Chapter 10 Main Points
Those who come with the money to support reforms have a large impact on the overall educational system. Schools often struggle for and with money, and are willing to adjust their priorities when they have the opportunity to receive conditioned financial assistance. A question needs to be brought up around democracy and accountability. The wealthiest people of our country have power that cannot be met in relations to public facilities. The intentions and choices of these few private funders have an impact that is not voted on or regulated. They are not accountable if their implemented system fails. For example, a system of collaboration turned to one of competition, choice, deregulation, incentives, and other market based approaches when venture philanthropies wanted to put into act what made them successful. Is this the value system and mindset we want to instill in the youth of our country? The people have no say in this system. The press and education policy experts avoid criticizing mega-rich foundations, academies and educational organizations do too in hopes to receive donations again in the future.
SCI: Two heads are better than one, the whole is greater than the sum of the parts. Generally, working with others and involving the whole (or at least knowledgeable professional educators) will have better results than few private donors with no input making all educational decisions.
Chapter 9
Those who come with the money to support reforms have a large impact on the overall educational system. Schools often struggle for and with money, and are willing to adjust their priorities when they have the opportunity to receive conditioned financial assistance. A question needs to be brought up around democracy and accountability. The wealthiest people of our country have power that cannot be met in relations to public facilities. The intentions and choices of these few private funders have an impact that is not voted on or regulated. They are not accountable if their implemented system fails. For example, a system of collaboration turned to one of competition, choice, deregulation, incentives, and other market based approaches when venture philanthropies wanted to put into act what made them successful. Is this the value system and mindset we want to instill in the youth of our country? The people have no say in this system. The press and education policy experts avoid criticizing mega-rich foundations, academies and educational organizations do too in hopes to receive donations again in the future.
SCI: Two heads are better than one, the whole is greater than the sum of the parts. Generally, working with others and involving the whole (or at least knowledgeable professional educators) will have better results than few private donors with no input making all educational decisions.
Chapter 9
American Federation of Teachers (AFT)
The American Federation of Teachers was founded in 1916 and now represents 1.5 million members in more than 3,000 local affiliates nationwide.
Five divisions within the AFT represent the broad spectrum of the AFT’s membership: pre-K through 12th-grade teachers; paraprofessionals and other school-related personnel; higher education faculty and professional staff; federal, state and local government employees; and nurses and other healthcare professionals. In addition, the AFT represents approximately 80,000 early childhood educators and nearly 250,000 retiree members.
The AFT is governed by its elected officers and by delegates to the union’s biennial convention.
Many well-known Americans have been AFT members, including John Dewey, Albert Einstein, Hubert Humphrey, Pulitzer Prize-winning author Frank McCourt, Nobel Peace Prize winner Elie Wiesel, former Senate Majority Leader and Ambassador to Japan Mike Mansfield, former Health and Human Services Secretary Donna Shalala, and former United Nations Under-Secretary and Nobel Peace Prize winner Ralph Bunche.
Mission Statement
The mission of the American Federation of Teachers, AFL-CIO, is to improve the lives of our members and their families; to give voice to their legitimate professional, economic and social aspirations; to strengthen the institutions in which we work; to improve the quality of the services we provide; to bring together all members to assist and support one another; and to promote democracy, human rights and freedom in our union, in our nation and throughout the world.
Benefits for members:
Working together, we improve the quality of the services we provide to make our institutions better and stronger.
By standing with our 1.5 million members, we make our voices heard on the national, state and local levels.
We don’t simply work in a community, we work with our community to better our neighborhoods and achieve social justice for all.
As an AFT member and through involvement in your local union, you have an advantage. You have the power to bargain; the power to negotiate; and the power to change things, win improvements, and achieve goals that matter to you and to the people you serve.
Your advantage also comes with the purchasing power of 1.5 million members. Together, we can access a wide array of high-quality programs and services. This is just a sampling of AFT + member benefits.
Information from http://www.aft.org/benefits/
December 6, 2011
Chapter 8 Main Points
1. Standardized tests are not a reliable means of evaluation of students’ knowledge, teaching abilities, or school value. Many realize that these tests should be in combination with class participation, teacher recommendations, homework, and grades. It’s also known that outside factors such as personal issues, sleep, weather, etc. play important roles in test performance.
