Class+10+-+Apr+6

=** Class 10 **= **Class Notes** :

Traditional Education- teacher directed/getting material out

Liberal/Progressive- student interests seeking "right answer"

Transformative- going out into the community human rights, sustainability, imagination student's interests--> "right answer"

__3 Paradigms of Teaching__

-knowledge can be "Truth" (One truth) (Examples-religion, Columbus) -learning is controlled by an authority figure -students are "blank slates" -dominant learning theory: behaviorism
 * Traditional Education:**

-knowledge can be "Truth" -learning is facilitated by an authority figure -students have prior knowledge and experiences -dominant learning theory: constructivism
 * Liberal / Progressive:**

-knowledge is sociall constructed and connected to issues of power -learning is communal and cultural -students are social, cultural, and ecological beings of a community -dominant learning theory: Critical constructivism
 * Transformative:**


 * Paradigms** Traditional Liberal / Progressive Transformative

Humanism Critical Theory Critical Race Theory Ecojustice Theory Indigenous Theory Queer Theory
 * Philosophies** Realism Pragmatism Neomarxism Theory
 * or Theories** Idealism Exestentialism Feminist Theory

Traditional Education: - Plato and Aristotle - Syllogism- A=B, B=C, therfore C=A -**Deductive Reasoning:** classical realism Theory --> Hypotheses --> Observation --> Confirmation -**Inductive Reasoning:** Scientific Method Observation --> Pattern --> Hypothesis --> Experimentation --> Theory (Allie French)
 * Realism**- most popular

- "t" truth is not wrong, just how it was constructed -religion -very problematic for others (ex. violence) -"T" truths get in the way all the time (ex. Columbus)
 * __Traditional Education__**
 * knowledge can be **T**ruth
 * "T" truth
 * students blank slates = an **assumption**


 * __Transformative Education__**
 * "power"
 * critical constructivism --- what you know isn't just what you know, but who is benefitting from this
 * extra layer of prior knowledge may be //connected// to power
 * building prior knowledge and realizing it is connected to power

- picture that showed creativity (the kids' hats), difference in power - only **change** is that learning is //facilitated// by an authority figure -faciliate //toward// an answer -card trick = discovery learning (helps cognitively) - students have prior knowledge and experiences
 * __Liberal Progressive Education__**

(Danielle Velodota)

**Clarifications for the class notes this week** :

**Clarifications, points, and questions work pursuing for future weeks (Extend the discussion from this week's class):**

1.Question: What reform is being done to fix the procedural and technical problems in developing, administering, scoring, and interpreting standardized test scores? 2. Why do we allow kids to be home schooled, or earn online degrees? What's the point of all this money and effort being put into producing professional educators when we allow "stay-at-home moms/dads" to be equally qualified to teach? 3. If struggling schools are open to the idea of becoming charter schools, how can we ensure success? Even if we get schools to be close to equal, that doesn't necessarily change the people. All schools are going to have some low performing and a few outstanding performing students, but a lot of the drive for those students in between to achieve comes from their guardians and/or community.Rural areas, for example, would rather be left alone. They are content with their status and don't really care about high stakes testing... so how can the blame of their low scores be put on the teachers and principles if the students don't perform? (Jessica Roberts)

I never thought about the home-schooled idea and how that is effected, if at all. Jessica you bring up a good point. Why is it that children that are home-schooled can be educated to whatever degree their parents feel is acceptable? Do they not have to take these tests as well? If they are trying to reform the education of students shouldn't students at home also be tested and held to the same standards as other students? Jessica also brought up the money and effort being put into producing professional educators yet we allowed parents who arent as qualified to do the same job? Can we ever even get all schools to be at the same level? I feel that areas themselves are just so different and the way students learn in different areas based on their own life experiences and prior knowledge is so different that having the same standards and getting everyone where they "should" be is difficult. Students that live out by farms and students that live more in a city know life differently yet are in the same state and have the same standards. I just feel that the difference alone will be how a teacher teaches to the class and therefore different and hard to keep the same standards even for the same state. (Kristie Fergusson)

