American Education and Policy

Helps for Music Teachers Part 2

2018-07-31T11:56:00.000-07:00

It’s August, as is one of the most important months for music educators.

During this month, planning must occur and while still on vacation, and one must design one’s curriculum for the year, at least informally. Planning must include crafting designs while anticipating the needs of all the students. Devising functional classroom management strategies may require extra concentration. Communicating one’s philosophy through the personality of the actual classroom by arranging seats just right, for fostering a collaborative and student centered music classroom is priority. Remember that, reflecting the needs and accommodating all learning styles cannot be planned on day one of classes, but must be planned and designed before-hand.

Planning the music curriculum

Planning is a key component to the success for one’s music curriculum. After assessing the previous year, one should know how to better plan for the upcoming year. The 10 week cycle that I have grown accustomed to, enables me to have the same elemental focus in theory for all four quarters, as students are able to expand their musical skills based on prior knowledge. With seven musical elements as the premise for music theory including melody, harmony, tempo, timbre, form, dynamics, and rhythm, the design is developed and differentiated according to the needs of the students.

How to accommodate the desires of students but still accomplish my music goals

I teach general vocal music and one consideration I have is for the boys in grades six through eighth grades to participate in the singing as much as the girls. Some love to sing while others are into a hip-hop culture and only want to wrap. However, my philosophy for music education will not allow me to relinquish the musical selections over for students to select all of the performing music. The result will be all deserts and no sustenance. Remember at the end of 10 weeks I have to present students in concert. So, what do I do?

Stay tuned for the next post!!!

Helps for the Music Educator

2018-06-10T13:02:00.002-07:00

Knowledge is power, and after over 25 years of teaching public school while serving urban communities as a music educator, I believe I have been granted power through wisdom, knowledge, and reasonble understanding, about teaching music in the K-8 settings. Although I believe that one should never stop learning and personally sharpening ones abilities in the subject area one has mastered; one should also be alert, and expecting that refreshing experience will occur as one will also be able to add to one’s own body of knowledge.

Evidences from my experience as an educator are that knowledge changes, policies change, curriculums change, standards change, administrations change, schools change, and educators are moved and changed leaving the field of education with the appearance of being uncertain and often unstable. Changing authorities and approaches elicit one's wise responses to the changes in education as to avoid becoming indifferent to change. One's own philosophy then guides the path as the inpetus and motivation for the educator in the midst of change. This philosophy will guide as one determines to operate within the realms of ones convictions, while alleviating some of the frustrations that accompany uncertainties for the educator.

I respect serving in a valued autonomous learning environment as this environment fosters growth as one develops skills for aligning and designing one’s curriculum reflecting the students one educates. I believe that autonomy helps to promote one’s own craft as a facilitator able to select skills and knowledge believed most valuable to one’s students. Educators who do not posess the freedom to design or craft units of learning are often devoid the full joy of teaching, as teaching then is no longer an art but has become a rigid system with restaints where teachers and students cannot be free to think critically.

Because the Internet has profoundly affected the lives of students in the K-8 settings, one cannot ignore the era in which our music students live. Different ways of learning within the music education classroom in the K-8 setting must undoubtedly be research-based and relevant, reflecting the interest of the students if we will have active learners. This means educators must be sensitive to facts that students are exposed to youtube, itunes, Pandora, Spotify, and other music listening sites daily. Therefore the music classroom cannot abandon current and relevant music of the day. One must make difficult choices relevant for the educational setting and the music classroom.

As iron sharpens iron, through this blog, I wish to provide for you a rare opportunity. I believe music educators have extreme power in schools but often lack forums for discussing many of the necessary choices relevant to music education. Therefore, the next few blog posts will provide helps for the music educators, to help with making sound choices, while not compromising one’s philosophies nor the researched educational advantages for the music curriculum in the K-8 setting. Stay tuned as I seek to provide "helps for the music educator".

When the Corrupt Lead a Nation

2017-12-10T08:32:00.001-08:00

American choices have led Americans into an age where hidden transgressions are being exposed in lives of leaders, politicians, and those society has learned to respect and admire. Some of these individuals have made indelible contributions to American society and living. The concerns in this posting are regarding the response to such individuals in relation to the roles of remaining leaders and how they affect American people, society and education. Since no one is perfect, the expectation is that imperfect people can do great work; however, for those who serve as the leaders of the nation; whereas decisions affect every individual, the standard is raised and should be raised. Living above reproach is required, to reduce weakening the respect of the office which one holds.

Policy decision makers, and those who hold office for making decisions for education in America should be those who live with respectable values, and with integrity. As has been witnessed; claiming affiliation with a religious group will not guarantee integrity nor that an individual will uphold an office with respect. Therefore, investigation, examinations, evaluations, and screenings, should be conducted for possible leaders, to ensure that the best and most qualified candidate is selected. Unfortunately, the foremost qualifications for vanguards for this day are too often dependent on their net worth.

Good news is that because several of our recent national leaders have been under intense scrutiny for corruption, this leaves those who hold an office of greatest responsibility at a possible crossroads for doing good. Letting one’s light shine so that men may see your good works is more real than ever. A small light will shine bright in darkness. Where leadership has been corrupted, and anti-American, one must stand firm while upholding the values that will sustain this nation. See the big picture, and know that present decisions will affect the lives of people not just for today but for generations to come. Recognize that the opportunity to make a strategic difference in the education of a nation is given to you; an obvious unique individual. One’s agenda must include social justice without partiality as this is America, which consists of many and diverse ethnic groups of people who all deserve equal opportunities for education. One’s commitment to serve all the peoples of the nation will be remembered throughout history.

When inequality exists, no one wins. Remember that promoting a superior race will no longer be accepted in America, as too much time and change has occurred to revert or impose such dogma. Although laws are proposed in guise for advancing the lives of American people, chosen individuals, placed strategically, must be ready to fight for the good of American people. The agenda of the corrupt is for ultimately creating a compliant kind of society while bankrupting the nation of its Morales and judgement. Those strategically placed in roles of office must make their voices heard within a corrupt nation among corrupt leaders. Remember that the American people elected corrupt leaders because of their own hate, malice, and jealousy. Beware, and on the alert, lest the few rich take control of the nation’s educational system while widening the gap between our children and their children, creating an aristocratic society.

Funding Public Schools Versus School Choice

2017-03-19T13:21:00.001-07:00

The recently released budget proposal promoting school choice with Secretary Betsy Devos at the helm of education in America has astounded many. Secretary DeVos stated that the budget puts parents in charge of choosing the best school for their children as the budget allocates an additional 1.4 billion dollars for choice programs. Secretary DeVos states a desire to support states and school districts, for providing equal opportunities for all.

Under the “Every Student Succeed Act” (ESSA), more power is in the hands of the states as Secretary DeVos declares more power has been placed in the hands of the states, parents, and educators. Describing the act as providing more flexibility, accountability, and innovation, Mrs. DeVos declares that every child has the chance to learn and to succeed. Under president Obama the ESSEA owns an expectation that already existing educational programs will be improved; that are operated by states and local governments. As part of the ESSA, state assessment Grants are allocated for prevention and intervention programs for at risk, neglected, and delinquent students (Section 1401). The law ensures accessibility to safe environments, excellent teachers, and support for preparation for success in college, a career, and life. According to NCES (2016), The Condition of Education 2016 data proves quite astounding in light of the new monies being allocated toward choice schools. See tables below.

The threat of defunding afterschool programs for needy students and families, while providing free meals for each student is under discussion. Each day, reports on budget cuts in education, health care, and other human service programs are announced, as these programs are viewed as ineffective and not accomplishing their intent, as the government feels no obligation to continue their funding. According to the tables listed, the majority of Americans obviously attend public school, demanding various kinds of needs. As a public-school educator, I can certainly verify the wanting budgets, and the absence of support, and resources for teachers in the public schools. After- all, working with many students at risk, of diverse ethnic groups requires much support.