2. Schools find ways around low-test scores are legal yet unethical. For example, restricting the admission of low-performing students. The lottery system often helps this since they eliminate those who are unmotivated to even apply. Students have even been encouraged to stay home or are suspended for test days. Special education and students eligible to spend more time or use additional resources are unethically assigned to stay out of the school average.
SCI: purification leads to progress.
December 1, 2011
Chapter 5 Main Points
1.Schools run as a business by non-educators do not know the needs in the everyday classroom to succeed. Parents, teachers, and principles must be on board with reforms for there to be success.
2.Strict test score regulations will not show good schools from poor achieving schools. Schools need individual attention to focus on relevant concerns by a educated professional in the field. Two heads are better than one, boards often make fair and well thought out decisions in comparison to one alpha leader.
SCI School reforms follow the same trend as collective consciousness. To raise the standards of our schools, we must raise the standard of living and consciousness of the nation. As one sows, so shall one reap.
November 30, 2011
Chapter 3 & 4 Main Points
1.School reform begins with determining what children should know and be able to do (curriculum) and then precede with adjusting other parts of the educational system to support the goals of learning.
2.Unless one has the trust and support of the whole, reforms will be unsuccessful.
SCI: At the unified field, we realize that all the educational reforms are from the same source. They are expressions of the collective consciousness; knowledge is structured in consciousness.
November 29, 2011
Chapter 1 & 2
The life and death of the great American School System
Many school reforms and temporary fads claim to have the answer to the problems of the time. This has been going on for many years and still continues. Hard working teachers and a good curriculum are the answers.
Government efforts to improve education focused on testing and accountability without curriculum standards. These tests shaped teaching methods and information; focusing on reading and math. If learning could not be measured by testing, it didn’t count.
The development of complete, invincible students is the ultimate goal of education. If testing is the judgment system, tests must be made with transcendent awareness. The whole is greater than the sum of the parts.
November 28, 2011
Norwegian Educational System
PRIMARY AND LOWER SECONDARY EDUCATION
children aged 6 to15, 1st to 10th grade, In addition, there are special schools for children with special educational needs. Municipalities are required to offer day care facilities from 1st grade to 4th grade.
UPPER SECONDARY Education: provides three years of general
education or vocational training after the 10th year of lower secondary
education. The norm for apprenticeship training is two years of vocational
training in upper secondary education followed by one or two years of
practical training in industry.
School subjects at primary and lower secondary levels
Christian knowledge and religious and ethical education
Norwegian
Mathematics
Social Studies
Art and Crafts
Science and the Environment
English (is compulsory from the primary level)
Music
Home Economics
Physical Education
Compulsory additional subjects
In addition, time is set aside at all levels for School’s and pupils’ options. These hours are taken from the teaching hours allocated to the main levels. A separate quota of hours is allocated to class and pupils` council work at the lower secondary level. At the lower and upper primary levels, it is possible for schools to allocate a quota of hours locally for this purpose from the hours allocated to other subjects.
In addition to the compulsory subjects, pupils are required to choose one of the following options:
Second foreign language. Pupils can choose a foreign language in addition to English, i.e. German or French or another language on the basis of local or regional needs.
Supplementary language study. Pupils can choose additional in-depth study of a language they already have a basic knowledge of.
Practical project work. This is an activity that is planned in cooperation with the pupils.
Adjusted gross expenditure on primary and lower secondary school,
per pupil 83 426
The primary education number of teaching hours are 686 in Norway, in the category of Fewest hours, at least 10% below average: ≤ 746.
In primary education the teacher is on average at a 1/15 ratio with students
The average primary teachers salary is 22,195$, the #8 ranked country on nationmasters.com
All children must attend school for 10 years, all public/primary schools are free.
School year: mid August to late June
Primary school (Barneskole, grades 1–7, age 6–13)
In the first year of primary school, the students are mostly playing educational games, learning social structures, learning the alphabet, basic addition and subtraction, and basic English skills. In grades 2 through 7 (years 3–8 or P3/4-S2/3), they are introduced to maths, English, Norwegian, science, religion, esthetics and gymnastics, complemented by geography, history, and social studies in the fifth grade (year 6 or P6/7). No official grades are given at this level, however, the teacher often writes a comment – analysis and sometimes an unofficial grade on tests. Tests are to be taken home and shown to parents. They also have an introductory test to let teacher know if the student is above the grade average or is in need of some assistance at school.