Off of Kristie's statement that areas are so different in the way students learn, I agree. I think its hard to give a test thats the same across the state based on the differences in the students. Lets look at Hartford Public Schools in comparison to somewhere like Plainville Public Schools. The children in these schools have completely different life experiences that effect their learning. Also, the home lives of most of these children are completely different. We talked about how much the home life affects the students, well how can you expect to give the same test to every student when they have completely different home lives? (Emily Hungerford)

This is off everyone idea above mine, I believe that kids can be home schooled to a certain extent, but the parents should be held accountable for bringing their kids into testing sites. These testing sites will require for students to pass all the state tests and requirements that the rest of the student’s population must take while they are in public schools. I really feel that home schooling has a huge disadvantage in the psycho social aspect in where they don't meet many new people. This can have a huge impact later on in life and the home schooled kids might not be aware or what is right from wrong. Yes, teachers have taught me a lot in school, but i can also speak for most students that they learn from one another that they might socialize in or after school. Being a P.E. teacher this would also be a huge drawback, because students may not get enough physical education and not have the opportunity to play for an after school sports team. It all varies on state and region to what home schooled and non home schooled students may be exposed to. This can also build off of the "no child left behind", what if the home school student is struggling at home, and how the parent knows if the student is reaching certain benchmarks. At certain schools NCLB is a joke in most cases and children are pushed through the grade levels to get them out and to move new students into schools. From what I have heard in my past experiences from other classes is that teachers will give students certain grades just to get them by. I feel that NCLB has to enforced more in many districts. Greg Grochowski o

After taking this class I almost feel embarassed as to some of the things I wrote about in my personal essay requirement of getting into the professional teaching pogram here at CCSU. I talked about waht a joy working with chidren would be as they come to public education as "Tabula Rosa" or blank slates. I am so excted to say, my whole ideology on teaching,learning and public education ahs changed do to this class and the writings that we are introduced to. We ask our students so often what is the meaning or reason behind something. I think its far past time to begin asking ourselves the same questins about standardizd testing and the goals of pubic education from a governmental stand point. Very simply I think we'll all find that the answer to be shocking and far from what it should be. I'd also like to look forward to learning more about the liberal/progressive style of teaching. Yes, its certainly a different approach hat what is ultimately needed today, transformative teaching, but I feel it has some creativity inspiring ideologies that are what students might benefit from in today's fast moving world. 3 arguments 1. NCLB doesn’t solve the achievement gap; it is an attempt to cover up for the conservative movement’s true agenda. 2. Merit based pay divides the classroom solely to teach to the test and lacks enrichment, something young individuals desperately need. 3. Race to the Top creates hostility and competition and it does not prepare us for the Global Market. (Chris Kyle)

In the beginning of the semester when we just began talking about the 3 paradigms, I had this impression in my mind that Liberal Progressive was sort of an “in between” of Traditional and Transformative. However, the more we discuss these in detail, I feel as though Liberal Progressive is simply Traditional but taken one step further. Perhaps someone else can share their opinions on this because I am getting the sense that Transformative is in a category all by itself. Traditional and Liberal Progressive have more in common than Liberal Progressive and Transformative. LP does not take the community into account, and still maintains that knowledge can be “Truth,” just as Traditional does. If only the government could see the importance that community and social structure and the environment play on our lives and in our schools, maybe we wouldn’t be so locked into this standardization mentality. 3 arguments 1. NCLB doesn’t solve the achievement gap; it is an attempt to cover up for the conservative movement’s true agenda. 2. Merit based pay divides the classroom solely to teach to the test and lacks enrichment, something young individuals desperately need. 3. Race to the Top creates hostility and competition and it does not prepare us for the Global Market. (Laura Vagnini)

I think that it is funny that Laura would state that because I am starting to feel the same way about Liberal Progressive and Traditional. I understand that there are some differences and Liberal may give the students more oppurtunity for individualism and creativity, but in a way they can be held in the same catagory. They both hold the students in this sort of box of education that is only teaching the students what the government wants them to hear based on what will be best for our country while i feel the Transformative paradigm lets the students discover, in a way, what will ultimately be best for themselves which in turn will be best for the country. I think that Laura is also right that everyone is locked into one mentallity and it is important to realize that classes like this are a significant ways to look at ourselves critically as teachers before we become just like the rest of them. (Allie Beardsworth)

