Education Week - April 3, 2013 - (Page 24)

24 EDUCATION WEEK n APRIL 3, 2013 n PRESIDENT & EDITOR-IN-CHIEF Virginia B. Edwards EXECUTIVE EDITOR Gregory Chronister MANAGING EDITORS Karen Diegmueller, Kathleen Kennedy Manzo DESIGN DIRECTOR Laura Baker ASSISTANT MANAGING EDITORS Mark W. Bomster, Kevin C. Bushweller, Debra Viadero ASSISTANT DESIGN DIRECTOR Vanessa Solis LETTERS to the EDITOR COMMENTARY EDITOR Elizabeth Rich DEPUTY COMMENTARY EDITOR Mary-Ellen Phelps Deily ASSISTANT EDITORS Sean Cavanagh, Catherine Gewertz, Michele McNeil, Erik W. Robelen, Stephen Sawchuk DEPUTY DESIGN DIRECTOR Gina Tomko DESIGNERS Sumita Bannerjee, Linda H. Jurkowitz DIRECTOR OF PHOTOGRAPHY Charles Borst PHOTO EDITOR Christopher Powers MANAGING EDITOR, ONLINE Kathleen Kennedy Manzo STAFF WRITERS Katie Ash, Alyson Klein, Lesli A. Maxwell, Christina A. Samuels, Nirvi Shah, Sarah D. Sparks, Andrew Ujifusa, Jaclyn Zubrzycki ONLINE CREATIVE DIRECTOR Cheri Hung CONTRIBUTING WRITERS Caralee Adams, Diette Courrégé Casey, Michelle R. Davis, Nora Fleming, Michele Molnar, Mark Walsh ONLINE NEWS PRODUCERS Ross Brenneman, Megan Garner, Bryan Toporek COMMENTARY ASSOCIATE Catherine A. Cardno EDITORIAL INTERNS Matthew Fleming, Alyssa Morones, Victoria O’Dea, Lyndsey Wallen DIRECTOR OF PROGRAMMING, LIVE AND VIRTUAL EVENTS Matthew Cibellis EVENTS PROGRAMMING ASSOCIATE Anne Verghese ONLINE NEWS PRODUCTION MANAGER Stacey Hollenbeck ONLINE INTERNS Rob Bock, Gina Cairney, Sarah Katz-Hyman MANAGING EDITOR, Teacher Online Anthony Rebora ASSOCIATE EDITOR, Teacher Online Liana Heitin INTERN, Teacher Online Francesca Duffy CHIEF TECHNOLOGY OFFICER FOR DIGITAL OPERATIONS Paul Hyland PUBLISHER & GENERAL MANAGER Michele J. Givens CHIEF FINANCIAL OFFICER Jill N. Whitley ASSISTANT HR MANAGER Melissa McCurry ACCOUNTING MANAGER Haphen Muchapondwa ACCOUNTS RECEIVABLE CLERK Lindsey Eggleston DIRECTOR OF BUSINESS DEVELOPMENT, Jeff Rupp MANAGER, ADVERTISING OPERATIONS Shane Steinfeld SENIOR REGIONAL ADVERTISING MANAGER Sharon Makowka (828) 926-5033 REGIONAL ADVERTISING MANAGERS Guy Blumberg (917) 747-1351 Julie Fagan (301) 502-4300 Josh Ford (301) 280-3203 DIRECTOR, ADVERTISING Ben Delaney-Winn (781) 538-6076 ADVERTISING SALES ASSISTANT Rob Voigt SITE LICENSE SALES MANAGER Jennifer Bagley DIRECTORY PRODUCTS MANAGER Karen Hasher ASSOCIATE PUBLISHER, RECRUITMENT ADVERTISING Shirlanda Y. Braxton (301) 280-3111 DIRECTORY SALES MANAGER Judi Squire RECRUITMENT CLIENT SERVICE MANAGER Marla Scher DIRECTOR OF AUDIENCE DEVELOPMENT Stefanie Hemmingson DIRECTOR OF PRODUCTION Jo Arnone DIGITAL CONTENT SALES AND MARKETING MANAGER Ryan Lanier Casey Shellenberger PRINT & ONLINE AUDIENCE DEVELOPMENT MANAGER Jeson Jackson AUDIENCE DEVELOPMENT INTERN Dennis Zittier ASSOCIATE PUBLISHER, SALES AND MARKETING Sean Herdman MANAGER, ADVERTISING OPERATIONS ADVERTISING PRODUCTION COORDINATOR Kevin Kemp PRODUCTION INTERN Dana Gittings SYSTEMS MANAGER Hunter McCleary ASSISTANT SYSTEMS MANAGER Bill Moyer TOPSCHOOLJOBS PRODUCT MANAGER Jonathan Rogers EXECUTIVE ASSISTANT Shaiy E. Knowles MARKETING MANAGER Angela Morales RECEPTIONIST Naomi Cohen MARKETING ASSOCIATE Amanda Glenn ADMINISTRATIVE ASSISTANT Maria Shaffer MARKETING INTERNS Evan Bromfield, Kristianna George, Trey Owens TOPSCHOOLJOBS INTERNS Stephanie Feldman, Anne Lyons, Sapna Virdy VICE PRESIDENT FOR RESEARCH & DEVELOPMENT Christopher B. Swanson DIRECTOR, EDITORIAL PROJECTS IN EDUCATION RESEARCH CENTER Amy M. Hightower LIBRARY DIRECTOR Kathryn Dorko LIBRARY INTERN Holly Peele SENIOR RESEARCH ASSOCIATE Sterling C. Lloyd RESEARCH ANALYST Hannah Rose Sacks DIRECTOR, KNOWLEDGE SERVICES Rachael Delgado RESEARCH INTERN Sean Chalk PROGRAM ASSOCIATE Tim Ebner RESEARCH ASSOCIATE Carrie A. Matthews Good Intentions Do Not Ensure Good Results To the Editor: Articles in a recent issue of Education Week got me thinking (“Principal Appraisals Get a Remake” and “Feds, States Dicker Over Evaluations,” March 6, 2013). Throughout history, there are numerous examples of smart people who have made poor decisions. At the time, they may have thought that the decision seemed logical, appropriate, and promised that positive changes would result. We have all read stories of well-respected people who have made incredibly ill-conceived statements, policies, and proclamations that in