The School Directors of the Penn-Trafford School District announced their vision for what education will look like in the coming years in our school district. The School Board participated in a Board retreat in February which gave them a chance to concentrate on important educational issues and how they believe the district should respond. The School Board carefully considered these important educational issues in relation to the school district community. The result was a vision statement, a belief statement and a set of non-negotiable goals for student achievement and instruction. The ensuing document articulates the vision for education in the school district over the next two years. The School Board worked very hard on the night of the retreat to fashion a vision for educating the students in our school district I am proud of the Board because they focused so intensely on crafting a vision and creating non-negotiable goals that directly impact students in the district and focuses on customizing student learning. The non-negotiable goals for student achievement and instruction will help drive the school district into the 21st Century and beyond.
What a complete joke!
ReplyDeleteWhat are you talking about? What's a joke? That that's not the way we've done things for the past million years in PT? Could we get a productive discussion going on here instead of useless posts?
DeleteNot a joke what so ever! I went to the PAC Meeting on Wednesday and Dr. Butler reviewed the document listing the vision and goals of the Board. They were great! Totally focusing on how things can be improved for our children. It's not saying that the past Boards or Administration did anything wrong. It says that they want to make some guarantees to the students and community that will focus on improving many things through the next two years. Every good business model has a vision statement and specific goals. This is only going to benefit our children.
ReplyDeleteDr. Butler,
ReplyDeleteFirst off, I'd like to thank you and the School Board for a clear plan concerning the district's intentions for the education of our children. I think these goals and the overall vision are excellent.
I do, however, have a few questions about the implementation of these visions and goals: obviously, the 2-Year Non-Negotiable Achievement Goals pertain primarily to high school students, i.e., graduation rate, internships, and online classes seem to be geared toward preparing teenaged students for the real world they are about to enter--which I think is not only appropriate but also necessary for their future success. How will elementary and middle school students be affected in the next two years? Will every child not in high school have her or his own customized learning plan within that timeframe as well--plans that perhaps include real-life simulations and/or observations before high school? And will foreign language still be reserved only for high school students--or are there plans to introduce foreign language to children earlier in their school years?
Thank you for your input.
Great questions. Simply put, all of the goals will be implemented in all grade levels. As a matter of fact, there are examples of hard working teams of elementary teachers customizing learning for their students right now. We will review these smaller projects and learn from them so we can implement a more comprehensive customized plan later. I also believe that "real life" career experiences can be implemented at every level. I have seen elementary students participate in a "vehicle career day" where vehicles representing different careers are parked around the school and students can talk to the drivers about the jobs they do. I know that is a simple example, but it does show that the district can bring things to the elementary level. Currently about 93% of our students take a foreign language. We will have to think of a way to get the final 7% to experience a foreign language class. Will that include some foreign language instruction at the middle schools or elementary schools, I do not know but everything is on the table as we move forward figuring out how to implement these goals and vision.
Delete93% of students in the high school, not the whole district? Correct?
Delete93% of the students who graduate have taken a foreign language class (on average).
DeleteThank you for your response to my questions, Dr. Butler. I think this is a great direction for the district.
DeleteForcing or "strongly encouraging" students to take languages or any other course for that matter does not boost achievement. If anything it discourages it. One of the key principles to differentiating learning is based on students interest and student profile. "You can lead a horse to water, but you can't make it drink, and if you force it to, it eventually spits that water right back in your face!" These are young adults, let's let them make their own decisions, and therefore be held responsible and accountable for their decisions.
DeleteThe vision and goals sound amazing. I love the work-based experience, the online course experience, the reduced emphasis on textbooks, etc. I have so many questions! Can't wait to hear more about the implementation.
ReplyDeleteThanks for the blog, this is really helpful.
What the district "says" and "does" are two entirely different things. New names same garbage.
ReplyDeleteWow, that's totally unfair and judgmental. This is Butler's first year here, so what's your basis for "same garbage"? From what I have heard discussed among parents and what I read here, plenty of people sound really excited about the changes. Why so unwilling to give them a chance?
DeleteHave you read the article where the union president stated that all these decisions that are going on are/were never discussed with any teachers (only at an administration level). Certainly doesn't speak to a joint effort of unifying a very divided district. As mentioned, I still support, "same garbage". Those in power make the decisions, everyone else succumbs (even albeit unwillingly) because what else is there to do?
