Last Tuesday, I attended the Carolina School for Inquiry Board of Directors meeting. It had been a while since I'd been to a regular meeting... I guess the last one was when I was still chair.
I was pleased to see the large attendance. When I was on the board we couldn't pay people to attend until we had the unfortunate incident. The people attending Tuesday were civil, unlike some of the folk in the mobs that attended the last couple of meetings in September.
I was excited to hear a presentation from the special ed department. They are taking the lead on innovative ways to help special needs kids. The federal regulations will be demanding more proactive intervention and the two special ed teachers, with the encouragement and blessing of the CSI lead teacher/director Victoria Dixon-Mokeba, have developed what looks like a wonderful plan. They asked the teachers what would help them and the kids, studied the data, checked on the kids' needs. They are planning to work with small groups of kids before they are labeled so that they can prevent problems from developing and take away some of the stigma associated with "special ed" labels.
That's one of the strengths of a multi-age setting. Kids can develop at different rates, get the extra help or extra push to go further without either being labeled a failure or being socially promoted without ever helping them develop the skills they need. I'm proud of CSI for being innovative in this area as well as in other areas of curriculum. This is what a charter school should be able to do.
The budget report is always interesting, but I was disappointed to see that the board members seemed to find it boring. The CSI accountant couldn't do a better job of explaining the current and future budget needs and issues. I know that he and other charter school experts have given this novice board remedial lessons in governance & finance as related to a charter school board, and so it concerns me that some of the ladies don't seem to want to listen.
I was even more surprised to see what did interest them. During the public comments, a grandparent spoke with great passion about the marquee in front of the school. Why was it empty? Why did other schools have things on their marquee but we don't?
I was a little taken aback. That's it? I thought. That's the biggest issue? That's how you plan to fire the finest director/lead teacher in SC?
Victoria explained during her report that the marquee was empty because OSHA had determined that the ground was too uneven to use a ladder and our landlord's hadn't regraded the ground or purchased a telescoping wand. That is when a couple of board members perked up.
"So we need to buy a wand? How much does it cost?"
Sweet Millard Filmore on a bicycle. This is the board of directors of a public charter school, not the PTA. Did you miss it when Bill said we may not have enough money to pay full teachers salaries? You want to buy a wand so we can have announcements on the sign in front of the school?
This reminded me of several stories Brian Carpenter tells about disfunctional boards. It also reminded me of a personal story. Early in my tenure as board chair, when I was still struggling to maintain order and harmony at the same time, someone in public comments asked why we didn't have a school bus of our own, instead of renting one when we needed it for trips. In the meeting, a board member asked about the bus, and I said that the facilities committee should study the issue and report back. This is when I lost control. They started talking about busses and how they'd looked at them before. I kept saying, yep, that's what the committee needs to look in to. In the committee. Not now... I am ashamed to say that we discussed what color to paint the hypothetical school bus for two or three minutes (a long time in a meeting) before I managed to get it back on task. And the committee never did recommend buying a bus...it's cheaper to rent.
And so we see the state of affairs. Carolina School for Inquiry is a fine public charter school. The test scores are great, the students are happy to be learning, the director and most of the teachers know that we as parents and taxpayers and citizens appreciate the fact that they work ten times harder than average to help children learn. There is no try, only do. But then the board, elected in an avalanche of personal vindictiveness and anger, acts as if they are in the middle school glee club. (I am flashing back to middle school, because I heard that a board member was chastised for speaking to me. I can't really bring myself to care, but it does make me want to buy some clearisil.)
I really hope the board takes its lessons to heart and starts acting like a board and not a social club before the sign outside of the school says "Closed."
Thursday, April 1, 2010
Friday, March 19, 2010
Crab Boils and Mean Girls
Have you every been to a crab boil? You know that the crabs have to be fresh, as in.... Alive. So the crabs are kept in a big basket until the water boils.
This is not a story about cooking and eating live animals. It is about the nature of crabs.
In the basket, the crabs scramble around trying to get out. Often, one will climb until it gets almost to the top, and then....