On the other hand, admissions to private schools (choice schools) are competitive and for the top students who can attain such an entry. Certainly, everyone needs opportunity to achieve their best; however, I believe, that providing vouchers or incentives for students to pursue private schooling must not be viewed in isolation but rather considered for how the traditional schools will be affected by the funding per student. Promoting such an effort must have plans for proper funding and maintaining effective public schools. One must not throw out the old for seeking to advance another when the old serves the masses and is dependent on spending per student, depending on the state. Per student spending may vary from over 6,000 to as high as New York City per student costs of 20, 331. These number have changed over the years, but if a system extracts from the already struggling system to implement something new, then a major restructuring will need to occur.

The popular or “buzzword” for President Trumps administration is “access” and is often used for replacing policies that have previously helped people. They want to provide “access” to quality education while not guaranteeing equal or fair opportunities into the schools of choice. If funding is being prioritized to improve the private sector and not improving the public schools, then we are catering to the wealthy. Devaluing public education that has educated over 50 million students; according to the recent data, while obviously promoting privatizing schooling through means of funding of 1.4 billion dollars; data shows 5.4 million are enrolled in private education demonstrates a bias and certainly does not represent care for the majority of American students.

We Should Protect our Public Schools

2017-01-06T16:47:00.001-08:00

The election of Donald Trump as the president-elect of the United States leaves many feeling apprehensive for the future of our nation, while some are believing that positive change is ahead. Minimal discussions have been in the forefront of Trump’s campaign regarding the funding of public K-12 schools or education; which leaves educators like myself wondering, but hoping for the best. In retrospect, Mr. Trump has mentioned of school choice in his speeches, as through voucher programs, allowing public monies to pay for private school tuition. Our current President Barack Obama’s efforts for educational reform also embraced school choice. His Race to the Top rewards were given to states with innovative plans for, a) turning around low achieving schools; b) teacher effectiveness; c) data systems measuring student growth; and d) the adopting of assessments and standards for preparing students for the global economy. His Race to the Top reform resulted in rewards with a federal budget of 4.35 billion dollars. If states were to receive any of the Race to the Top funding they had to be amenable to charter public schools. President Obama spoke fondly of charter schools as providing choice for families.

My concern is that the threat of closing traditional public schools has become a reality in many urban areas. Selling the idea of alternative kinds of schooling for one’s child is a huge issue for many educators and urban families. While some charter schools have little to no oversight from the communities where they reside, I believe we should be constructively watchful of those who require more public school funding without any oversite from the communities. 40% of charter schools are for-profit schools and 60% are non-profit organizations. Unfortunately, organizations and public school unions throughout the country have had the challenge and threat of public school closures. The issue is relevant particularly as we see the strategies and plans for charter schools for replacing present public schools. Questions one may ask are: why not improve on the already traditional public school as the stakeholders and community are already invested in their success. Why must innovation and improvement mean to scrap a societal system already in place? Where is the scientific evidence that says charter schools are a better choice or that vouchers will improve for equality in American education? Privatizing seems to be the recent buzz word in public education. Out-sourcing everything from school maintenance, school nurses, and substitute teachers. In the state of Pennsylvania, the newly elected Governor Tom Wolf signed a vetoed spending plan of 23.4 billion dollars; a proposed educational budget, while reinstating the needed funding to public schools contrary to the wishes of the republicans.

I personally believe we should guard the current public school system, and fund them as an asset to our communities as we apply best practices from teachers and administrators, and the support of parents, stakeholders, and the communities where they exist. Providing the needed funding for educating children, can help to produce successful public schools in America that can restore American pride to our educational institutes and communities. I do not wish to compare the charter to the traditional public school at this time, but I believe that with everyone doing their part, while not relinquishing ones responsibility fully to the schools, then the work of educating will be successful and rewarding. To extract funding from already struggling systems is suicide. No school should be expected to function without the needed supports, tools and funding, while at the same time fearing the loss of additional funds for the sake of innovation or vouchers. This to me is futile. The NCLB act has been relaxed and much is presently in the hands of the states for improving education in America. If other countries can value their public education systems and lead in the world system, so can America. I believe we should work to guard public education as they represent the system of the people. As Abraham Lincoln once said of our government, we are a system for the people, of the people, and by the people.

The Student Loan Crisis In America

2016-12-15T12:14:00.001-08:00

I graduated from Temple University in 1981. As an undergraduate, my student loan was 7,500.00, of which I paid back in a few years shortly after my graduation. Today, young people enroll in college hoping to have a fair opportunity in adulthood. Many do not receive scholarships or special grants toward tuition and are presented with the dilemma of how they will afford college tuition since tuition is much higher than when I attended undergraduate school. I do not remember ever being confronted with the idea of parent plus loans when I attended college. My parents had six children and would have never agreed to such a program. Today, students who cannot afford college are given the option of parent plus loans or not attending college at all. Parents are forced to make decisions to take out high interest loans for their children for fear that their children will not have a fair chance to excel in life.

The problem is that students complete college often with all intentions of repaying the parent plus bill; however, parents remain stuck with the bill often while their son or daughter pursues employment in their field of study in a time where employment opportunities are slim. In my daughter’s case, she had to go back to college for her masters degree, for a new field of study, because her original degree from Penn State, did not produce relevant job opportunities in her field due to changing technology and professional networks. Just think, we live in what is believed to be one of the richest nations in the world, and a parent approaching retirement is stuck with a college tuition bill for her son or daughter. While many countries provide free education for their young people, we frown on them and call them socialist. Instead, in America, families struggling to educate their children become encumbered by debt from college loans. This is celebrated in our capitalistic society; where the poor systematically become poorer and the rich get richer.

Presidential candidate Bernie Sanders seemed to understand the need to help families while providing free college tuition, and for restructuring the loans for students and families, but of course he was called a socialist. So, we would rather promote a government where only a few at the top can afford to improve their educational status? Since the rich rule in America, providing help for common citizens is not something viewed as important. Perpetuating a certain class is what seems to be the agenda. While one may believe that attending college will take one to a higher level and a better lifestyle, one then finds oneself trapped with a bill that ultimately does not significantly improve one’s situation if one considers the never-ending costs of repaying student loans. The student loan crisis must be restructured, and hopefully in my lifetime.

The Precedence of a Nation for Shaping Student Education

2016-10-18T13:38:00.005-07:00

As I explored the top ten countries leading in education in the world, I recognized that Scandinavian; Nordic countries like Finland have traditionally led the world in education in the top five percent. This country located in Northern Europe is an educational super-power with policies that truly embrace equality with its principles and philosophy. One's policies cannot just use the words that no child is being left behind resulting in some children as winners, and some losers while the same opportunities are obviously not available to all students. Curious to explore the people of the Scandinavia countries, I learned that although Finland and Sweden are still leading the world, they have had challenges of losing their competitive edge in education to other East Asian nations where students learn under pressure, cramming learning under long hours, and rote memorization.

Republicans in America despise that democrats in the present presidential election speak of equality in education, as republicans seek to negatively associate democratic ideas with socialism. The disparity between the rich and the majority of citizens in the United States is obviously shameful, as the egocentric, and self-seeking have run this nation for far too long. To provide tax breaks for the already rich and to ignore citizens leaving inequitable learning conditions leaves a blight on our democracy. Trickledown economics does not work. Unfortunately, greed, apathy, and reprehensible practices for economics, and caring for the citizens of this nation of the United States have dominated our society. However, fair educational practices can help to equalize many economic issues if opportunity is allotted regardless of race and gender. So many practices of the United States are intended to perpetuate classes of people, but the leaders must be about equality. None of the reforms have ever been for real equality for all people. Many detest the idea of equality because they want to maintain supremacy but it's time for change.

