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Showing posts with label K12. Show all posts
Showing posts with label K12. Show all posts

Tuesday, January 03, 2017

Few women run the nation's school districts. Why?

Few women run the nation's school districts. Why?: Even though K-12 education is largely a female enterprise, men dominate the chief executive's office in numbers that look especially bleak given that the pool of talent is deep with women.
"Even though K-12 education is largely a female enterprise, men dominate the chief executive’s office in the nation’s nearly 14,000 districts, numbers that look especially bleak given that the pool of talent is deep with women. Women make up 76 percent of teachers, 52 percent of principals, and 78 percent of central-office administrators, according to federal data and the results of a recent national survey. Yet they account for less than a quarter of all superintendents, according to a survey conducted this summer by AASA, the School Superintendents Association. But that number represents improvement since 2000, when 13 percent were women."

Not good. White, male privilege in the superintendency surely becomes obvious upon parsing these data by race/ethnicity.

Angela

Thursday, December 15, 2016

Trump Syllabus K12: Lesson Plans for Teaching During the New Age of Resistance (#TrumpSyllabusK12)


Trump Syllabus K12: Lesson Plans for Teaching During the New Age of Resistance (#TrumpSyllabusK12)

December 2, 2016

*The Trump Syllabus K12 will go live as of 7:00p TONIGHT (12/08) at the start of the Trump Teach-In at Red Emma’s Bookstore and Coffeehouse. (ES= Elementary School; MS=Middle School; HS=High School)*

I. TABLE OF CONTENTS

Introduction: “America is a Divided Nation”

-Karsonya Wise Whitehead

Tips for Facilitating Classroom Discussions on Sensitive Topics

-Alicia Moore & Molly Deshaies

SECTION ONE: EXAMINING CAMPAIGN 2016

I. What the 2016 Election Has Taught Us (MS)

-Baba Ayinde Olumiji

II. Exploring the (New) Political Climate (MS)

-Nadiera Young

III. Exploring the Reasons Why Trump Won (MS/HS)

-Gloria Ladson-Billings, Ph.D.

IV. Exploring the Fake News Cycle (MS)

-Baba Ayinde Olumiji

V. Using Photographs to Explore Differing Political Perspectives (ES)

-Alicia Moore, Ph.D.

VI. Understanding and Criticizing the Electoral College (HS)

-Jocelyn Thomas, Ph.D.

VII. Trump and Gender Bias, By the Numbers (HS)

-Kelly Cross Ph.D.

VIII. Advocacy Training (ES/MS)

-Brittany Horne

ADDITIONAL RESOURCES:

(Poem) Oya for President

-Alexis Pauline Gumbs

make_america_white_again

SECTION TWO: POLITICS IN THE “POST-TRUMP” NARRATIVE

IX. Harassment and Intimidation in the Aftermath of the Trump Election: What Do We Do Now? (MS/HS)

-Sarah Militz-Frielink, Pamela J. Konkol, and Isabel Nunez

X. From “I Have A Dream” to “I Dream of a World”: Steps to Creating a Sanctuary Classroom (All Grades)

-Karsonya Wise Whitehead, Ph.D.

XI. Hope, Action, & Freedom in the Times of Uncertainty (HS)

-Conra D. Gist,Ph.D., Angela Davis Johnson, & Tyson E.J. Marsh, Ph.D.

XII. Writing White Privilege, Race, and Citizenship: Reading Angela Davis, Toni Morrison, Claudia Rankine, and Walt Whitman (HS)

-Ileana Jiménez

XIII. A Pedagogy of Resistance in the Struggle Against White Supremacist State-Sanctioned Violence (MS/HS)

-Tyson E.J. Marsh, Ph.D.

XIV. Lessons in Black Feminist Criminology: Disrupting State and Sexualized Violence Against Women and Girls #GrabtheEmpowerment (HS)

-Nishaun T. Battle, Ph.D.

XV. The African American Saga: From Enslavement to Life in a Color-Blind Society (Or Racism Without Race) (HS)

-Yolanda Abel, Ph.D. and LeRoy Johnson

XVI. #Evolution or Revolution: Exploring Social Media through Revelations of Familiarity (HS)

-Kimberly Edwards-Underwood

XVII. Teaching Ferguson: Meaningful Classroom Dialogue About the Michael Brown Case (MS/HS)

-Crystal T. Laura, Ph.D. and Deborah Lynch, Ph.D.

XIX. Reading “The Crisis in Black Education” from a Post-White Orientation (MS/HS)

-Marcus Croom

XX. Replace Fear with Curiosity: Using Photographs and Poetry to Tell and Write Stories, A Lesson Plan Resource Package (ES/MS)

-Tracey Kent

ADDITIONAL RESOURCES:

Steps to Combating Anti-Muslim Bullying in Schools

-Mariam Durani, Ph.D.