DeleteThe teacher's union in this district has an historical record of being more than capable of taking care of its members. I have no doubt, or at least sincerely hope, that the union doesn't "succumb" to anything that isn't in its members' best interests. Since one shouldn't become a teacher unless educating students is a top personal and professional priority, I have every confidence that the teachers can and will have their voices heard. Isn't it a contract year?
DeleteWhile making BIG changes, please consider air conditioning and extended school year. Two week breaks for students every few months which would allow for family travel without loss of time in class and more learning!!
ReplyDeleteYawwwnnnnn
DeleteToo funny! So much better than the basic economics lesson I was going to give for why neither of those suggestions were feasible.
Delete^ How about a little less condescending. Everyone is entitled to their opinion, and to those not involved in the economics of a district, it seems as though it would be something to consider. If you want to talk economics I can think of a few individuals whose positions are completely expendable. Instantly saving hundreds of thousands of dollars which could be placed towards those same ideas that you so arrogantly and rudely dismissed.
DeleteArrogant and rude? When you point a finger, there's more than 1 pointing back at you. If you can't take what you're dishing out...
DeleteI don't believe any fingers were initially "pointed". Someone expressed their opinion, which is the purpose of this blog and other individuals (rather than respectfully disagreeing with it) took a rude approach.
DeletePot, meet kettle.
DeleteIt's a shame how quickly a blog like this can be compromised...
DeleteNot really sure how we got from discussing the 2-year goals/vision to air conditioning and extended school years, but if this person is so obviously unhappy with everything about the school district, here are some suggestions for something else to do besides "giving in" to what he or she does not agree with:
ReplyDelete1. Vote for school board members who share your views, if there are any
2. Offer real suggestions for ways to improve education in the district
3. Homeschool
4. Move
Teachers should also elect union reps who will represent their majority interests. Key word being "majority."
You clearly haven't been in this district long enough. The "majority" of all votes and school board members are corrupt. PT is notoriously nepotistic.
DeleteTo suggest someone resort to homeschooling in place of the public education which is a fundamental right and principal for every child is ludicrous - and to move is even more irrational.
The union is useless if the board is corrupt. With a corrupt board of course administration and employment also suffers (you can CLEARLY see how it's an unfixable state which has led PT into many of the unfavorable situations that they have found themselves in)
For someone who is so CLEARLY concerned with respectful disagreement, it does not read that way in the least. Yes, a public education is a fundamental right guaranteed in the commonwealth's constitution. That does not mean that homeschooling is ludicrous or that relocation is irrational. Both, in fact, are choices made all the time due to personal disagreements with public school systems. Since you CLEARLY know everything about everything, including lengths of residency for every person in the district, we CLEARLY do not need to continue any discussions at all. Hypocrisy, hypocrisy.
DeleteGlad you see my point CLEARLY - THANKS!!!!
DeleteI'm not going to pretend that I know a lot about the logistics and inner workings of public school districts in Pennsylvania, but I do have a decade of experience teaching undergraduates at the University of Pittsburgh and advising students of all ages, not only about course offerings but also in terms of internships, which do become extremely important at the college level. So, my perspective comes from both that of an elementary school student's parent and as a teacher who might encounter Penn-Trafford students in a class at Pitt: The reality is that as colleges face dire budget cuts, particularly those in Pennsylvania, more and more education will go online because it's "cheaper"; therefore, knowing how to manuever through an online course, including aspects of time management that do not include updating your Facebook status, will be vital to student success. Internships will give young adults an opportunity to experience careers before having to declare a major and go through a course sequence, only to find out that that isn't really what they want to do for the rest of their lives--or that, maybe, that isn't what they're really good at. Saves time, money, and in some cases, frustration and heartbreak. Foreign language is required at colleges and universities these days; an early start, again, only benefits students in the long run. For high school students who decide to puruse options other than university education, whether military, career, technical or trade school, etc., these 3 primary changes--online education, internship, foreign language--only seem to help them get ahead as well. For the students, these goals are what will keep them on pace with the rest of the country. That's my take on the 2-Year Non-Negotiable Achievement Goals.