The Scandinavian country Finland is known as a super-power in education because of an emphasis on equality even over excellence. They engage students in creative play and assign less homework compared to East Asian models. The Finnish have no private schools, or universities, as none are allowed to charge tuition. Finland has no standardized tests except a voluntary test taken in high school. Teachers evaluate students and create their own tests and as for teacher evaluation and accountability, teachers are responsible. Finland ensures that teachers are highly respected, paid well and given lots of responsibility. The impetus of educational policy in schools is not competition but rather cooperation. In regard to school choice, all schools are the same so the choices are not for something better. All students having the same education opportunity promotes social equality and not a star pupil contrary to the approaches in American society.

Curious to know more about the Scandinavian people, I was surprised to learn that among the beautiful Scandinavian people are also found the most dangerous people of the world including Islamic extremist of Isis. Many have been said to travel from Sweden to join Isis. Literally thousands of Scandavian teens have joined Isis and even German teens and thousands of Europeans have become sympathizers to Isis and are joining to help build the Islamic state; ISIS/Islamic State of Iraq and al-Sham.

Overwhelming levels of hate and terrorism occurring in Syria and Iraq with approximately 20 to 25,000 young fighters, are motivated by the belief that they are key agents to the upcoming apocalypse. My questions arise regarding the education the people of Scandinavia receive and the religion of the area. I personally wanted to know what religious beliefs they have, and what they are taught that breeds terroristic behaviors. I found that Lutheran Christianity is the dominant religion in Sweden, having 6.2 million members. Islam is practiced by 5.2% of the people and is the second largest religion in Sweden. Atheism and Agnosticism are also wide spread in Sweden. A poll taken identified only 18% of the people believe that God exist and 45% believe in a kind of spirit or life source. Only 15% of the church believe in Jesus as 15% are atheist. In Finland, three quarters of the people are Evangelical Lutheran; the state religion, and the Finnish Orthodox which one percent of the people belong. Muslim and Judaism are also practiced in Finland.

I conclude by saying that the systems of the United States do not represent the Christian beliefs that we like to claim. The demographic data shows that 70.6 percent of Americans are Christians in the U.S. We are a Christian nation who does not represent Christian values. Inequality and social justice remain a massive problem in the United States. Many leaders and policy makers do not uphold equality which is why our laws do not represent what we say we believe. Electing people to lead our society because they are rich or hold a high position in their community will not solve problems related to education. We must seek out stakeholder who will uphold human rights, dignity, equality, and social justice. We must seek people who are genuine and not who pretend to care; if we will preserve a humane society. I believe we should consider the values of Finland for equality in education, and see how success has resulted by caring about all of their citizens.

Reference

Partanen, A. (2011). What Americans keep ignoring about Finland’s school success. The Atlantic. http://www.theatlantic.com/national/archive/2011/12/what- americans-keep-ignoring-about-finlands-school-success/250564/

The Problem of School Suspensions

2016-07-05T09:11:00.001-07:00

Arne Duncan served his role of secretary of the Department of Education since 2009 and recently decided to officially step down from his role leaving many accomplishments to American education. One area that he influenced with keen insight was the suspending of kindergarten students in elementary school. He recognized that racial discrimination has been a major problem affecting the suspension of students, as zero tolerance policies also affect minorities and can cause students to feel unwelcome to their schools. He advocated that rethinking suspensions must occur. Arrest, expulsion, and suspension occur too often whereas more constructive approaches should have occurred (George, 2014).

My concern is that suspensions have often provided relief for the school environment, particularly in regard to students with emotional or social concerns, but are often non-effective with improving student behavior. Students with extreme needs due to emotional, social, or economical struggles, are too often repeat offenders. Their peers and teachers recognize this terrible cycle of suspension and feel helpless.

Imagine an impoverished child with a single parent who works two jobs just to pay the bills. The child has done his best to come to school but has struggled raising himself. His soiled clothing and odors affect relationships with other students, coupled with inferior thoughts, as he tries his best to achieve only to end up suspended for not following the rules. Soon, school does not help the child but becomes a place where the student feels punished for circumstances beyond his control.
Data shows that suspensions are imbalanced as only 5% of white students will be suspended compared to the 16% of blacks to be suspended. Boys are more than two out of three likely to be suspended. Students with disabilities twice likely to be suspended are 13% as opposed to those without disabilities (U.S Department of Education, 2016). The loss is too great as we can no longer do things the same and get the same results. Our prisons are filled with poor minorities who were at risk because of a system that was non-accommodating.

Recently, I asked a 4^th grade student who is suspended often, what she does when she is suspended and she replied that she sleeps late but does not get in trouble. She returns to school with a new hair style, and new clothing as the parents seeks to encourage the child in a way that she understands. A longitudinal study by the council of state government (2011) shows that 31% of students expelled at least once repeat at least one grade. When these students repeat grades, and they are older than the other students, other problems arise, because poor behavior and bullying and disruptive kinds of behaviors often become apparent. The afore mentioned longitudinal study showed that only 3% of those suspended were for violence which is a mandated reason for suspension, but others were suspended for discretionary decisions (Council of State Justice Center, Breaking Schools Rules (2011).

My perspective is that schools must adapt a more holistic approach to educating children. We must not continue to punish children for reasons that are obviously related to economics, mental, or emotional issues, or any other deficiencies which are out of the control of that child or the families. Schools are placed in communities as the schools will be a reflection of the communities. Suspending a disruptive child may make things easier on the school but the long term effect on that child, his family, and community are crucial. The students and families will never receive that time back again to educate the child. Punishment must be restorative rather than punitive for all children. I support the ASCD legislation agenda to support communities to collaboratively strive to educate the whole student with staff and students who are supported, engaged, challenged, safe and healthy(ASCD, 2016). Through these efforts, I believe we can start to experience healthier disciplinary pratices..

My Political View of the Democratic Election

2016-04-16T09:35:00.000-07:00

I admire Bernie Sanders and the posture he has taken in the current presidential elections. His voice has helped to shape much of the conversation taking place in the democratic discussions. While Hillary Clinton has served as a first lady at the white house, state senator, secretary of state, and countless other responsibilities which have of course prepared her for the presidency, I am thinking of personalities in the bible that God chose. People God chose were often the one not expected as King David had bloody hands, and Moses disobeyed God and although they played large and strategic roles as leaders, they lost their blessing. These were mighty men but their bloody hands or disobedience prevented them from being the one to continue to perform the ultimate task of deliverance. When God chose the one to follow, he chose the one with little experience or reputation like Solomon, who was a young man and followed David as King, and built the temple. Joshua followed Moses and led the children of Israel to the promised land. God takes the foolish things to confound the wise. We must never rule God out of the picture.

My point is that one's experience and knowledge may not be God's qualifications for higher appointment. When I first became aware of Bernie Sanders, I loved his message and his heart for equality among people in the United States and even the world. Bernie's desire for a "moral economy" is outstanding and definitely challenges the status quo! He has served as a tool to sharpen Hillary. Although she is the most popular among delegates, "iron sharpen iron" , and we have heard her raise her standards as Bernie has challenged her. This is positive and if Bernie does not win, we know that his voice represented all of us. We who are not part of that 1% experience the struggles and the lack that Bernie has brought to the forefront. I think of Bernie as "that voice crying in the wilderness", and I wish to thank him for all that he has done to help sensitize the overall objectives of the presidency in the democratic race.

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The Truth about Education and Inequality

2016-04-03T11:17:00.000-07:00

By Leah Spencer Hopkins

The issues of equality remain a top priority in education and in American culture but one must recognize that inequality is merely a symptom and not the cause for the lack of social justice in education and other systems. Too often our society chooses to turn its face to the matters that tarnish American culture and society in general. While segregation, racism, and slavery, have proven to be very much alive today, despite the good efforts of leaders over the generations, who have fought to make equitable change in our society; somehow, we still find that inequality is interwoven in every institution of our society.