The other crabs pull it back in.
Many years ago, as I eavesdropped on a conversation between my mother and Senator Kay Patterson, I heard this story. Senator Patterson said that black folk were like the crabs. If one got too high, other black folk would pull him back. White people could just sit and watch.
Mom suggested that might apply to women too. Senator Patterson said he didn't know about women, but maybe.
It is sad that after over 30 years, women and black folk sometimes still act like the crabs.
You don't need white men to hold anyone back. There are claws at your back.
Even President Obama "wasn't black enough" and acted "white." It's legion. But as Senator Patterson didn't know much about women, I can't really talk about that, since I'm just looking from the outside.
I can talk about women.
I love women. Some of my best friends are women. I count on women. But there are some women who act as if they have been raised to be cortesans or something. They are nasty and competitive with other women, never supportive. They are mean girls.
If a woman succeeds, they say, "She slept her way to the top."
If a woman chooses to stay in a traditional role, they say she is lazy and stupid.
If a woman has a husband, bright children, a sharp mind, and a good heart, they do everything they can do to ruin her.
People (usually other women) will often say that they can't stand having a female boss because women are petty or flaky or random. And there are women who make crappy bosses. There are men who make crappy bosses.
But some women don't want to have a woman for a boss because they are so insecure and jealous, they can't deal with women except in competition for men. They have a brothel mentality. They are stuck in middle school, where they whisper about loose girls, girls with ugly clothes, fat girls... These women are "mean girls" all grown up and still as pathetic and sad as ever. All that's missing is that Clearisil smile.
I have a friend in a situation like that now. (She is also black, so she has also been accused of "acting white" and "being uppity" by black women who were supposed to be her loyal employees.) She is the director of a small charter school. She has been recognized and honored statewide and nationally. Most of the parents and almost all of the children love and respect her. Largely due to her skills and energy, the school is a great success. She empowers and encourages teachers and students. She holds everyone accountable. She is tough and she is fair. She is the leader.
If she were a man, these women would be lying at her feet. Instead, they are jealous and bitter. Although they cloak themselves in a desire to "help the teachers" not have to work so hard, they act by trying to ruin her reputation. Instead of saying that she is too tough (which men never are, incidently), they say she sleeps with men who aren't her husband. Instead of saying that they disagree with her policies, they say she is a witch and should be sent to hell (I am not making that up.)
I know of another situation in which the old "mean girls" have made allegations of impropriety against a woman whom they know in a social club and have harassed her in her job, her church, and her home. I'm sure you all know of similar cases.
What's with these sad pathetic women? Men don't do this kind of thing. They shoot each other, maybe, but then it's back to the bar for a beer. Women nurse grudges like a new born baby.
When will we learn to support each other, or at least act in a civilized manner. When will these chicks learn the difference between disagreement and disagreeable? When will we ever learn? When will we ever learn?
This is not a story about cooking and eating live animals. It is about the nature of crabs.
In the basket, the crabs scramble around trying to get out. Often, one will climb until it gets almost to the top, and then....
The other crabs pull it back in.
Many years ago, as I eavesdropped on a conversation between my mother and Senator Kay Patterson, I heard this story. Senator Patterson said that black folk were like the crabs. If one got too high, other black folk would pull him back. White people could just sit and watch.
Mom suggested that might apply to women too. Senator Patterson said he didn't know about women, but maybe.
It is sad that after over 30 years, women and black folk sometimes still act like the crabs.
You don't need white men to hold anyone back. There are claws at your back.
Even President Obama "wasn't black enough" and acted "white." It's legion. But as Senator Patterson didn't know much about women, I can't really talk about that, since I'm just looking from the outside.
I can talk about women.
I love women. Some of my best friends are women. I count on women. But there are some women who act as if they have been raised to be cortesans or something. They are nasty and competitive with other women, never supportive. They are mean girls.
If a woman succeeds, they say, "She slept her way to the top."
If a woman chooses to stay in a traditional role, they say she is lazy and stupid.
If a woman has a husband, bright children, a sharp mind, and a good heart, they do everything they can do to ruin her.
