Great Credit Crash
by Charles R. Morris
PublicAffairs, 194 pp., $22.95
Financial Shock: A 360° Look at the Subprime Mortgage Implosion, and How to Avoid the Next Financial Crisis
by Mark Zandi
FT Press, 270 pp., $24.99
The Reckoning
a series of articles by Gretchen Morgenson et al.
The New York Times, September 28–December 28, 2008
This long review article gives me the clearest picture I've had yet of the cause of the financial meltdown. The essential part, according to Madrick, is the rise of CDOs. Investment banks and even commercial banks were packaging not only residential mortgages but also equipment loans, commercial mortgages, credit card debt, and even student loans—known in general as collateralized debt obligations (CDOs). Madrick notes that, "Morris writes that 80 percent of all lending by 2006 occurred in unregulated sectors of the economy, compared to only 25 percent in the mid-1980s." The CDOs produced high profits and high risk, and were unregulated. Banks were purchasing them with huge loans from Cayman Island banks, sometimes 30 - 40x their own capital. When the CDOs went bad, the big banks didn't have the capital to cover them.
By Jeff Madrick
(article in the NY Review of Books)
The Trillion Dollar Meltdown: Easy Money, High Rollers, and the Great Credit Crash
by Charles R. Morris
PublicAffairs, 194 pp., $22.95
Financial Shock: A 360° Look at the Subprime Mortgage Implosion, and How to Avoid the Next Financial Crisis
by Mark Zandi
FT Press, 270 pp., $24.99
The Reckoning
a series of articles by Gretchen Morgenson et al.
The New York Times, September 28–December 28, 2008
This long review article gives me the clearest picture I've had yet of the cause of the financial meltdown. The essential part, according to Madrick, is the rise of CDOs. Investment banks and even commercial banks were packaging not only residential mortgages but also equipment loans, commercial mortgages, credit card debt, and even student loans—known in general as collateralized debt obligations (CDOs). Madrick notes that, "Morris writes that 80 percent of all lending by 2006 occurred in unregulated sectors of the economy, compared to only 25 percent in the mid-1980s." The CDOs produced high profits and high risk, and were unregulated. Banks were purchasing them with huge loans from Cayman Island banks, sometimes 30 - 40x their own capital. When the CDOs went bad, the big banks didn't have the capital to cover them.
Tuesday, February 3, 2009
Barack Obama Stands Up for Libraries
Obama's kenote speech at the Opening General Session at the ALA Annual Conference in Chicago, June 23-29, 2005. Read whole speech here.
50 "Reading is the Gateway Skill that makes all other learning possible"
50 "Whether it's software design or computer engineering or financial analysis, corporations can locate these jobs anywhere in the world, anywhere that there's an internet connection. As countries like China and India continue to modernize their economies and educate their children longer and better, the competition American workers face will grow more intense, the necessary skills more demanding. These new jobs are not simply about working hard, they're about what you know and how fast you can learn what you don't know. They require innovative thinking, detailed comprehension, and superior communication."
51 "It's not enough just to recognize the words on the page anymore. The kind of literacy necessary for the 21st century requires detailed understanding and complex comprehension. And, yet, every year we pass more children through schools or watch as more drop out. These are kids who will pore through the help-wanted section and cross off job after job that requires skills they don't have.... We have to change our whole mindset as a nation. We're living in the 21st century knowlege economy; but our schools, our homes, and our culture are still based around 20th century and some cases 19th-century expectations."
52 "What if instead of a toy in every Happy Meal there was a book?"
50 "Reading is the Gateway Skill that makes all other learning possible"
50 "Whether it's software design or computer engineering or financial analysis, corporations can locate these jobs anywhere in the world, anywhere that there's an internet connection. As countries like China and India continue to modernize their economies and educate their children longer and better, the competition American workers face will grow more intense, the necessary skills more demanding. These new jobs are not simply about working hard, they're about what you know and how fast you can learn what you don't know. They require innovative thinking, detailed comprehension, and superior communication."
51 "It's not enough just to recognize the words on the page anymore. The kind of literacy necessary for the 21st century requires detailed understanding and complex comprehension. And, yet, every year we pass more children through schools or watch as more drop out. These are kids who will pore through the help-wanted section and cross off job after job that requires skills they don't have.... We have to change our whole mindset as a nation. We're living in the 21st century knowlege economy; but our schools, our homes, and our culture are still based around 20th century and some cases 19th-century expectations."
52 "What if instead of a toy in every Happy Meal there was a book?"
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