Individuals continue to fight for civil rights and for acceptance, respect, equality, and freedom. When racism is symptomatic, the spectator often has no idea of what the victims of inequality feel and why they feel disquieted about their condition. Although one can only imagine what it is like to grow up as a superior race, the superior race can only seek to identify with what the non-superior race experience in America. Entitlement is real, and the entitled know that they are entitled to privilege on every level in America.

Entitlement contributes to one’s ability to make a decent wage for living in this economy. If one earns a good education, then one will qualify for a good job to help to avoid the stresses that so many in the lower class face. Good education does not guarantee a good job if one is in the minority race but the quality of the education will certainly create a greater-odds ratio (OR). If one happens to be privileged to attend a grade school and high school in an affluent community, then one may have exposure enough to gain the thinking needed for achieving high scores on standardized testing and will possibly receive scholarship or help for college tuition. On the other hand, if one is not so fortunate and had to grow up in a non-affluent community where one’s parent’s struggled and have to take out loans for paying tuition, then one has begun what I call the modern day educational slavery trade. The lower class seek out higher education only to find that they have fallen into the rich man’s trap of taking risky loans in order to pay the tuition for schools that often do not prepare students for the current economy. Upon graduation, the loan payments begin, the debt to the rich continues and the cycle for the poor is perpetuated. The real battle is not a race war but a class war and the race war is a symptom and often a tool used by the super rich. As King Solomon would say, this too, I have learned under the sun.

While big business obviously has no compassion for small businesses, the middle class and lower class small business continue to support large businesses that do not care about the poor. This too is another modern day form of slavery. Paying low wages for an honest day’s work is slavery. The big companies pay minimal wages to employees that cannot begin to support their families. Big companies barely pay crumbs for earned education and hard labor while they earn billions off of the backs of the poor and poorly educated.

Race tensions have never ceased, as no matter how much money African Americans have made in this country over the years, we continue to witness their senseless demise, as their money is soon taken away through the hands of conniving individuals through intentional ruthless means whether through death or unjust courts. The senseless destruction, credibility, and the name of a rich Black man seems like fair game, but this too is slavery as the mocking of the name of a great African American is modern day lynching and also for the purpose of maintaining white supremacy. The savage attacks on successful African Americans are only to castrate or emasculate that individual for purposes of vain control. The evil has never stopped, as for centuries, history bears witness of this evil.

The senseless struggle for more education, more money, and more respect can obviously leave one with a feeling of futility, but I submit that one must never quit. Despite the the cycle of historic and modern day martyrs, we must maintain hope. However, our hope can never be in the man made systems as the systems were made for the rule of men. Many have come before us, and have fought for equality, civil rights, and social justice in education and society, only to see the same issues exist in different forms hundreds of years later. Evil may look different today than it did 200 years ago, but evil is still evil. One can certainly recognize that the cycle and issues of mankind exist, even as far back as Adolf Hitler; who hated the Jews, and the dark ages in American history before the abolition of slavery. Man’s unwillingness to embrace the good from all humanity, and those who are racially different is an awful blight. All over the world, inequality and senseless race wars exist. Mankind is attacked and threatened for the elimination of a particular race or group of people. This somehow provides a sense of satisfaction for the internal hatred and contempt that exist as if the insatiable thrills of hate and evil rule the world.

The evil is loose and has been loosed. We have witnessed the evil but have not identified the evil. People adapt to the evil as though it is a way of life and spend years seeking how to exist with the evil as if we have no alternative. I believe that education is a man made system and vehicle through which change can occur in our world as the world is receptive to knowledge whether it is good or bad. Education is a mighty power but can also be infiltrated. Although the system is usually quite biased, good can still emerge.

One must know that we are not forsaken. The world is not forsaken for God sees. Real resolution is beyond education and is found in the system that God has given and that system is love. When love is present, hate, disdain, inequality, and all other human corruption, and dishonorable behaviors will dissolve. Love seems unattainable in our world and in education where God is not acknowledged, but God has deposited himself in all of us in the form of a conscious. God calls us to follow Him because His very essence is love and will solve problems of the entire world. Evil will not survive where love rules. Through love, we will learn that our differences are needed for helping one another to uncover the the prosperity available through love and acceptance. For nations who boast of their faith, but emphasize hate, these nations are far from God. God so loved the world that He gave. The point is that God’s presence and influence in the world is available as God is knocking at our door right now. He can heal the world but we must let Him rule.

No Child Left Behind Act Replaced with the “Every Student Succeeds Act”

2016-02-15T12:29:00.000-08:00

The“Every Student Succeed Act "has replaced NCLB act for K-12 education in the United States. Congress voted to lessen the role that the federal government will play in education, while allowing for more decisions to occur in the districts and states. The over testing accountability culture that punished states if students did not score proficient in math and reading will be eliminated and replaced with the “Every Student Succeeds” measure. States will now fix their own problems by creating their own tests and creating their own evaluation for teachers. States will determine for themselves how achievement gaps will be closed. Arne Duncan says that the top-down, one size fits all system of NCLB will be replaced with a system of laws that are more flexible for finding the best solutions locally. The secretary of education Arne Duncan stepped down as secretary of education and has an interim who is nominated to replace Duncan. The acting secretary of education is John B. King; an African American and said to be a pro charter schools advocate, as he founded his own charter school, just outside of Boston in 1999 (Camera, 2015).

Some things remain the same in the new system for K-12 education, including the federal schedule of testing (testing grade 3-8 and once in high school in math and reading); and the annual reporting of achievement scores with a demographic break down. New safeguards include the monitoring from states for the underserved students. The new educational law is a direct response to President Obama’s executive authority and call for change in education. The bipartisan vote and legislation of congress is represented in the “Every Student Succeed Act” (Camera, 2015).

Obviously, selection of local leadership for local developments and strategies need to be done with the most care and discretion. According to Rivera, 2015, the act provides for the states discretion for developing their own strategies for the lowest performing schools of Pennsylvania. In Pennsylvania, Governor Wolf secured an increased budget of 350 million dollars to strengthen education in the state. Now, we all share the goal for securing quality education for Pennsylvania (Reigelman, 2015).

References

Reigelman, N. (2015). Pennsylvania Pressroom, State department of education responds to congressional passage of Every Student Succeeds Act. http://www.media.pa.gov/Pages/Education-Details.aspx?newsid=199

Humility for Educational Leadership

2016-02-09T13:32:00.000-08:00

In today’s leadership economy, shared leadership is necessary since no individual person is correct all the time (Kocolowski, 2010, p.67). The management catastrophe for many leadership experiences however, is when a leader finds a need to control every aspect of an organization to the point that they are micro-managing. Shared leadership differs as the approach allows for decisions that are interactive and for many to be influenced by one another. Shared leadership has replaced the former practices of hierarchical leadership (Avolio, Walumbwa, and Weber 2009). A Definition of shared leadership set by Conger & Peace (2003): “A dynamic, interactive influence among individuals in groups for which the objective is to lead one another to the achievement of group or organizational goals or both” (p. 1). I have recognized how the initial intentions of an organization for shared leadership may begin honest and good, but as commonly known, “power corrupts”. The ugly face of pride and desire to rule over people often reveals itself through individuals who cannot handle the idea of being empowered. Therefore, I wish to suggest that a great need exist in educational leadership today. Matters of integrity, ethics, ability to motivate are all important but I believe that one of the most important character traits in shared leadership is the ability to lead with humility.