People (usually other women) will often say that they can't stand having a female boss because women are petty or flaky or random. And there are women who make crappy bosses. There are men who make crappy bosses.
But some women don't want to have a woman for a boss because they are so insecure and jealous, they can't deal with women except in competition for men. They have a brothel mentality. They are stuck in middle school, where they whisper about loose girls, girls with ugly clothes, fat girls... These women are "mean girls" all grown up and still as pathetic and sad as ever. All that's missing is that Clearisil smile.
I have a friend in a situation like that now. (She is also black, so she has also been accused of "acting white" and "being uppity" by black women who were supposed to be her loyal employees.) She is the director of a small charter school. She has been recognized and honored statewide and nationally. Most of the parents and almost all of the children love and respect her. Largely due to her skills and energy, the school is a great success. She empowers and encourages teachers and students. She holds everyone accountable. She is tough and she is fair. She is the leader.
If she were a man, these women would be lying at her feet. Instead, they are jealous and bitter. Although they cloak themselves in a desire to "help the teachers" not have to work so hard, they act by trying to ruin her reputation. Instead of saying that she is too tough (which men never are, incidently), they say she sleeps with men who aren't her husband. Instead of saying that they disagree with her policies, they say she is a witch and should be sent to hell (I am not making that up.)
I know of another situation in which the old "mean girls" have made allegations of impropriety against a woman whom they know in a social club and have harassed her in her job, her church, and her home. I'm sure you all know of similar cases.
What's with these sad pathetic women? Men don't do this kind of thing. They shoot each other, maybe, but then it's back to the bar for a beer. Women nurse grudges like a new born baby.
When will we learn to support each other, or at least act in a civilized manner. When will these chicks learn the difference between disagreement and disagreeable? When will we ever learn? When will we ever learn?
Tuesday, March 16, 2010
REBLOG: What Inquiry Isn't
I wrote this in September 2007, and since it's tax season and since no one read this the first time, I'm running it again. OK? Thanks.
It seems that when people --- parents, teachers, community members --- ask what inquiry based education is, they often hear "I can tell you what it isn't." While I think there is an affirmative answer, like inquiry itself, it must be discovered and uncovered rather than put forth as a definition.
One of the founders of our charter school Sue does a wonderful job of showing inquiry. She leads the audience in a mini-lesson which begins with people calling out names of animals and moves through many other steps to illustrate how exploration can be used in all aspects of education. There is the sorting, which can be scientific and mathematical; then the wondering why we picked these animals, which can bring in social studies and self-discovery; then of course, reading about the animals... language arts. My description is clear as mud, I realize. Hmm, maybe we should say, "you have to see it to believe it."
One of the most common misunderstandings of inquiry are that it is dippy "let children do what they want because they are so wonderful who needs manners?" type of method. Some people who believe this actually want this for their children. Fortunately, this isn't what inquiry is. I'm all for conversing with children, listening to their unique view points and watching their little brains work as they are exposed to new ideas. There is something magical about a child carefully explaining some important point to an adult, mimicking his parents' checking strategy: "Do you hear me? What did I say?" But I'm also a big fan of civility. I don't think that a child's creativity or inquisitiveness are stifled by being expected to follow rules, listen to others, not hit other children in the privates.
In fact, inquiry demands a child have self-control (which the teacher helps to develop), independence, and ownership of his/her education process. They have to be responsible. If they are struggling, they need to ask for help. If they are "bored" (a word my children are not allowed to say), they must reach into their inner resources and make their learning experience richer, deeper, and wider. The teachers are there to help, but it is ultimately the child who will be the life-long learner. There will be a learning hum in a classroom, and good noise that means children are interacting and learning. However, respect for self, others, and the world around us are essential elements of our school. Everyone is entitled to a safe place to learn the way he/she learns best. Parents who believe that their child should not be guided to civility, while believing other people's children should bow to their little darlings' needs, are very disappointed. I have two words for them: Home School.
