2/7/20091Week 2Agenda• Hand in Syllabus Response• Hand in Self Assessment #1• Inquiry TopicsS• Vetting Sources• NCLB• Testing/AssessmentInquiry Topics: 10 minutes• Topics– Syllabus– Others?• Groups: 2 or 3• Card: – Group names– Topic choice– Alternate topic• Dates– March 12– March 19– March 26 (maybe!)–Date choice– Alternate dateNext Week• Meet here at 4:15 (with Bonnie).• Go home early. Oh my!• Do your research on the Secretary of Education (posted on Web site).(p )• Join NING. (Use the invitation you received via cohort email.)• Join the discussion on NING. (This is your Thursday night class…so could we finish by Sunday noon?)Next Week• Prep for Week 3: Standards-based Instruction• Testing and Assessment • Information will be posted on Web site.pVetting Data• Educational policy Web sites• Web sites that present evidence about program successAi hbi•Assessing research bias2/7/20092Information Sourceshttp://www.ed.gov/index.jhtmlInformation Sourceshttp://www.ed-data.k12.ca.us/welcome.aspInformation Sourceshttp://nces.ed.gov/Information Sourceshttp://nces.ed.gov/NATIONSREPORTCARD/Information Sourceshttp://www.icpsr.umich.edu/IAED/welcome.html/Information Sourceshttp://www.cde.ca.gov/2/7/20093Information Sourceshttp://www.cde.ca.gov/ds/sd/cb/Information Sourceshttp://www.cde.ca.gov/ds/Information Sourceshttp://www.ascd.org/research_a_topic.aspx/Information Sourceshttp://www.ascd.org/public_policy/High_School_Reform/High_School_Reform_Summary.aspxInformation Sourceshttp://www.edweek.org/ew/index.html?r=458021300Note pull down menu under Topics…The Purpose of Public Education• How we understand the purpose of public education will drive what we think it should be and should do. What are the key instructional values and priorities for hfthfll i ?each of the following?– To prepare a work force– To prepare citizens– To do both• 5 minute Quick Write2/7/20094“Bush Impact on Schools to Outlive Term”• History of NCLB• Any surprises? • Comments?NCLB and US Adolescents• 2004• Connections between NCLB legislation and adolescent literacy learninglearning• Re-read your segment; (1-6) highlight 1-2 key ideas. Share with your partner and prepare to share with group.“Plea for Strong Practice”• Design Flaws– Overinvestment in testing, under-investment in capacity building–Ungrounded theories of improvementUngrounded theories of improvement– Weak knowledge about failing school turnaround– Perverse incentives for quality and performance– Policymaking by remote control“Plea for Strong Practice”• What Can Educators Do?– Focus on strong theories and practices of school improvement.–Develop internal coherence aroundDevelop internal coherence around instructional practice.– Understand that improvement is developmental and proceeds in stages.“Plea for Strong Practice”• Claims– Leadership is a cultural practice.– Powerful leadership is distributed.–Knowledge is not necessarily where–Knowledge is not necessarily where you think it is.Groups• 5 minutes to discuss—then report out• Group 1: NCLB and Top StudentsGroup 2: Sanctions•Group 2: Sanctions• Group 3: Progress and Graduation Rates2/7/20095Key NCLB IssuesNCLBNCLBNCLBNCLB NCLBWashington Assessment of Student
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