As we talk about No Child Left Behind and the CMT's in class, I can't help but think about my own elementary school years. I attended a private school grades 1-8. I did not have to take any sort of standardized tests until my freshman or sophmore year in high school. And, in my opinion, I turned out just fine! I do not feel like I am falling behind my peers, or that I am or ever was in trouble of not graduating or anything like that. I am so lucky that I did not have to put up with the stresses of taking the CMT's that I see children going through now. I actually feel that if I HAD taken these tests, things would've been much harder and more difficult for me. That is why I still don't understand how people are trying to make valid arguments about CMT's being a good thing and that without them our children will fail and never see their graduation or have a good, normal life. __3 points to make about No Child Left Behind:__ -It doesn't take into consideration students' individual needs, interests, personalities, or learning styles. Not everyone learns and expresses their knowledge the same way, so why are they being tested in the same way? -It leaves even more kids behind because it just drags them along and if they don't get it, then oh well. The gap widens. Also, Kozol mentioned that the teachers don't even get the scores until the summer when they're not even their kids anymore! So what's the point in that? -Merit based pay will only change teachers for the worst; they will teach to the test and not their students' interests, and there will be a great deal of competition between the teachers. Say good-bye to teachers' unions and collaboration (Katya Lagun).

From what we have been discussing concerning NCLB and from our class discussion this week about the 3 teaching paradigms, I have begun to think more about where teachers fall in terms of their beliefs on NCLB/standardized tests. I was wondering if it was as clear cut where one would assume a Tradional teacher would be all for tests seeing as it is a directed way to assess with no round about/creatve way to it? It seems like a simple answer would be just that, but from what I have seen in observations and being out in schools, there are still very traditional teachers out there who are actually against the whole idea of standardized tests and assessing kids through one way and one way only. It is hard to genuinely be able to tell nowadays where teachers really fall on this spectrum of even their own beliefs, and I think that is very unfortunate seeing as these tests are even clearly negatively driving teachers own personal values and strategies they implement, or don't implement now, as a reult of all the pressure and demands on the tests and NCLB. 3 points on NCLB: -By closing down schools and relocating the students to other schools really isn't solving any of the serious issues at hand. Instead, it is simply passing the problems on to the next school which then impacts not only the students being relocated, but also the teachers in the school they are relocated to, the other students, parents, etc. How is this going to help close the achievement gap? -The money incentive, or merit pay, just makes education all about the teachers rather than the studetnts. Isn't that the exact opposite of what NCLB should supposively be? By using a merit-based pay, teachers are going to push away from the students and disregard their learning needs simply to benefit themselves. What part of this benefits the kids? -I also had a thought similar to Katya's, regarding the needs of the individual students and how NCLB really doesn't tend to kids who may technically be in the same "grade", but who are clearly on completely different levels whether it be reading level, writing level, or any other skill area that would effect how one child may do better than another. How can this law expect every student to master the same skills in the same way at the same level? How is it fair to assess all students using this standardized test without taking into conideration each student's ability level, interests, prior knowledge, etc.? (Mandy Lucente)

I also completely agree and it makes me so angry that they hold all of these children to the same expectations. While I do hate that children can really struggle with these tests I also feel that it can hurt those who are doing very well. There are children who have to sit there day after day and learn basic skills that they may have already mastered. The teacher is not challenging these students to reach their fullest potential. Yes, they will do well on the tests but they could be doing so much more and they could be enjoying their education. These students are bored and losing interest in school when they could be flourishing. (Sarah Rousseau)

I agree with Sarah. When teaching to the test, these teachers go at their pace and don't think about the real abilities, they just want to make sure they go over everything for the test. this also goes for the students that need that extra support. Not all students that need help are special ed. Many students are in regular classes but may not get it as quickly as others. Teachers need to be aware of these students that tend to go under the radar. They get left behind and usually won't say anything because they may embarrassed or feel that they do understand but they don't. we need to make sure that not only are we teaching the information but teaching it in ways that the students will understand. All of the students get the same test so they should be able to at a fair level. (Kelly Bates)