Another misguided view, I believe, is that inquiry is an end all and be all. A teacher of inquiry draws on children's natural curiosity and guides him/her toward discovery. However, the most important thing is that children learn well, and to do that, teachers need to draw on many methods and techniques. As an example, many people are convinced "phonics" is the way to teach reading. At some point, whole word became the darling of educators. The thing is, people learn to read using different methods and strategies. Both phonics and whole word are tools, but not the only tool. Similarly, inquiry is a philosophy, a background for teaching, but the teacher will use many tools to facilitate it. Educators should use what works, not get hung up on labels and fads. Flexibility is expected of children and should be encouraged in teachers.
The third notion of inquiry, that makes me really angry, is that inquiry is only appropriate for upper middle class children (probably white, but the critics won't say that.) All children, no matter what their background, are curious explorers. Some have it beaten (figuratively if not literally) out of them earlier than others, but all have the spark. Children can learn when they are a part of their education, are taught the way they learn, have relevant curriculum, and are respected as learners. And even when the spark has been smothered by years of factory-based education, it can be reignited by caring, patient, and respectful teachers. We have seen it happen.
Our school emphasized a child's role in his/her education. The students see themselves as writers, scientists, readers, social scientists, and citizens of the world. They have the tools to learn no matter where they go. Their strength comes from their rediscovered inner resources and not outside props. We are young and still learners ourselves. There is far to go, and mistakes have been made. But like rational, civilized people, we have learned from our mistakes and seek to improve. And like rational, healthy people, we recognize the strengths and great things that have happened and are continuing to happen.
Public education is extremely important to the health and well-being of our society. I believe it's important to have educated, rational, civilized innovators as our current and future citizens. And I believe inquiry-based education is the way to get that.
It seems that when people --- parents, teachers, community members --- ask what inquiry based education is, they often hear "I can tell you what it isn't." While I think there is an affirmative answer, like inquiry itself, it must be discovered and uncovered rather than put forth as a definition.
One of the founders of our charter school Sue does a wonderful job of showing inquiry. She leads the audience in a mini-lesson which begins with people calling out names of animals and moves through many other steps to illustrate how exploration can be used in all aspects of education. There is the sorting, which can be scientific and mathematical; then the wondering why we picked these animals, which can bring in social studies and self-discovery; then of course, reading about the animals... language arts. My description is clear as mud, I realize. Hmm, maybe we should say, "you have to see it to believe it."
One of the most common misunderstandings of inquiry are that it is dippy "let children do what they want because they are so wonderful who needs manners?" type of method. Some people who believe this actually want this for their children. Fortunately, this isn't what inquiry is. I'm all for conversing with children, listening to their unique view points and watching their little brains work as they are exposed to new ideas. There is something magical about a child carefully explaining some important point to an adult, mimicking his parents' checking strategy: "Do you hear me? What did I say?" But I'm also a big fan of civility. I don't think that a child's creativity or inquisitiveness are stifled by being expected to follow rules, listen to others, not hit other children in the privates.
In fact, inquiry demands a child have self-control (which the teacher helps to develop), independence, and ownership of his/her education process. They have to be responsible. If they are struggling, they need to ask for help. If they are "bored" (a word my children are not allowed to say), they must reach into their inner resources and make their learning experience richer, deeper, and wider. The teachers are there to help, but it is ultimately the child who will be the life-long learner. There will be a learning hum in a classroom, and good noise that means children are interacting and learning. However, respect for self, others, and the world around us are essential elements of our school. Everyone is entitled to a safe place to learn the way he/she learns best. Parents who believe that their child should not be guided to civility, while believing other people's children should bow to their little darlings' needs, are very disappointed. I have two words for them: Home School.
Another misguided view, I believe, is that inquiry is an end all and be all. A teacher of inquiry draws on children's natural curiosity and guides him/her toward discovery. However, the most important thing is that children learn well, and to do that, teachers need to draw on many methods and techniques. As an example, many people are convinced "phonics" is the way to teach reading. At some point, whole word became the darling of educators. The thing is, people learn to read using different methods and strategies. Both phonics and whole word are tools, but not the only tool. Similarly, inquiry is a philosophy, a background for teaching, but the teacher will use many tools to facilitate it. Educators should use what works, not get hung up on labels and fads. Flexibility is expected of children and should be encouraged in teachers.