hindsight were misguided, shortsighted, and downright wrong. The new Annual Professional Performance Review, or appr, plan that is being initiated across many states is one such policy that ties principal appraisals to student test scores. The policy, in all its incarnations, is believed to be filled with good intentions, of course. If its backers took a harder, less expedient look, they would find that the idea is incredibly misguided on many different levels, so much so that it is hard to understand how it could become the law. (Remember those “smart” people I mentioned above.) It is utter madness to think that having students bubble-in answers on a test that can take several hours over a threeday span constitutes a “good education.” Never mind the fact that the narrowing of the curriculum will inhibit students from taking courses that provide them with a well-rounded education. To judge teachers or principals on tests that were not designed for that purpose is ill-advised on many levels. To have a system that is unproven, not reliable, and worst of all based on a “gotcha” mentality is just wrong. Should teachers and administrators be held accountable for results? Of course. Let’s create a system that is logical, can be done in the time frame given, and includes a common-sense approach to the process. school climate: “Principals need more training—not just on data and academics—but also on how to build relationships and support for learning among staff and students.” I agree. Yet, building productive relationships and supporting learning among educators and students must take into account how principals—indeed, all adults in schools—learn, how they make sense of the world, and how they depend on the support of other adults to grow, develop, and lead. Without an explicit understanding of adult development—what it is, how it is enabled, how it is constrained—what passes for leadership development will more likely amount to mere leadership training. Highly effective school leaders understand the importance of creating a school culture that values both individual and collaborative learning supported by a positive school climate. Focused on adult learning within their organizations as much as they are focused on student learning, these leaders understand how adults learn, how to support them in their current ways of knowing, and how to stretch them with appropriate supports to grow. As the school turnaround movement takes hold in our schools, understanding adult development and using that knowledge to design and deliver training to principals on establishing a school culture supported by a positive school climate becomes critical. There was a time when teachers and principals were treated as if they all made sense of their world in the same way. That theory worked in the first half of the 20th century, but is woefully inadequate now. Research is clear that adults have different ways of knowing. Adults as learners need differentiated supports, challenges, and opportunities. When schools support learning for adults and students alike, they will have genuinely “turned around.” Deanna Burney Chief Learning Officer Leading by Learning Haddonfield, N.J. The writer has also been an elementary, middle, and high school principal, an assistant superintendent, and the leader of a charter school district. She currently consults with the National Institute for School Leadership and other organizations. Andrew Greene RESEARCH AND DEVELOPMENT ASSOCIATE Amy Wickner EDITORIAL & BUSINESS OFFICES: Back issues are available at $3.00 each, except the January 10, 6935 Arlington Road, Suite 100 Bethesda, MD 20814-5233 (301) 280-3100 Editorial FAX: (301) 280-3200 Business FAX: (301) 280-3250 Print or online subscription customer service: (800) 445-8250 Product or print purchase orders: Fax to (215) 788-6887 2013 (Quality Counts) issue at $10.00 each, and the March 14, Article reprints: (877) 394-7350 Website: Co-President Suffolk County Middle Level Principal Association Long Island, N.Y. 2013 (Technology Counts) and June 7, 2012 (Diplomas Count) issues at $6.00 each. Price includes postage and handling via the US Postal Service. Order online: backissues, or call 1-800-445-8250, or fax 215-788-6887. You may also send orders to: Education Week Back Issues, P.O. Box