3 points: 1. Each new program that is being created with the emphasis that it is going to help and improve the education is simply a rendition of the ones in the previous years from the 1980's. All of these methods have proved to be unsuccessful, a new idea altogether needs to be developed. 2. No Child Left Behind is based upon something that never even happened. The numbers to support the data are not read which is why this program has proved to be unsucessful and caused more hasle than anything else. 3. Programs such as RTTT are driven by money, directing the focus from the children and their education to the money a teacher will be seeing in his or her paycheck. A teacher may take a position with the idea that they will teach only test material in order to get students to raise their test scores. With this teaching approach, all other aspects of education are going to continue to be pushed to the side and left out of the curriculum. (Allie French)

3 points on NCLB: 1. How is giving teachers commission based off of students test scores going to better educate our students? Is Obama trying to bribe all teachers teach to the test? 2. It does not take individuality into consideration. Not every student learns the same or demonstrates their learning the same. Standardized testing only reaches out to one type of learner. 3. What is closing down schools doing for our students? Basically telling them that people are giving up on them so much so that they are closing down their school. How is this going to affect these students psychologically? How will doing this ultimately help these students? (Kari M)

3 points: 1. Merrit based pay- an insentive made by President Obama that is going to take teaching benefits from the students, and put those benefits into tteachers wallets themselves. This relates to the previous wiki. Teachers whoes students are perforoming better on tests, will be getting pay upgrades. But does this mean that the students are learning more in the classroom? Or have they just taken 23 practice tests that their teacher gave them and memorized all of the questions? 2. These two programs that we have been discussing are practically the same thing but with different titles. I think that the government is trying to show the country that change is being made. But is it really? These programs, (Nation at risk, No child left behind, Race to the top) are still all government ran with standardized testing. 3. Race to the top puts alot of pressure on teachers to teach primarily what is going to be seen on the tests. "High stakes" are going t o add to these pressures including job security and pay raise going only to those teachers who students succeed on the testing. Existentialism is going to be taken right out of the picture, which to me, should be the main focus of today's teaching. The ideas of recognizing idividuality in the classroom will be overlooked with the idea of receieving a greater pay check if you teach solely on testing. This ultimately leaves children behind in the end. (Nick C.)

I //think that NCLB is creating victims in elementary schools. The uniform tests, that are put into place, cause classroom activities to be focused on expectations of the state. The schools’ focus is wholly on the evaluation of state testing. This focus defines what gets taught in classrooms. Administrators, teachers, and students are affected by the “these tests” because they become pressured in the expectations of it. Since administrators and teachers are so focused on administering them they pay little attention to children’s academic learning. Which is a issue. Also, rather than focusing on meaningful learning experiences, many schools spend a significant amount of time preparing students to take this state assessment by engaging them in test-like activities.// //Teachers also aren’t able to instruct their classes using their own methods. Students are affected in elementary schools because various methods of instructions are not being offered to them, which results in shallow academic learning. Also, both the underachievers and gifted learners become uninterested in learning this material. Ultimately, because teachers are being pressured by NCLB and the tests they have to give, they resort to direct-learning strategies in their classrooms, which hinder a child’s deeper learning skills. Three-points://

//1.) I agree with Sarah R. and others that the money incentive, or merit pay, just makes education all about the teachers rather than the students. Also the teachers working against each other, as well as the children. Where is the sense of community?// //2.) No Child Left Behind is based upon something that never even happened. The numbers to support the data aren’t real. This program has been unsuccessful and it really is causing more harm than good.// //3.) Closing down schools and relocating these students to other schools isn't going to solve any of these serious issues taking place. When re-opening these schools up who is going to be in them? Is it going to be Charter schools where only the A+ students go to? Will it be the same students that where in the last? Does this cycle just continue? I never heard of schools closing their doors on a community of children, teachers, and parents. (Tara Gleason)//

I agree with what Laura Vagnini said about the three paradigms. In the beginning of the semester, I also felt that the Liberal Progressive paradigm was like an "in between" of Traditional and Transformative. Now that we are discussing the three paradigms again, I agree with Laura because she said that she feels "as though Liberal Progressive is simply Traditional but taken on step further". I do think that Transformative is more in a category by itself and Traditional and Liberal Progressive are in one category together. I agree with Laura when she says that Liberal Progressive "does not take the community into account, and still maintains that knowledge can be "Truth," just as Traditional does". I feel that the government should be able to see the importance of the community and environment and how important each of these things are in everyday life and in schools. I feel that if schools begin to see how important the environment and the community is then maybe we can get out of the ideal of standardization. (Jessica Morneault) The class notes intrigued me. It made me think back and wonder for a second time what my philosophy of education is. Where do I fit into education? Is there a real truth like it is said through traditional education… I think so but there are some gray areas. Like religion, and science. I see why I question where I fit. I have been taught my whole life not to question life through my religion, but to question it deeply through my career. WHAT TO DO?  1. NCLB does not close the achievement gap… it only makes it more obvious that schools are failing.  2. Charter schools lead to chaos and the ultimate result are no public schools  3. Merit Pay gives teachers more of an incentive to teach to the test and aid students in memorization skills as opposed to retaining any real info.(Elisabeth dos Santos)