The third notion of inquiry, that makes me really angry, is that inquiry is only appropriate for upper middle class children (probably white, but the critics won't say that.) All children, no matter what their background, are curious explorers. Some have it beaten (figuratively if not literally) out of them earlier than others, but all have the spark. Children can learn when they are a part of their education, are taught the way they learn, have relevant curriculum, and are respected as learners. And even when the spark has been smothered by years of factory-based education, it can be reignited by caring, patient, and respectful teachers. We have seen it happen.
Our school emphasized a child's role in his/her education. The students see themselves as writers, scientists, readers, social scientists, and citizens of the world. They have the tools to learn no matter where they go. Their strength comes from their rediscovered inner resources and not outside props. We are young and still learners ourselves. There is far to go, and mistakes have been made. But like rational, civilized people, we have learned from our mistakes and seek to improve. And like rational, healthy people, we recognize the strengths and great things that have happened and are continuing to happen.
Public education is extremely important to the health and well-being of our society. I believe it's important to have educated, rational, civilized innovators as our current and future citizens. And I believe inquiry-based education is the way to get that.
Monday, February 15, 2010
Is multi-age inquiry-based education too hard on teachers?
Carolina School for Inquiry made AYP this year, its fourth year of existence. WOO-HOO!!!
Many new schools aren't judged for AYP (adequate yearly progress) until their fourth year because it takes at least that long for the effects of the new school to overcome the old schools. In the case of CSI, a charter school, Richland School District One chose to be cautious and use AYP to keep track even in the first three years.
Not only did CSI make AYP, it is leading the district in many areas of testing on the statewide PASS test.
This is important not only to CSI parents, teachers, and students, but to all advocates of excellent public education for all people.
This is what we heard from detractors, mostly in Columbia, but even from some blogger in Alaska:
Carolina School for Inquiry has a diverse population of students. It reflects the urban/rural, social, cultural, and ethnic makeup of Richland School District One.
As a charter school, every child has a parent who decided to give multi-age, inquiry-based education a try, although not every parent is able to be in the school as often as they'd like (including me.) Parents do make a difference in their child's education, but we can't blame the parent and move on. As Victoria Dixon-Mokeba says, each child brings the best parents they have and if that's not such a great parent, that child still needs to learn.
Carolina School for Inquiry has some excellent, committed, professional teachers. These teachers work longer and harder than many of their counterparts in traditional public or private schools. They attend professional development courses to improve their knowledge and skills in both subject matter and in inquiry, multi-age, and differentiated education theory and practice. They grade not with simple formulas and ABCs, but with a combination of kidwatching and written and oral evaluation.
My son's report cards are always at least four pages long, and in them I can see that his teachers really know him as a learner. We have been lucky to have teachers committed to multi-age inquiry since he began here in third grade. I understand that not all teachers at the school have been willing to put this kind of time into the narrative report cards, and I feel sorry that their parents and students haven't experienced a well-honed narrative report card.
In order for Inquiry to be done right, the teachers have to be committed. They need to understand differentiated education and know how to implement it. They need to have a carefully crafted plan. Although Inquiry teachers are flexible, they can't fly by the seat of their pants. Each child needs to have what is in effect an IEP, an individual education plan. The teachers can't use pre-fab lesson plans, even if they have "worked" in traditional classrooms for 25 years. At CSI, there are no children left behind. The teachers can't say, "I've done all I can with that one, he's a lost cause." Each child must learn to be the best learner he or she can be. No excuses. No "try" only "do."
A couple of teachers are complaining that multi-age, inquiry based education is too hard. They can't say it doesn't work. They don't say the kids don't learn. They say that it is too hard. They focus on multi-age, saying the class levels are too broad, but as we have said, if inquiry is done right, the developmental levels are not so important as in a traditional classroom. We don't need "bluebirds" and "crows."