An old biblical passage exhorts saying that if one will be great, one must first humble one’s-self. Contrary to what the media highlights, the greatest leaders are not the rambunctious, arrogant, and self-centered models set before the American people. If one evaluates the presidential race in the United States, shameful representations of leadership are present as they seek to uncover the faults and failures of one another. If these were granted the authority to lead the great United States, many would quickly bring the nation to ruin. If leaders will enhance their practices, examining one’s demonstration of humility is necessary and the journey of developing one’s character must be set as primary. The problem is that the same problems and personality types exist in educational leadership that are in the political arena. Educators speak of the achievement gaps that exist among children but as we consider educational leaders, I believe that a “humility gap;” exist. Too often, people who crave power strive for such leadership positions, but are usually the worst to serve. In a recent study where 137 teachers from a K-12 setting took a survey about the effectiveness of their principal, the ANOVA revealed that humility and confidence interacted in relation to leadership effectiveness, that is to say that the humbler the leader the greater confidence the teachers had in their principal (Oyer, 2011).

Studies show that the best leaders are humble leaders. A leader’s humility cannot be a counterfeit but rather must be genuine as the counterfeit will not hear other’s opinion or the other side of the story. He knows he is right and despite the information presented from others, will not alter his decision because “he is the boss”. Therefore, for effective educational leadership, a humble leader will be necessary as the humble leader will learn from criticism, and admit when he makes mistakes. This humble leader will be viewed as trustworthy, an encourager and one who empowers growth in those he leads. The humble leader should serve as a role model for followers if he will promote inclusion as, humble leaders do not isolate individuals but help people to feel included (Prime & Salib, 2014).

Too often in educational leadership, politics is the path through which leaders control their environment. They maintain the status quo through unethical leadership practices.Therefore, let us learn to select leaders for our organizations by examining the issues that really matter. Resumes are good for purposes of credentials in terms of experience but one must explore deeper to examine character traits. Higher order questioning is necessary as I believe that character is more important than any contribution a leader may have as the leader will reproduce after his own kind and those who are hired may be those to perpetuate the same.

References

Conger, J. A., & Peace, C. L. (2003). A landscape of opportunities: Future research in shared leadership. In C. L. Peace & J. A. Conger (Eds), Shared Leadership. Thousand Oaks, CA: Sage. (285-303).

Kocolowski, M. D. (2010). Shared leadership: Is it time for change. Emerging Leadership Journeys. School of Global Leadership & Entrepreneurship. 3(1), 22-32.

Oyer, B. L. (2011). The relationship between principals’ confidence, humility and effectiveness: A study of teacher perceptions. http://gateway.proquest.com.contentproxy.phoenix.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3451591

Replacing the Elementary and Secondary (ESEA) Laws in the United States

2015-12-04T16:49:00.000-08:00

An interesting announcement on U.S Department of Education site has been posted saying that the time has come to replace the ESEA with something that supports all students, expands principal, teachers, and school support, while preserving accountability for student progress (Ed.gov., 2015). I wish to follow the changes of the law on my blog and examine the worth of the changes for children, teachers, and administrators.

The Elementary and Secondary Education Act (ESEA), was first enacted under President Lyndon B. Johnson in 1965 who set goals for equal education opportunities for all. The Act provided grants and for low income districts, grants for student text books, centers for special education students, and scholarships for low income college students. Under George Bush the Law was reauthorized in 2002 with the new name “No Child Left Behind” while performing new national discussions for improving education. President Barack Obama reauthorized NCLB in 2012 while offerings flexibilities for states regarding requirements of the law in exchange for comprehensive plans for closing the achievement gaps, improving instruction and student outcomes while increasing equity.

As we examine history, one should think of what was occurring in the United States in the1960s when the ESEA was enacted. The U.S. was engaged in the Vietnam war during the 1960s, the arrests of Martin Luther King in Selma Alabama with over 2,600 protestors, Miranda versus Arizona; the “Miranda warning” was instituted in which prosecution was unable to use statements given by individuals in police custody without administering certain minimal safe-guard procedures. The prison population in the U.S. has long been filled with those who are not properly protected by the Miranda warning due to low educational, and vocational achievements (Brownlie, et al., 2004) and those at risk with psychiatric disease (Beitchman, 1985). Although the intent of the Miranda warning was to address one’s right to silence and the right for legal counsel to be issued at the time of one’s arrest (Rost & McGregor, 2012) many found themselves unprotected.

Prior to George Bush becoming President, he released a strategy for improving education in America called “America 2000.” After reading the educational strategies of the soon to be president of the United States, one would have assumed that he meant well for the nation. Nine headings were included in this document; including New Merit Schools, School Choice for Parents, National Assessment for progress in Education, Centers for resource literacy, flexibility and educational reform and more. Considering all of the issues, those who have closely examined the document by George Bush can now see the ambiguities and lack of clarity for the path he planned for reaching the destination for education in America as metaphorical language was used throughout (Staton & Peeples, 2000). Once Bush became president, he enacted the NCLB Act of 2001 which authorized several federal programs administered by the states, requiring testing of students between grades 3-8 in reading and math and once in in high school. By 2014, students were expected to meet competence levels. The emphasis was on parent options, research-based education, accountability, and flexibility (OSPI, n.d.). As one who has served in public education and has witnessed how inequities were prevalent especially in urban areas, one must wonder how laws that were clearly not successful in providing equitable education and rather perpetuated punishing districts having inequities was able to be reauthorized under each president to follow President Bush.

Next came President Barack Obama who said that a child can succeed with proper education, fulfill their God given possibilities, and that public education serves as a dominant force for civil rights (2009). He also praised education for being the big weapon against inequality as it can unlock the doors enabling one to fulfill God’s calling. The problem was that his speech on education suggests that only the elite will ultimately benefit from education (Hairston, 2013). Not only was the problem of achievement gaps apparent but opportunity gaps are also a problem for many. The “Race to the Top” campaign was designed to provide awards for states who develop achievable comprehensive education reform but the problem is that many cities in America have schools being closed and underfunded, and have not benefited enough from this initiative. The grants are a four-billion-dollar program for improving education in America (ed.gov., 2015). Consider that under the leadership of President Obama, many changes have occurred, as we have witnessed mass shootings against American people, reckless police brutality, and the rise of the Black Lives Matter Movement. We have endured the legalization of same sex marriage, the expansion of health care, the killing of Al-Qaeda’s leader; Osama bin Laden, renewed peace and diplomacy made with Cuba, and celebrated the visit of the Catholic Pope to the white house and the United States; to name a few.

The laws of the land in education are being replaced. What will be offered to American people to replace the NCLB Act? Will the laws be for improving education for all? Will inequities be addressed?

References

Beitchman, J. H. (1985). Speech and language development and psychiatric risk: Towards a model of neurodevelopmental immaturity. Psychiatric Clinics of North America, 8(4), 721–735.

Brownlie, E. B., Beitchman, J. H., Escobar, M., Young, A., Atkinson, L., Johnson, C., Douglas, L. (2004). Early language impairment and young adult delinquent and aggressive behavior. Journal of Abnormal Child Psychology, 32(4), 453–467.

Hairston, T. W. (2013). Continued inequity through neoliberalism: The conveyance of white dominance in the educational policy speeches of President Barack Obama. Interchange. 43, 229-244

Rosta, G. C., McGregor, K. K. (2012). Miranda rights comprehension in young adults with specific language impairments. American Journal of Speech-Language Pathology. (21)101-108.

Staton, A. Q., Peeples, J. A. (2000). Educational reform discourse: President George Bush on America 2000. Communication Education, 49(4), 303-319.