Good points on the liberal progressive I do feel that Laura brought up a good point about the differences and that Liberal progressive fails to include the community in that type of philosophy. But then jessica brings in a good point about if the school does become more actively involved in the community and encourage students and staff to see the importance and the impact they as well can have in society then they too can have a part then yes we maybe able to reduce or eliminate the use of standarlized testing. Being involved in the community and encouraging the students to be aprt in this will help them learn from hands on and there will be no need for testing. Just like it was mentione standardized testing makes things obvious not suddle to see how the students are doing (frances V)

 In response to Deborah’s article on April 8th titled, “ Until We Take Democracy Seriously...”, I think she brings up a number of points that are worthy of taking into consideration. One of these ideas is what do we really rely on to make our decisions and what role does data play in these decisions? I think many of our decisions are based upon logic and habits. If someone is to devise a plan where they do not foresee problems arising, they are most likely to put the plan into action. It is less likely that data will be collected, unless it is required. I think there are also problems with data. One of these problems is seen in the data gather for No Child Left Behind and how inaccurate it was. Another important idea that Deborah brought up was the idea of money and its driving factor. It has been made clear that a teacher’s salary is nowhere near what it should be, and teachers continue doing their job and many individuals are still going into the profession. The problem is more so with democracy and how it has been a big joke. I have never really been follower of politics however, I think that our government and democracy has fallen apart and continues to only worsen in some aspects. Like Deborah says, until our democracy is taken seriously, it’s only going to get worse. (Allie French)
 * Responses to the "Bridging Differences" Blog found at : [] Be sure to clearly state which posting you are referring to.** ** Just as a reminder, everyone needs to post something in this category as well as at least one in the one of the above categories. ** ** You should have two postings total this week. **

Response to Deborah's post on April 1, 2010, "When is Achievement Really an Achievement?" Right off the bat, Deborah states, "If only everyone stopped using the word 'achievement' as a synonym for scores on tests." I never really payed attention to the underlying use of the word "achievement" and it's correlation with test scores. It reminded me immediately of the way white people refer to the white race as human. It's about where the politicians want the power, where they see the importance is; our government wants us to believe that what students get on their National Standardized Tests is what ultimately reflects the achivement of studetns and faculty. Then I loved her analogy of earning a driver's liscence as to earning an education. The driver's multiple choice exam is only one part of earning the liscence, driver's also have to pass a field test and opperate the vehicle. In comparison with education, right now our government is only focused on the multiple choice exam, but what about the actual intellection use of education. I agree with Deborah that maybe our National exams should be presented and assessed in short answer form and essays. Even though this approach would be harder to assess objectivley, but I believe it is possible.

In response to Deborah’s post on April 8th, she sheds a light on something I’ve never really thought about before. She criticizes those with money and/or power, trying to get hold of an industry (education) in order to make profit: an industry that has never really had that as a goal. What’s interesting about her perspective is that people usually do not go into education to become rich and famous. When the first women began teaching she states, it was not for the money or the esteem. And it has existed for so many years with this sort of mentality more or less. Of course I’ve thought about this aspect of education. But a mindset that I will continue to have after reading her blog post, is that “outsiders,” individuals unfamiliar with education and unfamiliar with the passion and desire to teach are coming in with their tests, and statistics, and wallets, in attempts to change the system. Unfortunately, they are succeeding in many areas. What aggrivates me is that I am not going into this business to become rich. It is not something about which I am concerned. Supporting myself is the goal but doing what I love to do is the most important part. It seems as though a new wave of thinking and spending is coming through to try and tear apart that mentality. This new wave, or Race to the Top, is trying to throw money at schools in an ineffective and potentially harmful way. I am afraid that the good-natured mentality and desire to help others will be eradicated as money and compensation continue to be a debate in schools, which up until now, has been foreign territory. (Laura Vagnini)