(Poem) It’s Mourning in America

-Karsonya Wise Whitehead, Ph.D.

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@kayewhitehead

Tuesday, January 12, 2016

Growing Federal Interest on Family and Community Engagement as a Policy Priority by Oscar E. Cruz

Growing Federal Interest on Family and Community Engagement as a Policy Priority

Oscar E. Cruz

President & CEO at Families In Schools, Los Angeles, CA
The U.S. Departments of Health and Human Services (HHS) and Education (ED) recently released a draft statement entitled Draft Policy Statement on Family Engagement from the early Years to the Early Grades. The document highlights a growing interest by the Federal Government to elevate family and community engagement as a key policy priority.  This is a positive sign that the federal government is paying attention to factors beyond test scores as fundamental  components of quality education. However, more will need to be done to clarify the specific role the federal government can play on improving the way education institutions reach-out and partner with families to support child development and student achievement and provide opportunities for families to be involved in decision-making.
HHS and ED invited the public to submit edits/recommendations in order to improve the draft. An abstract from the recommendations submitted by Families In Schools is included below.
"................To start, FIS would like to offer a broad recommendation regarding the focus of the document. While we recognize the importance of providing recommendations to state and local agencies, we also see it equally as important to include recommendation to US federal departments on how to embed authentic family engagement within their policies and programs. Thus, FIS recommends adding a specific section to the draft document that provides recommendations to US Federal Departments, including HHS and ED, on how to promote authentic family engagement in their policies and programs. For example, the new section should address:
  • Ensure federal programs that seeks to impact child development (families with children 0-5) and/or academic outcomes (K-12 grades) include a priority to engage families as a key strategy to reaching goals.
  • Allocate adequate financial resources to support family engagement strategies as part of the federal programs mentioned above; encouraging a minimum of 1% of the total program budget to be allocated for family engagement practices (as done by ESSA Title I).
  • Ensure federal grant programs include family engagement as a "competitive advantage" in the application process.
The following are specific recommendations to the current sections included in the draft document:
  • Expand Grade Range. Expand the scope of the document to address “early years to high school” and not just early grades. The responsibility of public educational institutions to engage families is not limited to early years/grades, but along the educational pipeline from pre-k to high school. Keeping a narrow focus may send the wrong message to intuitions that their responsibility to engage families decreases after 3rd grade. Furthermore, The Dual Capacity Building Framework for Family-School Partnerships released by ED encompasses grades K-12. Thus, the research references included in the draft document should also address family engagement related to middle and high school years. In particular, include research from Organizing Schools for Improvement: http://www.schoolreforminitiative.org/wp-content/uploads/2014/02/Organizing-schools-for-improvemnt-Bryk.pdf
  • Shared Leadership. Under the "Principles for Effective Family Engagement Practices" section, FIS recommends that an additional principle be added to highlight the importance of engaging families in decision-making. The important role families play can range from supporting learning at home to participating in decision-making in policy and budget decisions.
  • Budget Allocation. Under the "Recommendations for State Action" section, the document should recommend that States allocate a minimum of 1% of early education and state school improvement initiative budgets for family engagement practices (as done by ESSA Title I).
  • Credentialing. Under the "Recommendations for State Action" section, the document should recommend that States incorporate family/community engagement as core competency in teacher credentialing programs.
  • Vision for Authentic Family Engagement: FIS recommends including the Vision for Authentic Family Engagement infographic/report as part of the "Family Engagement Resources" section. FIS, in collaboration with dozens of organizations from across California, developed a set of family engagement indicators that can be used by the state and school districts to better track family engagement activities. We believe these indicators will help change the culture at every school site and in every district across the state, moving boldly from a culture of compliance (Family Engagement 1.0) to a culture of real, meaningful authentic engagement (Family Engagement 2.0), yielding powerful educational outcomes for all students and for California. Learn more about the indicators: http://familysmatternow.org/about.........."

Tuesday, February 03, 2015

Obama 2016 Budget Boosts Funding for Early Ed, Community College

There is more to this, but "an additional $1 billion in Title I funding for schools and additional funds to help states audit and reduce unnecessary tests and improve the quality of those they keep," would be helpful.

-Angela

 Obama 2016 Budget Boosts Funding for Early Ed, Community College

National teachers unions said the proposal creates a pathway to the middle class.