And as I've said, my son's teachers have all been committed to the best student learning, so I don't really understand what the other teachers' problems are. But I do know that Carolina School for Inquiry is a school of choice and if it doesn't fit the need of a teacher, they should find a more traditional, easier school at which to teach.
There are thousands and thousands of committed, energetic, professional, child-loving teachers out there. CSI only needs seven of them.
Congratulations to Victoria Dixon-Mokeba and the fine staff and faculty, to all of the students, and to all of the families and friends of CSI. We are a success and now almost everyone knows it.
Many new schools aren't judged for AYP (adequate yearly progress) until their fourth year because it takes at least that long for the effects of the new school to overcome the old schools. In the case of CSI, a charter school, Richland School District One chose to be cautious and use AYP to keep track even in the first three years.
Not only did CSI make AYP, it is leading the district in many areas of testing on the statewide PASS test.
This is important not only to CSI parents, teachers, and students, but to all advocates of excellent public education for all people.
This is what we heard from detractors, mostly in Columbia, but even from some blogger in Alaska:
- Inquiry is for white, middle-class children. Other children don't learn because they aren't (fill-in-the-blank) culturally/genetically/mentally able to learn through inquiry. They need tables, worksheets, and yelling teachers. (How's that tably/worksheety/yelly thing workin' for ya?)
- Inquiry lets children do whatever they want and so they won't learn basic skills or achieve the standards or learn the essential boring stuff.
- Teachers aren't willing to work hard enough to properly implement inquiry.
Carolina School for Inquiry has a diverse population of students. It reflects the urban/rural, social, cultural, and ethnic makeup of Richland School District One.
As a charter school, every child has a parent who decided to give multi-age, inquiry-based education a try, although not every parent is able to be in the school as often as they'd like (including me.) Parents do make a difference in their child's education, but we can't blame the parent and move on. As Victoria Dixon-Mokeba says, each child brings the best parents they have and if that's not such a great parent, that child still needs to learn.
Carolina School for Inquiry has some excellent, committed, professional teachers. These teachers work longer and harder than many of their counterparts in traditional public or private schools. They attend professional development courses to improve their knowledge and skills in both subject matter and in inquiry, multi-age, and differentiated education theory and practice. They grade not with simple formulas and ABCs, but with a combination of kidwatching and written and oral evaluation.
My son's report cards are always at least four pages long, and in them I can see that his teachers really know him as a learner. We have been lucky to have teachers committed to multi-age inquiry since he began here in third grade. I understand that not all teachers at the school have been willing to put this kind of time into the narrative report cards, and I feel sorry that their parents and students haven't experienced a well-honed narrative report card.
In order for Inquiry to be done right, the teachers have to be committed. They need to understand differentiated education and know how to implement it. They need to have a carefully crafted plan. Although Inquiry teachers are flexible, they can't fly by the seat of their pants. Each child needs to have what is in effect an IEP, an individual education plan. The teachers can't use pre-fab lesson plans, even if they have "worked" in traditional classrooms for 25 years. At CSI, there are no children left behind. The teachers can't say, "I've done all I can with that one, he's a lost cause." Each child must learn to be the best learner he or she can be. No excuses. No "try" only "do."
A couple of teachers are complaining that multi-age, inquiry based education is too hard. They can't say it doesn't work. They don't say the kids don't learn. They say that it is too hard. They focus on multi-age, saying the class levels are too broad, but as we have said, if inquiry is done right, the developmental levels are not so important as in a traditional classroom. We don't need "bluebirds" and "crows."
And as I've said, my son's teachers have all been committed to the best student learning, so I don't really understand what the other teachers' problems are. But I do know that Carolina School for Inquiry is a school of choice and if it doesn't fit the need of a teacher, they should find a more traditional, easier school at which to teach.
There are thousands and thousands of committed, energetic, professional, child-loving teachers out there. CSI only needs seven of them.
Congratulations to Victoria Dixon-Mokeba and the fine staff and faculty, to all of the students, and to all of the families and friends of CSI. We are a success and now almost everyone knows it.
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