I picked out the same points as Laura did in this posting. i agree with Laura, no one really goes into this profession for the money. To want to become a teacher is to want to help educate our future, to make a difference in our world. To think of this as a job is much lower on the list. Deb also brought up how making money part of a connection of student test scores will create problems. as we discussed in class teachers will know who is making more and won't want to work with them because they feel they are competing against each other. now I can't deny that money isn't important. Let's admit it, in the time we live in, money is important and the reason for which most people live their lives, but becoming a teacher is so much more than that. Our government just sees this as another job in the workforce, but it is completely different than any other job out there. (Kelly Bates)

I am also responding to Deborah's post on April 8th. When I was reading about the financial aspects of education it made me think of a conversation that I overheard at the restaurant that I work at. One woman was talking about her child's kindergarten classroom. She was saying that all the teacher had to do was play with the kids and feed them snack. She thought that kindergarten was a waste of time and that the teacher just wanted to have fun and not have to work during the summers. Besides my obvious objection to these statements it really made me think. I never thought of teachers in this light so I didn't think that many others did either. It made me realize that there is not enough awareness about what goes on in classrooms. Teachers are not paid that much and they do so much. Throwing money at us for high test scores will probably sound like a good idea to people who are not in education. They will probably think that this will motivate teachers to stop "finger painting" and actually do some teaching. It makes me so angry that this is the mentality of the general public. I feel like the government and business men are very aware of these feelings and are playing off them the get stupid rules like this to pass. (Sarah Rousseau)

The post I chose to respond to is from April 6, 2010 titled "A Letter to Lawmakers". I chose this post because it still completely blows my mind hearing about the severe consequences teachers have to face if and when their students do not have passing test scores. When it comes down to firing teachers, closing schools, and even pulling teachers' tenure, then that is when lawmakers, government officials, and everyone else who makes these decisions (which will permanantly effect these teachers) need to stop and think rather than pursue these crazy ideas which are assumed to be the solution to all the problems. Like Diane Ravitch also talks about in her post, it certainly isn't and cannot be just the teachers fault when it comes down to asking the question on why students are failing these tests. Some of the many other influences besides the teachers that Diane Ravitch mentions as being reasons for failure were the parents involvement, the students own efforts, student attendance, and so on. I feel like just the constant drilling, over and over and over again, is enough to completely lose the students because it gets to the point that all they can think about and focus on is this test and having to pass it no ifs ands or buts. This also causes them to lose the little interest they may already have in other subject areas simply because they aren't even given the opportunity for learning through the arts, music, or other hands-on activities nearly as often, if at all, as they are being drilled for these tests. The whole merit-pay idea isn't even in the best interests of students nor teachers. A teacher can be so dedicated to her students, gives them her all, works with them rather than for them, yet they still may not get passing scores on the tests. So then what happens to the teacher...she gets fired and it is assumed she simply didn't care about the kids and wasn't a good teacher if her own students couldnt pass. How is this helping the students be able to eventually pass and actually internalize what they need to learn rather than just memorize it for the time being? (Mandy Lucente)

I am writing in response to Deborah’s April 8th posts, “Until we take Democracy seriously”. Although it was a tad confusing and took me a few reads to fully comprehend, I finally understood her point and concur. This entire drive for hard data is just a way of manipulating the education of American children into something a accountant and stock broker is used to pushing around: numbers. She also brought up a good point that Diane also talked about in her Democracy Now! Interview and that was that mayors have too much power over public schools. Despite how many parents cry out against the closing of a school or the narrowing of curriculum, the mayor has the last say and I feel that this is completely against our government’s traditions of “for the people by the people”. (Chris Kyle)