U.S. Department of Education.(2015). Elementary and Secondary Education Act. http://www.ed.gov/esea

My Teaching Philosophy

2015-11-02T02:56:00.000-08:00

The premise of my teaching philosophy is that all children can learn, and that through appropriate and differentiated kinds of instruction while accommodating learning styles; students can achieve. I believe that teaching and learning are connected as learning is the product of good instructions from teachers who apply best practices to student-centered kinds of learning experiences. The role of the instructor is for teaching students how to learn and to think critically about information. The instructor/teacher/facilitator, directs learning to higher levels of learning including levels of knowledge, understanding, application, analysis, evaluation, and assimilation. Teachers provide a model for the learner of how skills are performed while fostering highly skilled learning that requires highly skilled instructors. Through technology, the world and infinite kinds of knowledge become available to students while stimulating inquisition and curiosity. Through other available resources, students will learn to think socratically as they are free and encouraged to ask the questions for gaining new knowledge in hopes of finding truth.

My teaching is founded on the belief that all student can learn. No matter the IEP or the perceived intellectual ability or limitations, when learning music, many students have a tendency to surpass the confinements of an IEP. Students will learn at their own pace and will comprehend on levels that one may not recognize but one should not restrict, constrain, nor assume that a student is unable to learn based on one’s expectation because one’s expectations will likely be challenged. Too often, I have witness where classroom assistants held a child in a chair because of a predisposed view that proved to have little foundation. One must be willing to set the learner free to learn and experience all that others are learning and believe that achieving is possible.

I use approaches for teaching music that work for accomplishing a particular goal. For building musicianship and defining intonation, Kodaly has proven most effective. Students build listening and musicianship as they are intellectually listening to intervals, and can visualize the contour of a melody, as the hand signals naturally provide a picture for varying pitches. Orff helps specifically when creating accompaniments and desiring to incorporate various instruments for creating ostinatos and using syllables to identify rhythm patterns. The approach works well and fosters for building of imagination. Reading stories and creating sounds for the stories with rhythm and patterns derives from the Orff approach and is successful for eventually teaching literacy.

My teaching affects my students and strengthens their self-image. In my school choir, my students allow me to shape their voices and are seeing the benefits of diaphragmatic breathing. They are singing in tune, singing with head voices while producing beautiful overtones, and are able to sing in harmony. Building vocal parts helps them to understand interdependence and that each voice part plays an integral role of the group. Through singing, the students achieve high levels of internal satisfaction as they are learning to connect their singing to their spirits. When the students can sing a simple canon “Like a Bird” and find joy in singing, then I have achieved a great personal goal; for them to appreciate and enjoy all styles of music.

Strategies for Improving Classroom Management

2015-10-04T12:15:00.000-07:00

In today’s classroom, students have become more confrontational with teachers and show little interest in following rules and authority. Classroom management is undoubtedly a major component for successful teaching. According to Willis, punishment and rewards are no longer effective for managing student behavior since many of the homes of the students are more hostile than our classrooms; therefore, students must learn to take ownership of their environments. When students intrinsically desire to do better, they do better. Barbara Coloroso says that students are given a gift when they are taught to ask the question; “What’s in it for me”? (Willis, 1996).

We all have those students who are known to have behavioral issues and who somehow feel entitled to disrupt the classroom or who show disrespect because “everyone knows that is how they are”. All teachers recognize that merely posting rules on the walls in the classroom will not fix the problems with defiant or attention seeking students. Therefore, students need a reason to behave and the questions of what’s in it for me?, must be answered. While each new school year, I seek to find new solutions for improving management strategies in my own classroom as I realize that strategies must be updated because students actually become bored with the norm.

I have been guilty in some situations of being reluctant to call the home of a certain student because of the assumption of not receiving the needed results through a phone call. Much to my surprise, I have learned that behind the disruptive child is often a caring parent who becomes embarrassed and hurt to hear about her child’s behavior. That parent is often the one who seeks to correct the child but has not identified the real needs of the child and may compensate for the lack thereof with materials kinds of appeasements in hopes of changing the child’s behavior. While that parent may delay getting additional supports for the student, the child is steadily developing behavioral patterns that are self- destructive and damaging for the school climate. In this article, I wish to share some of the strategies I am using in my classroom this year, hoping they prove successful for my situation, and will support your ideas in the classroom. I hope to provide you with feedback throughout the year as I teach in an urban school with many challenging behaviors to address.

ClassroomDojo

Firstly, I am utilizing the www.classroomdojo.com in my classroom which is an online forum for communicating with parents and students, and for students to earn points; for being on task, for good behavior, and for being prepared in class. In the music classroom, of course certain supplies are needed and serve of utmost importance for a student’s success. Classroomdojo.com is a good site and is free of charge. Posting a sign in the classroom for how the students can apply their earned points on the site, provides excitement and an incentive for achieving, earning points, and as a reminder to use the classroomdojo.com site. So far the challenge has been ensuring that all parents receive the invites.

Behavior Bucks

Behavior bucks support the idea that students can redeem themselves when they fail. With behavior bucks, students have opportunities to buy back their dignity. As they behave, they receive a one dollar behavior buck that can buy away a demerit. When consistency is apparent, they can receive a five dollar buck for buying a “star” in the classroom. The students are invited to take part in this challenge.

The FAIR PLAN

The FAIR plan appears to be a viable plan that can work in the classroom as the acronym FAIR represents; F=function for the behavior may be for escaping a task, obtaining a thing, attention seeking, or sensory motivated; A=accommodations strategies, I= Interaction strategies, and R=Response strategies. ABC notes are recommended to be taken by the teacher about the troubled student. A=note the events that occurred before the students behavior, B=Description of the student’s behavior, C=immediate response to the student’s behavior from teacher and students. The ABC notes will provide teachers with triggers and skill deficits.

Teachers must take the time to do ABC notes and can develop a chart similar to this for each disruptive child. As a music specialist, I find that each class has at least one to two children with severe behavior problems and traditional approaches are not always effective for them. The FAIR plan informs the teacher of exactly what behavioral function she is dealing with and encourages one to intelligently address the problem. According to Rappaport & Minahan, (2012) one should complete the ABC notes while regularly providing information for addressing the needs of the students. Once the behaviors have been analyzed, one should prepare a behavior plan. Although one’s school may have programs currently in use for improving student behavior, results are not always apparent when a defiant child is in the room, as a teacher is often left to deal with the issues alone without the needed feedback. The FAIR plan can support the teacher for providing needed feedback.

ABC Notes for: Student

Time	Activity	Antecedent	Behavior	Consequence

References

Rappaport, N., Minahan, J. (2012). Cracking the behavior code. Students who Challenge US. 18-25

Scott W. (1996). Finding Alternatives to control and compliance. Managing Today’s Classroom. 38(6)

More on Pope Francis in the United States.

2015-09-27T05:20:00.001-07:00

Loving the messages from Pope Francis in Philadelphia. The city and the country are experiencing a great revival just when we desperately need one. He is the messenger from God to us. I am not catholic but I am a christian and have always appreciated the liturgy of the catholic church. I appreciate their ceremonies and symbolism as part of their worship; especially the incense.

The pope addressed every area of our society, even education as much application can be made toward education in America. Consider the lowly, the urban schools who often suffer most. Pope Francis said that God is in our cities. I have taught in the city since 1987 and understand the many needs of the city. I always felt like the city is my mission field. The work is difficult and demanding but one can not find greater reward than being in God’s place for you. The smiles and hugs from the children who express gratitude for my service are truly priceless.

My Reflection on Pope Francis and Education in America

2015-09-25T10:35:00.000-07:00

Much respect and appreciation is sent out to Pope Francis for his speeches in Washington D.C., and New York; to the United Nations, and his loving words to the people of the United States. At the United Nations, he discussed multiple topics pertaining to the existence of mankind including our common home having a sacredness, the unfortunate uniting of nations from fear and for destruction, and that the primary cell of social development is the family. He expressed a need for social justice, and care for the less fortunate and demonstrated compassion as he chose to feed the homeless instead of dining in a fancy setting. As we have economic groups in America, one can recognize where many misfortunes have been the repercussions of injustices imposed particularly on minorities and through the lack of education for minorities, or those in lower economic social groups.