ReplyDeleteWhat this means for teachers in this district, I am not sure. In my personal experiences with my child's elementary teachers, each and every one of them has been wonderful, caring, and thoroughly competent. I like them all. I have not yet met middle or high school teachers in classroom settings, but judging from the overall average graduation rate and the positive achievements Penn-Trafford graduates do reach, I'm betting that they, too, are pretty good at what they do.
From a sympathetic outsider's point of view, I know I don't like it when the department assigns a "required textbook" for all sections of a course, particularly one that is neither interesting nor helpful to students. The number one complaint on course evaluations is always: "The textbook is awful." They are also ridiculously expensive. Freeing teachers from textbook-only instruction opens so many possibilities, in my opinion and experience. The district already employs foreign language instructors at the high school--what does adding 7% of students mean in raw numbers? As far as internships go, a faculty advisor/mentor would probably be needed to "sign off" on student internships, but the teachers won't be administering or conducting the internships, so I don't see that as much added workload (of course, I could be wrong about this). The online/partial online courses would also appear to go hand-in-hand with the internships--if students need to leave school early to be at said internships, online coursework would be a logical way to "make up" class time. Because there are no final implementation plans as of yet--Dr. Butler indicated that everything was still on the table (see above)--this is all obviously conjecture. But I can see ways this will work for everyone on both sides of the desk. I would really like to hear from the teachers on these issues.
Thanks for reading.
Everything looks great! What is the implementation plan? What is the platform going to be for online learning? Will there be a "bring your own device" policy soon? My son just had ipad class for several weeks at McCullough, he loved it! Will students soon be permitted to implement this technology on a regular basis during the school day?
ReplyDeleteIf the newly released Council on Foreign Relations report on U.S. education is any indication, foreign language is likely to become a standard requirement at all public schools before too long, just like English, math, and science. PT is ahead of this curve, and that is a good thing.
ReplyDeleteThe article discusses he unreadiness and unpreparedness of students to compete in the global economy, but there is no mention of that being a result of foreign language acquisition.
ReplyDeleteForeign language has been specifically mentioned in the full report as well as specifically mentioned by Condoleezza Rice on all of the interview show circuits--PBS, CBS, CNN, et al.
DeletePost a link - id love to see it.
DeleteFull report: http://www.cfr.org/united-states/us-education-reform-national-security/p27618
DeletePBS: http://www.pbs.org/newshour/bb/education/jan-june12/education_03-20.html
CBS: http://www.cbsnews.com/video/watch/?id=50121865n
CNN: http://articles.cnn.com/2012-03-20/opinion/opinion_rice-klein-education_1_education-national-security-increasingly-competitive-world-economy?_s=PM:OPINION
Thanks for the links. I did go through each and directed my attention to the areas where foreign languages are addressed. The report as well as Ms. Rice do support foreign language acquisition as being vital to national security and economic prosperity. Which is also coupled with increase attention to math, writing, science, and computer technology. While creating well-rounded students is important, it is virtually impossible to 'master" a language within the course of a 4 year foreign language program. To make that a requirement, over other areas where students actually hold personal interest, seems counterintuitive when trying to prepare students for THEIR future, not a district's or the state's. Just a difference of opinion I suppose.
DeleteBut thanks for providing the links.
I am not saying I agree with the Council's so-called solution(s) to the problem(s). I actually think it's one more attempt to dismantle public education altogether. On the surface, things sound agreeable--being adept at 21st century technology and the ability to interact with a globally minded world seem well intentioned and sound. I do not think a Common Core or increasing a voucher program (although without proper funding and resources, just what *are* "failing" public schools to do???) are the right directions to achieving those goals.
DeleteI am not convinced that (all) students are not interested in foreign languages, although I agree that "mastering" a language is not typically the end result of high school programs; it takes more than that. The other concern I have about your last comment (in general, not specifically about what you said) is: what individual futures do students really have? It isn't so much about what a school district wants or hopes for, but it is about the country's future, and the more corporations become involved in shaping that future, the fewer individual paths there will be. And without the "right" education to follow those paths, where does that leave students and schools?
This question is unrelated to previous posts but related to the board's new goals. Currently, students are required to memorize the names and locations of the 67 counties of PA in 9th grade. Could this be an example of an activity which will change based on the new goals? Rote memorization of easily accessible information doesn't fit into the 21st century learning goals (yeah!). I know if I ever need to know where Venango County is, I won't ask a ninth-grader, I'll google it. :)
ReplyDelete