This post is in response to Diane's post titled, "A Letter to Lawmakers" on April 6, 2010. I cannot stress enough how harmful and just plain stupid it would be to judge teachers and base their pay on their students' test scores. It sends out the message to teachers that they are not worthy, they are not respected, and they are not appreciated if they can be let go any day just based on the scores of one test. What kind of message is being sent out to teachers? Is it supposed to be motivating them to say, "We only want you if you'll make our school look the best in the district by raising test scores"? No, teachers have a MUCH bigger role and purpose in a child's life than to just raise their test score. This test was designed for testing students, NOT teachers. Diane points this out when she says, "Standardized tests are intended to evaluate whether students have learned what they were taught. They are not designed to assess teacher effectiveness or teacher quality." I completely agree! Since when are the teachers brought into this whole ordeal? Diane points out many many many different factors OTHER than the teacher which could effect the student's test score, including their home life, the school's resource, and the quality of the test itself. This made me think of Kozol's book and when he says that officials should not be surprised that children are doing so poorly on tests when they have to attend schools which are literally falling apart physically. There are so many other factors which influence a child's life outside the classroom over which the teacher has no control. But is anyone taking that into consideration? No, they just think that getting rid of the teacher will solve the problem and then they won't have to deal with it anymore. If merit based pay comes into play, and if teachers are fired and hired based on test results, they will RUN from the profession; not because they don't have confidence or the ability to raise their students' test scores the RIGHT way, but because their efforts and talents and purposes are not being recognized. I would be pretty bummed out, too. (Katya Lagun).

In response to Deb, "What are the Trade-offs". She brings up the fact that teachers have to teach to the test now and any low scores that dont meet expectations can lead to the teacher being fired. She brings up that in R.I. a whole school was fired due to low scores on standardized tests. Now is this really the teachers fault? Should they have even really fired EVERYONE from the school for this. I feel that there could have been other options for this school instead of getting rid of all of the faculty. What is happening to the students from that school now that they have no faculty? Did that really help or make matters worse? It also brings up base pay for teachers based on how their class does. I still find that insane and that teachers shouldnt be paid that way, its going to cause more issues than anything and not focus on the students learning. (Kristie Fergusson) I chose this blog, Letter to Law makers, April 6th, 2010, to comment about because I felt a strong connection towards Diane’s stance. I quote her writing to Deborah, “So many people, especially teachers, feel powerless in the face of an onslaught against their professionalism. Last week, I wrote about the awful legislation in Florida, which will strip teachers of tenure and judge them by student test scores.” So now we punish the teachers if they aren’t getting their students to perform “ to meet the standards” on these tests. Teachers are enduring the pressure. They have to make a focus on the expectations of the state, or they can loose everything, now even their tenure!! It is crippling to me that they have to endure this! This poses harm to not only the teachers, but the students, the parents, and the community. Doesn’t anyone else see this besides the educators and the students? How is this okay? Thank you Diane for writing this to the “The Honorable Members of the Florida Legislature”. I can’t wait to hear what will happen next. (Tara Gleason)

"She thought that kindergarten was a waste of time..." Here's a quote that i read earlier that i would like to elaborate on. Let's take the word time out of that phrase. Let's say that a kindergarten gets up at 7:30 am and is in school by 8:00am. They are with you for 7 hours. Some schools have am and pm but it really doesnt matter. My point is that if this child goes to be at 9:00 pm, The kid has spent more time with you at school than they did with their parents. kindergarten not important? You practically are the parents to these students. With the spongy mind of a kindergarten, This time is crucial for a childs developement. I think that this is a big aspect that people tend to overlook. Were not here to baby sit, we are responcible for molding the childs mind, in charge of instilling values that may be with them forever. You the saying that habbits are sometimes impossible to break, well we are responcible for guideing the children into starting healthy habbits that they can take with them in the future to be the best learners possible for grades to come. (Nick C.)

This post is in response to Diane's post titled, "A Letter to Lawmakers" on April 6, 2010. This is a topic that keeps coming up in multiple readings and videos. Basing teachers pay off of their students test scores. It is so obvious to us as future teachers that this is just plain wrong and in no way is it going to better our students education. However this does not seem as clear for the public. They think money is magic. If you give teachers more money then our students will preform better on tests and magically learn more. I do not understand how people can not see that in this day and age teachers are not teaching for money, but trying to education our youth because we know that our youth is our future. Tests are designed to assess student learning not assess how worthy a teacher is. You can be the best teacher in the world and yet be looked upon in a negaitive light if your students are not good at standardized testing. This makes no since!!! There needs to be better ways to assess teachers than students standardized testing scores. (Kari M)

