The complexity of teaching…
Posted by Jon P. Zurfluh in All on March 9, 2010
As we discuss leadership and technology, we have to remember that teaching is a complex endeavor that requires minds that move beyond discrete evidence like checklists and test scores. As seen in the clip below, there is something far more subtle going on in classrooms that defies calculation and quantification.
On other posts we have debated time and qualification challenges in an age of increasing accountability. But, these dialogs force us to simplify teaching into homogenized measures that may be less important that some of the more critical aspects.
The New York Times challenges us to consider the more complex and systemic issues in teaching in their recent article on “Building a Better Teacher.” There are many embedded links that will take you to critical content in addressing the “art” of teaching in a more comprehensive way.
A perfect example: The Uncommon Schools initiative.
Here’s an example:
What we learn from this and countless other examples is that there is in interplay of skills that constitutes good teaching – and ultimately the measure of good teaching is in the ability of students to articulate their learning as in the first example above.
Students must engage their learning. We’ve known this for decades. China and India understand this as they move to escape hundreds of years of testing and sorting. America still has the advantage. Can we hold onto it?
Breaking Down Barriers
Posted by Jon P. Zurfluh in All on March 3, 2010
Below is a video that has had lots of play in the last 4 years since its original posting. It recently resurfaced on YouTube and in a few social network sites. It’s a powerful story of an autistic youth and overcoming adversity. It also reinforces the notion of the critical aspect of teacher/student relationship at the center of the instructional core. In this instance, a coach has a sense of readiness and plays to the makes decisions for the individual. He struggles with this and even doubts his own actions. But instinct and experience help him stay the course. As much as this is a video about student accomplishment, it is also about the subtle and often emotional aspects of the learning process.
Vindication?
Posted by Jon P. Zurfluh in All on February 4, 2010
With some degree of glee, I can report to you today that a Judge has finally confirmed what we knew 25 years ago – Washington State does not fully fund basic education:
The state of Washington is not fulfilling its constitutional duty to fully pay for basic public education, a King County judge ruled Thursday.The decision from Superior Court Judge John Erlick came after nearly two months of testimony last fall in a lawsuit brought by a coalition of school districts, parents, teachers and community leaders. They said the state was failing its constitutional duty and leaving school districts to rely on local levies, donations and PTA fundraisers to educate students.
By DONNA GORDON BLANKINSHIP
ASSOCIATED PRESS WRITER
So, you might ask – What are they failing to fund?
From my history as a teacher in Washington during the onset of collective bargaining, consistent with my experience as principal in White River Schools, and in connection with my aspirations to the superintendency, here is my list:
- a litany of unfunded mandates in the form of specialty legislation that has increased bureaucracy in schools to the point of choking leadership and gagging teachers.
- a definition of basic education under the first lawsuit that was drafted to fit what the legislature wanted to spend rather than as a function of what was required to actually do the job and do it well
- a stopgap approach to limiting funding of that definition that included a levy lid, and then levy equalization, and then TRI, and then school improvement, and then….. – you get the picture – one bandaid after another that never addressed the core problem with the first definition
- a regressive tax system that leaves us with little option to address this court decision without completely abandoning the current system in favor of something far more fair and even – something that is unlikely to happen in the current partisan environment
If you are cheering this decision like I am, be aware that our cheers will likely fall on deaf ears. First, the decision comes after the legislature has already moved past its self-imposed deadline for bills to come out of committee. Thus, unlikely to get much more than status quo for this session. Do I hear “special session” in the wind?
Second, and also likely, there are appeals that will be played out all the way to the State Supreme Court. Stay tuned. Long road ahead.
Learning 2.010 has launched!!
Posted by Jon P. Zurfluh in All on February 3, 2010
Jeff Utecht is being a bit pessimistic with his description of the recently launched third iteration of the Learning 2.0 conference series. Despite his apprehension, there is every reason to believe that this conference will again inspire and direct individuals along the path of creating the next generation of learning practices. Inspired by a collaboration of like-minded individuals in 2008, this conference continues to elicit strong gains in applying technology based practices in real learning environments. We have changed practices through our efforts, and yet we are still struggling with the degree to which that change continues to be hampered by politics and outdated pedagogy.
Thus, we offer the latest iteration of 21st-century thinking and give you the new and improved Learning 2.x. The focus this time will be on research-based practices in providing for sustainability through development of long-term relationships in cohorts of like-minded individuals. Of particular excitement to me is the opportunity to coordinate the leadership strand. Applying theory and leading-edge concepts on school change with a cohort of individuals responsible for implementing that change is an exciting and energizing venture. If everything comes together as planned, there will be opportunity prior to the conference to build an essential common framework upon which our conversations will emerge. These personal learning networks (PLN) will continue through and beyond the conference and provide a significant foundation for future collaboration and support.
How can you not get excited about something like this?!
Take a look at the website and consider joining us in what ever cohort strikes your fancy. Personally, I hope you will consider the leadership strand. 
Motivation & Daniel Pink
Posted by Jon P. Zurfluh in All on January 31, 2010
It seems fortuitous that I wrote last night on Mike Rowe and then found Daniel Pink shortly after to reflect on the nature of motivation. These are two very nice videos back-to-back and tell us much about the new age of work and accomplishment. Similar to the theories (dare I say facts) presented by Pink, I’m writing this instead of the paper that is due in my doctoral class – my incentive, “grade” based class where I do work for the carrot of a piece of paper that somehow distinguishes me from everyone else – hogwash!
In reality, much of what Pink describes is true for me – I select projects where I can be creative and add to the base of knowledge rather than looking for the position with the greatest pay potential. Performance has always been a motivator and I read about Google’s 20% only to say “Yeah!” and “Right On!!” and “That Makes Sense!!!”
The fact that we have had it wrong for so long is what amazes me. In schools especially, we seem all too caught up in a Pavlovian reality and stretching to a different kind of conceptual framework seems unreachable. Could it be that our most difficult students are trying to tell us something that has nothing to do with their “condition?” Maybe we have so tightly closed the lid on our children that they have no choice but to move constantly amongst realities – one after another in quick succession – to the point that we no longer understand them because of their divergence from our norms.
Pink may have the new age of motivation in his pocket, and his dialog on the topic has inspired some divergent thinking at the very least.
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