One must appreciate the lowly estate that Pope Francis took upon himself as he drove in a small Fiat to demonstrate humility. We are reminded that “the first shall be last and the last shall be first.” Jesus also took on a lowly estate, although he was the son of God he was born homeless and humbled himself even as a servant. Reflecting on the pope’s strength through a humble and calm demeanor undoubtedly provided an example for American leaders and policy-makers.

Pope Francis mentioned the need for effective political and economic activity that is conscious of the fact that real men and real women may be being deprived of rights. This is very relevant for education. He also mentions that education is a right for families and the basis for reclaiming the environment. He said that, when economic and social exclusion is apparent, then a denial of the inclusion of fraternity exists. Applications can be made if one believes that inequitable opportunities for education exist in certain communities, and that unfair opportunities are affecting my brothers or my sisters, then the picture is changed. The agenda to help a brother or a sister to achieve to their fullest potential becomes primary. The reciprocal affect will be that the least likely will find a cure for cancer, or be able to excel in the sciences for curing the world’s climate problems.

The scriptures represents precepts upon precepts and is summarized in loving one another. Defending human rights and social justice would not be a problem if love for one another truly existed. NCLB would not need to be a policy if love for one another existed. As I have said many times, when the appointment of persons into the top legislative positions are made, evidence of God in their lives must be present. If policies are for the common good of all people, then issues of the Common Core Standards would not be such a problem as they are today as competitive kinds of learning and responsible instruction would occur regardless of one’s status or race if leaders applied principles of the scripture.

Are Resources Necessary for Developing Career and College Readiness in Students?

2015-09-01T19:56:00.000-07:00

As educators are obliged to uphold the standards aligned system (SAS) in Pennsylvania, preparing students requires a high level of instruction as career and college readiness are the standards, and that is without remediation (Act Inc, 2011). ACT examined the international competitiveness using the goal of the common core standards of career and college readiness standards. ACT performed an analysis while linking the PISA score to the U.S. career and college benchmark and found them to be equivalent, which places America’s benchmark on target for international readiness. Unfortunately, the results show the United States to place significantly below the college and career readiness benchmark while Shanghai China, Korea, Finland, and Hong Kong China all score significantly above college and career readiness benchmarks (ACT Inc., 2011).

Teachers return to work this week in many cities of the U.S., as issues are often raised regarding adequate supplies in the classroom for sufficiently preparing American children for career and college readiness. Professional development focusing around creative approaches for teaching so often leave many teachers wanting because of the reality of not obtaining needed resources and supplies. For many teachers, personal financial sacrifices will have to be made, if their classrooms will run efficiently. Either the teacher will purchase the supplies, or plans for beginning the school year effectively will be squashed, as supplies are placed on the wish list. Something as simple as a projector and a quality speaker for playing music for appreciation of music from diverse cultures may need to wait until the next year. Ironically, America is said to be a wealthy nation where resources for education are readily available for all students.

With all of the resources believed available for American students, why do American schools still remain lacking academically compared to students in so many other Countries? The 2012 Program for International Student Assessment (PISA) revealed that Americans are stagnant in education. The United States secretary for education “Arne Duncan” warned that the international tests for math and science showed that the educational problems do not only exist in poor communities and is not limited to certain places and groups (Hanushek, Peterson & Woessmann, 2014).

This topic warranted exploration since so many have complained about being held to the common core standards. The standards are essentially what are used as the bases for constructing standardized tests. Because the matter is extremely consequential, I do not believe that concessions can be granted regarding the standards, as too much is at stake. Educational priorities must be set high so that American young people will be able to take their rightful place in this global economy. Determining not to effectively fund all schools will ultimately have detrimental effects on the nation. According to Woessman 2001, the amount of resources one has do not raise the performance levels of students as no systematic relationship exists, rather the policies of the school and the governing bodies which provide incentives for personnel will maximize performance of students. I wish to respond to that with an Old Testament passage that said “you are no longer to give the people straw to make brick, let them go and gather straw for themselves” (Exodus 5:7). How does one suppose Egyptian slaves felt when they no longer had the needed resources?

References

Act, Inc. (2011). Affirming the goal: Is college and career readiness an internationally competitive standard? Executive Summary. 4 (ED520012)

Hanushek, E. A., Peterson, P. E., Woessman, Ludger (2014). U.S. Students from educated families lag in international tests. 14(4), 8-18, 11.

Woessman, L. (2001) Why students in some countries do better. Education Matters. 1(2)

Prayer for Education

2015-08-13T08:20:00.000-07:00

Prayer for Education in America Rally 2015

2015-08-08T17:29:00.001-07:00

Prayer Rally for Education in America

2015-07-14T16:58:00.000-07:00

Each year before school convenes, teachers seek to become reinvigorated through summer workshops, summer planning, and even summer vacation. I believe that this 2015-16 school year will prove as a crossroads in the educational systems of the United States of America. With the astounding civil rights actions that have recently become the law of the land, followed by the civil rights educational curriculum mandates being implemented in the state of Virginia; as eighth grade students will be learning about oral sex and anal sex, I am responding by calling for a prayer rally for all concerned. Matters of gender identity are also being forced on parents as the current trends in our society are going against the very foundation of what we have known as right in the eyes of God and society.

The torrent of the societal issues have confounded many, as changing the decisions of our supreme court are improbable. The new laws of the land have provided a portal for inclusion of what has been called civil rights into the educational curriculum for American children. For many, the proposed changes in school curriculum will create unrest and a need to continue to maintain perspective in one’s own homes. The educational truths regarding history of racism and slavery in America, matters regarding man and woman and gender identity as we have known, are being greatly altered and will leave the American society vulnerable and our children quite confused. For those offended by the funded civil rights curricula, school then becomes as a mandated cesspool for their children to attend each day. Their children must learn to receive training and mastery in matters that question their very existence.

I believe we are in a strategic crises and as we plead for God’s intervention, then we will see his mercy and his grace. We as educators are compelled to provide a well-rounded and rigorous curriculum for our students, but when faced with issues that offend or even challenge our own credence, then we know that this road ahead will not be easy. Therefore, I am calling all of you to pray for the education in America and to seek God each day regarding the many issues which are forthcoming this school year.

I am also laying aside August 29^th as a day of prayer for education in America, and I invite you to join me. I would like us to rally at a designated place in Philadelphia to show our concerns for American education. Although many express acceptance of the new agenda for education, many also oppose the direction for education. Educators must be able to exist and fulfill our roles as our families must function in society in the midst of change, as the torrent of this age is moving in another direction. If you desire to join me for the prayer rally, please email me @Americaneducationandpolicy@gmail.com. I will know how I should plan based on your response.

Sincerely!!

Leah Spencer Hopkins

Racial Privilege or Social Justice

2015-06-29T14:35:00.001-07:00

As the momentum regarding human rights is currently strong in America, and much is being shaken by intolerance and bigotry, the symbolism of the confederate flag remains a heated discussion. In the midst of radical changes in laws, the very framework of the American society is being recreated under the first African American President of the United States. The policies of President Barack Obama will undoubtedly change American history. Because of racism, and class-ism, inequitable policies have permeated and dominated American society. However, on the strength of recent changes for human rights in America, I wish to advocate for equitable education for all Americans. Barriers of social justice obviously extend beyond one’s social-economic status, and race; as education is undoubtedly the great divider among many Americans as many poorer districts and schools function on low budgets and limited funding while proving the absence of social justice.

The responsibility of funding American schools are largely in the hands of the states; however, the federal government also provides assistance to the states. The ESEA act authorizes grants for children in low-income families, for instructional materials and library resources. Tax payer's investment in education is a significant part of K-12 school funding and the contribution is said to even exceed the monies for national defense. But 83 cents of every dollar is said to come from the state and the local levels. The federal government’s share is 8.3 percent. K-12 are funded by federal government through NCLB, Title 1, ELA, Reading First, Improving teacher Quality Grants, and other NCLB grants which support charter schools, strengthen high schools, & support the after-school learning programs for American Indians, Alaska Natives, and migrant students (U.S.ed.gov).