In response to the post on April 6, 2010 titled A Letter to Lawmakers relates to the last post that I wrote on. It talks about the Florida Legislation that “will strip teachers of tenure and judge them by student test scores”. I agree with Diane when she writes that if the bill gets passed their will be “negative consequences for the children of the state of Florida” and that “it will dumb down their education”. I also agree with Diane when she writes that “it will cause many of your best teachers to leave the profession or the state because this legislation is so profoundly disrespectful towards the education profession”. I really liked how Diane related her beliefs back to her book //The Death and Life of the Great American School System// saying why pay-for-scores schemes do not work. Diane went on to state that “the main reason they don’t work is that the measures were not intended for that purpose”. I agree with Diane when she said that “standardized tests are intended to evaluate whether students have learned what they were taught” and that “they are not designed to assess teacher effectiveness or teacher quality”. I feel that schools are putting more emphasis on standardized tests than what was intended to be put on them. (Jessica Morneault)

I am responding to Diane's post titled, "A Letter to Lawmakers" on April 6, 2010. The issue of standardized testing is a topic that keeps popping up in multiple class discussions, readings, etc. as Kari M had said and I have been finding myself paying closer attention to it and realizing the harm in which it is causing. When Diane write, "Standardized tests are intended to evaluate whether students have learned what they were taught. They are not designed to assess teacher effectiveness or teacher quality," I completely agree. Standardized tests are a waste of time for children if these tests are mainly going to evaluate their teacher. Why is so much effort from childen being put into these tests, for example, all of the pre-testing, practice homework, etc if their scores don't mean much more than to see whether or not their teacher is teaching well in the classroom. It places such negative effects on teachers and takes away from their joy of teaching if they are always going to be thinking about how the quality of their teaching is constantly being evaluated when their students take the tests. Like Debbie had said, "The more that teachers focus on these measures, the more they rob children of time for instruction and for the activities that engage children in their education and promote comprehension" I agree because it seems to be taking away valuable classroom time in which students can be learning about things more meaningful, engaging, and more vital to their educations. I also completely agree with how Debbie speaks of how teachers are not solely the cause of students' progress. There are SO many factors that add up to their progress which include their effort, attendance, family support, etc. Why aren't these factors taken into consideration more than what standardized tests are? It's so upsetting that of all the other factors that come down to student progress, standardized testing seems to be the only one concentrated on and it is leading to nothing positive. (Danielle Velodota)

In response to Deborah's post on April 13th about the No Child Left Behind Laws I cannot agree with her more. What more is it going to take for those in charge of No Child Left Behind that it is not acting successfully. The system is flawed and the numbers and test scores show it. I could not believe that from the time NCLB was instituted up until last year that had only been a one point increase. I find it unbelieavable that people think that a one point increase is successful, most of the states showed no improvement with only 7 states increasing, how much more proof will they need that something must be done to the age of standardized tests. The children are learning to memorize information and then forget it. They also are learning that cheating is easier and think that the information that they are learning is something they can forget the second they finish the test. Assessment needs to fit the individual student, not the entire country. (Emily Hungerford)

 In response to the April first post I think it wrong that achievement is based on test scores. I find it hard to believe that achievement is not only based on academics. Think about when you were applying to college… didn’t all of your teachers tell you that you had to participate in extra-curricular activities. I think achievement through school exemplifies a well rounded student. I don’t know about anyone else but I did not do so well on standardized tests and I think I have achieved something in life being the first one in my family to attend let alone graduate from college. (Elisabeth dos Santos)

I choose as many of my classmates did the April 8th posts, “Until we take Democracy seriously”. I felt that this is one tha I feel i am constantly talking to other people about. The fact that teachers do not get enough recognition of what they do. Yeah as many of my classmate have mentioned that not many people go into this profession for the money. I did it because I love spanish, and I enjoyed teaching it to thers. But when people aske me why bother being a teacher if they don't get paid alot itsc poop, my response is you would not have the job you have unless a teacher taught you your skills. My philosophy for being a teacher is that a teacher is the most important person, because you cannot be president, you can't make music, read music you can't be anything without someone a teacher taching you the necessary skills, because all teacher build the foundation of learning if every career, you need to learn about the brain and how it works before you do brain surgery. Not many people realize that.