The Associated Press
The Obama administration is proposing a more than 5 percent increase for education.
By + More
The education portion of President Barack Obama's 2016 budget would make significant investments in programs from the preschool through college levels. The budget proposes a more than 5 percent increase – or $3.6 billion – in discretionary education funding, up to $70.7 billion from the current $67.1 billion in 2015. While some say the request represents support of public education, others say it's more of a federal overreach in an effort to create a K-14 pipeline.
"[The budget] helps working families' paychecks go farther by treating things like paid sick leave and childcare as the economic priorities that they are," Obama said Monday in announcing the budget proposal. "It gives Americans of every age the chance to upgrade their skill so they can earn higher wages, and it includes my plan to make two years of community college free for responsible students."
[REWIND: Obama's 2015 Budget: More Early Education Funds, New Race to the Top]
Aside from a few tweaks, the highlights of the education-related items in Obama's budget had been announced in the weeks leading up to his State of the Union addressed. In his budget proposal, the president formally made requests for education-related tax reforms, an expansion of the federal Pay As You Earn student loan repayment program, as well as the first installment of a 10-year, $60 billion plan to make community college tuition-free for some students. Obama did, however, add a requirement that would target the program to lower-income students, barring students with a family income of more than $200,000 from participating. He also repeated his request for a 10-year, $75 billion universal preschool program, and $750 million for preschool development grants.
And as promised by Education Secretary Arne Duncan, the administration's budget proposal requests an additional $1 billion in Title I funding for schools and additional funds to help states audit and reduce unnecessary tests and improve the quality of those they keep. Funding for grants to improve the quality, validity and reliability of tests would nearly triple from about $9 million to $25 million.
The budget also includes significant requests for Improving Teacher Quality State Grants ($2.3 billion) and the Teaching for Tomorrow program for teacher recruitment efforts ($1 billion in 2015 and $5 billion over 5 years).
[READ: Most Students Don't Know Obama's College Ratings Proposal Exists]
"Great teachers and leaders matter more today than ever," Duncan said in a call with reporters Monday. "Let's do everything we can to respect, reward and retain them to help all students reach their full academic and social potential."
The administration also wants to boost funding for the School Improvement Grant program (a $50 million increase), which has had at best mixed results in turning around failing schools. Federal data on the program shows about one-third of the schools have posted declines in average proficiency since receiving the grants.
Obama will also ask for an increase of $30.7 million – for a total of $131 million – for the Office for Civil Rights, which handles civil rights complaints at schools and colleges, including instances of sexual assault, discrimination and inequitable access to resources. More than 90 colleges and universities are currently under federal investigation for possible Title IX violations related to how they handle sexual violence cases. The additional funding would allow the office to hire 200 more full-time employees.
Overall, the budget asks for significant increases to existing programs, rather than more funding for new initiatives and competitive grant programs, such as Race to the Top, which was notably absent, but Republicans still seemed unwilling to support the budget.
Rep. John Kline, R-Minn., who chairs the House education committee, said in a statement the budget prioritizes "more spending, more taxes and more government."
[ALSO: Most U.S. Students Come From Low-Income Families]
"We must help more students pursue the dream of a college degree without living a nightmare of debt and unemployment," Kline said. "We must advance K-12 education reform that empowers parents and places more control in the hands of teachers and local decision-makers."
Lindsey Burke, a fellow in education policy at The Heritage Foundation, also said the budget increases federal involvement in public education,
"The administration’s budget is a blueprint for the spending the White House hopes to garner in its goal of creating a 'cradle-to-career' education system, starting with free preschool and continuing through free community college," Burke said. "But education is a quintessentially local issue. The more that is spent from Washington, the less control local leaders – and most importantly – parents have in directing their children’s learning."
Traditionally left-leaning teachers unions, however, praised Obama for his budget proposal.
Randi Weingarten, president of the American Federation of Teachers, said the budget aims to "level the playing field for working families."
[MORE: Senators Detail Plans for No Child Left Behind Debate]
"By targeting investments in child care and paid sick leave, enabling more students to go to community college and helping battle America's worn infrastructure, it gives more families a pathway to the middle class," Weingarten said in a statement. "The investments the president proposes will help the middle class and grow our economy. The taxes he proposes simply ask those who have done very well to help others climb up that same ladder of opportunity."
Lily Eskelsen-Garcia, president of the 3 million-member National Education Association, called the budget "smart and pragmatic" and a move away from an "austerity-at-all-costs style of governing."

"He knows what educators know: An investment in education is a direct investment in our students and our nation’s future," Eskelsen-Garcia said in a statement. "That’s why educators have for years called for funding increases to support programs that improve opportunities for all students. We are pleased the Obama administration is leaning in and investing much-needed resourced to help high-needs students in his latest budget."