Adults Help Make Up ‘Turnaround’ Equation 3005, Langhorne, PA 19047-9105. Copies of the newspaper on microfilm can be ordered from National Archive Publishing Company, 300 N. Zeeb Road, P.O. Box 998, Ann Arbor, MI 48106-0998. Phone: 1-800-420-6272. To the Editor: In the March 6, 2013, issue, the article “Principals Lack Training in Shaping School Climate” makes this point about building Aligned Curricula Outpace Remediation To the Editor: We read with great interest the article “Remedial Placements Found to Be Overused” (Feb. 20, 2013) on the overuse of remediation, and we couldn’t agree more. Our experience with thousands of faculty members over the past 15 years indicates that there is a vast disconnect between high school and higher education curricula. Teachers are often unaware of this disconnect, but once aware and given the opportunity to vertically align curricula, they find their students succeed in college-level courses regardless of what the students’ placement tests might have indicated. Our data over time and across demographics show that this works. The Institute for EvidenceBased Change, or iebc (www., launched a pilot program with faculty from a high school district and a community college that tested this. Faculty members met regularly in facilitated intersegmental councils to align Englishcomposition curricula across the segments. After the curriculum had been incorporated in the high school for several years and students immersed in it throughout their high school education, those who made A’s or B’s in were allowed to waive placement-test results and enroll directly in college-level Englishcomposition courses. By the second year, the success rate (86 percent) for those students surpassed the success rate (66 percent) for those students who had placed in the courses via tests. However, if test results had been used for course placement, 74 percent of our pilot-group students would have been enrolled in remedial courses that they clearly did not need. By aligning curricula, students and institutions save both time and money. Student persistence and completion increase, and colleges are able to put more resources into teaching collegelevel courses. No one benefits when resources are mistakenly directed toward remediating students who do not need it. Shelly Valdez Director of Educational Collaboration Institute for Evidence-Based Change San Diego, Calif. Healthy Lunchrooms For Healthy Students To the Editor: As educators, we seek to prepare students for life. We nurture their personal and social development along with teaching academic competencies. But our efforts are being undercut by school lunchroom menus that put students’ physical well-being at risk. The latest study of half a million men and women in 10 European countries found a positive association between the consumption of processed meat and early mortality. The greater the consumption of processed meat—ham, bacon, sausages, and prepackaged meats—the greater the risk, especially of cardiovascular disease and cancer. The culprits seem to be fat, salt, smoke, and nitrates used as preservatives. Lifestyle also factors in.

Table of Contents for the Digital Edition of Education Week - April 3, 2013

Education Week - April 3, 2013
Test Rules Differ Between Groups for Special Ed.
Consortia Struggle With ELL Provisions
FOCUS ON: ASSOCIATIONS: Leadership Shifts in Changing Field
Safety Plan for Schools: No Guns
Access to Common Exams Probed
News in Brief
Report Roundup
Gaps Found in Access to Qualified Math Teachers
DIGITAL DIRECTIONS: 3-D Printing Classes In a Virginia School Attract Global Visitors
Arizona Weighing ‘Performance Funding’ For Schools
L.A. ‘Incubator School’ to Teach Startup Tactics
Blogs of the Week
Cantor Raises Profile on Schooling Issues
Calif. Districts’ Waiver Bid Heads to Review Phase
Policy Brief
Congress Tweaks Special Education Funding Mandates
Marriage Arguments Hit Children’s Issues
ROBIN LAKE & ALEX MEDLER: Do Charter Schools Serve Special-Needs Students? The Answer Is Complicated
ARTHUR H. CAMINS: Assessing the Impact Of New Science Standards
LAURIE BARNOSKI: School Leaders: Make Sure Your Teachers Don’t Lose Heart
TopSchoolJobs Recruitment
DAVID BERNSTEIN: It’s Time to Mainstream Progressive Education

Education Week - April 3, 2013