Lower secondary school (Ungdomsskole, grades 8-10, age 13-16)
When the students enter lower secondary school, at age 12 or 13, they begin getting grades for their work. Their grades together with their location in the country will determine whether they get accepted at their high school of choice or not. From the eighth grade (Yr 9 or S3/4), the students can choose one elective (valgfag).
A student may take the Grade 10 exam in a particular subject however early as long as he or she has been granted an exemption from further instruction in the elementary/middle school curriculum of that subject.
15 yr olds In mathematics, however, the top scoring 10% were estimated to lag 3 years behind the top scoring students in Shanghai.
ducational qualifications : In order to procure a job in the above listed posts you need to have a minimum graduation license. You need to have a childhood license if you are applying for the post of Pre -school Teachers.
Other requirements : The applicants in general must be native Norwegian speaker. They should have specialization in Norwegian languages. In addition to that they are required to speak fluent English. The candidates must have good numerical skills and an ability to teach the pupils with a lot of patience. TEFL teachers can be overseas candidates but then also they must know adequate English. The candidates are expected to have exposure to IB.
Work experience : In all the areas at least 2-3 years of work experience is required. More years of experience in the relevant fields is really rewarding.
Working hours : Norway working hours start from 8.00 am to 4.00 pm. Some organizations may start from 7.00am to 3.00 while some others have a start time from 9.00 to 5.00 pm. You need to work for 5 days a week.
Other benefits : You are entitled for 25 leaves every year as per Norway's “Annual Holiday Act”. Generally, there are overtime payments for work exceeding 40 hours per week. However this is applicable if you are really asked by your institution to work overtime.
School Law Assignment
1.A child in your class has a number of bruises around his face and when you ask how they happened, the child withdraws and does not want to tell you. What is your responsibility?
Every state requires that teachers (along with administrators and counselors) must report all known or suspected abuse to social services or the police. Those who fail to do so are subject to penalties under the law. Page 39
3. A student in your class says he is going to sue the school for restricting what he can wear in school. He says it’s a violation of his First Amendment rights for free expression. Does he have a case?
No, all courts have agreed that schools have the authority to regulate student clothing if they have a rationale. School dress codes help keep attention on learning, school unity and pride, reducing discipline problems, improving self-respect, and bridging economic gaps between families. Page 79
4. A child in your class does not want to stand for the pledge of allegiance. Should you make him do it anyway?
No, students as of a 1943 Supreme Court decision may not be required to salute the flag. If students or teachers do not want to salute the flag on a religious or conscience basis, they may be excused. Page 97
7. Members of Young Crusaders for Christ have asked to use a classroom to hold prayer meetings after school. Is this legal?
Yes, they may meet for an hour before or after school or at lunch. This can only be a voluntary and student organized event. Teachers and principles may not help organize but may be present to enforce only discipline.
8. At the end of the school day, Mary, Joe and David went to the principal’s office, where the assistant principal handed each of them a sealed envelope addressed to their parents. “Each of you is suspended for three days because of yesterday’s incident,” she said. “This notice of suspension should be given to your parents.” How should this situation be handled by the principal?
Students cannot be suspended without due process. Students need to be proven to be guilty of the accused suspension reason. Students retain their constitutional rights when they enter school.
9. You found a student smoking in the girls’ restroom and sent her to the office. She denied having been smoking at all, but when asked to open her purse, the principal found marijuana and a handwritten note to a friend requesting that she sell marijuana at school.
The girl admitted to selling marijuana at school, but later claimed that her 4th amendment rights had been violated. Was she right?
Yes, she was right because a search of a student’s belongings has to be done on a basis of suspect or safety based off a Supreme Court decision in 1985.
10. A principal reviews the high school newspaper about to be published and censors two stories – one on divorce and another about a student’s experience with pregnancy. Is he within his rights to do this?
Yes, when it is a school sponsored paper, they principle has the right to exercise substantial control. If articles are “ungrammatical, poorly written, inadequately researched, biased or prejudiced, vulgar or profane, or unsuitable for immature audiences” they may be censored.
13. You videotape the animated film “Pocohantas” and show it every year at Thanksgiving for your first graders. What’s the problem?
Copyrighted television may be recorded for educational but may be kept only 45 days, then it must be destroyed. During 10 school days after the taping, teachers may repeat use only once for instructional reinforcement