Social justice has remained a problem in America, from matters of the civil rights act of 1964, rights for voting in 1965, housing laws of 1968, and the Alexander v. Holmes County Board of Education of 1969; which ended the racially segregated schools systems of the south (Hanks, 2009). Although the blatant racist practices previously existed toward African Americans, the present day has had challenges of white privilege, more abstract treatments, and institutionalized practices, as these had to be proven over time and are now being exposed. According to Lawrence, 2009, institutionalized racism refers to practices or patterns seemingly neutral but having a different kind of negativity for opportunities toward people with color. During this present era, hundreds of whites are acknowledging their white privilege, as many are also contesting and protesting against the injustices and treatment of blacks who have endured unjust arrests and abuses simply because of their race. The U.S Census shows that 19 million black men under 35 years of age exist in the U.S.. The ratio of black males in prison is approximately 10 percent. People of color make up 30 percent of the population in the United states but make up 60 percent of the imprisoned. Comparisons are outlandish as while 1 of 15 imprisoned are African American men, 1 of 36 are Hispanic men, and 1 of 106 are white men (Kerby, 2012).

As the institutionalized racism is uncovered and despised by many, one cannot ignore the cities of the U.S., as they are dominated by minorities. Consequently, school districts in the cities have suffered, as policies and reforms have not been able to penetrate the walls of racism. One cannot assume that the failing schools are simply because the students are inferior to their suburban counterparts. As, the right to have fully funded schools regardless of one’s race and socio-economic status remains a major problem in many cities of the U.S. Even the School District Philadelphia still has a significant shortfall, as school funding has suffered due to the cuts in public educational funding of 1 billion dollars. Because Philadelphia is now run by a School Reform Commission (SRC) who were appointed by Governor Corbett, the concept of public education , where community level decisions occur under a locally elected school board, or the direct participation of citizens (Resnick, 2006) is no longer a reality for Philadelphia.

The issues of social justice and racial privilege are finally being acknowledged and we can be hopeful that the United States will live up to its great name as change is occurring. People are beginning to recognize and fight against matters of racial profiling and social injustices. As we are one people and one nation, when one group suffers while another flourishes only because of racial privilege, then the people lose. A nation must recognize that our differences provide benefits of interdependence among multi-cultures and races within society. Racial privilege or social justice? I vote for social justice.

References

Lawrence, H. J. (2009). The Obama presidency and the question of social justice: a critical analysis of the meaningful milestone. Forum on Public Policy Online. 1(16)

Resnick, M. (2006). Center for Public Education (CPE). http://www.centerforpubliceducation.org/Main-Menu/Public-education/An-American-imperative-Public-education-

Spelling, M. (2005). 10 facts about K-12 funding. U.S. Department of Education. http://www2.ed.gov/about/overview/fed/10facts/index.html?e

Age to Begin Lessons in Music

2015-06-02T16:01:00.000-07:00

Beginning a young child on piano lessons may not result in her playing a Rachmaninov piano concerto; however, one cannot diminish the benefits of early childhood music education. Surrounding young children with musical activities through processes of exploration, play, and interaction, fosters use of all parts of the brain. Claire Doodle Clark says that though some have believed music processes to take place in the right hemisphere of the brain, and that processes that take place in the left side of the brain include mathematics, and language, Levitin has proven otherwise. In Daniel Levitin's "This is Your Brain on Music: The Science of Human Obsession," he explores how studies prove music has distribution throughout the brain. Examples of those with brain damage, as in an inability to read the newspaper are found with the ability to still read music as music composition, listening, and performance engage all areas of the brain. According to Claire Dooley Clark, when young children take lessons, they develop gross, fine motor skills, cognitive skills, emotional and social interaction, language, self esteem, creativity and imagination, problem-solving, listening skills, coordination, and memory development.

These music education findings are presented to encourage parents to keep doing what they do with their young children; keep the lessons coming and know that lessons are not in vain.

Unbalanced Educational Practices in America

2015-04-24T07:42:00.000-07:00

Many believe that high-stakes testing are for providing teachers with a clearer picture of student weaknesses, and to allow for educators to target failing schools, while encouraging students to work harder. On the other hand, critics believe that the tests promote a narrowing of the curriculum, and promote increased pressure on teachers and students (Blazer, 2011). While either belief has varying truth, an alarming problem still exist; regardless of a school’s resources, or inequitable differences, each school is held to the same standards; low income and high income are evaluated alike. Undoubtedly, standardized tests have had disproportionate effects on low income communities (Blazer, 2011). The disparities of teachers and administrators in some districts have triggered cheating scandals across America on high-stakes testing. Sadly, the cheating has recently been among minority districts; although, cheating has occurred across the United States of America; including Washington DC, Texas, Alabama, Chicago, and New York City (Beckett).

As of 2014, eight teachers of the School District of Philadelphia have been charged with cheating on standardized tests. A principal and teachers were punished for impropriety. This year the most recent scandal in Atlanta has escalated to teachers being sent to prison for cheating on high stakes testing. The conspiracy to inflate scores was called “the sickest things that’s ever happened in Atlanta” by the judge. Three educators were sentenced to seven years in prison and the others were also given time as they were said to have changed scores on standardized tests. The judge believed that the students were harmed through the process. Las Vegas Nevada also had a recent cheating scandal as three teachers of the Clark County School District are now on leave during the investigation of the matter. Why have these educators been driven to such disparities as to risk the loss of their own freedoms? All educators administering the standardized tests are trained and warned of the gravity of their role and of the security measures that are in place for reliable test scores. However, I believe that a corrupt system of assessment and education has enlisted some of the best educators to risk their own futures; not to promote cheating but rather understanding of the inequities in education in America.

Consider how students in low income areas start out with high intelligence like their suburban counter-parts, but the paths of learning and experiences that are taken along the way, which correspond to the income status of the student, unfortunately broaden the variances of knowledge. As students attend school, the learning experiences differ greatly as funding in the affluent communities is drastically different from those in low income communities. Even qualification of teachers differ; regarding credentials, background on a subject, test scores, pedagogical training, or experience. Teachers who are less qualified often teach in minority and low income schools (Lankford, Loeb, & Wyckoff, 2002; Socias, Chambers, Esra & Shambaugh, 2007). Students of color are more likely to have teachers who teach outside their area of preparation than students in affluent and predominantly white schools (Darling-Hammond, 2010).Teacher qualification is important for student achievement as studies have shown that teacher credentials and preparation greatly affect the gains of the students (Boydd, Grossman , Lankford, Loeb & Wyckoff, 2006).

As charter schools are being promoted in urban communities, many states do not require that teachers in charter school have certification as only 75 percent of teachers in K-5 must be certified, and only 50 percent in grades six through twelve must have certification(Carrunthers, 2009). Charter schools are meant to provide choice for children’s education, and instructional innovation while targeting the underserved student. Charter schools are said to seek out the best teachers and are able to raise funds from individuals, foundations, and corporations, to pay teachers as they can pay higher teacher salaries (Manuel, 2007). However, many charters school pay less than traditional public schools and they are not required to offer tenure or participate in state plans for retirement for teachers (Carrunthers, 2009).

Certification of teachers is of utmost importance as while one may possess a skill or ability to perform, one may not possess knowledge as to how to differentiate instruction for various learning styles among children as a certified teacher. While one may conclude that having a teacher in place is better than no teacher, one must consider the suburban counter-part where only the best teachers for their children are accepted. Succeeding on high-stakes testing will require high-quality teachers to help students to gain the opportunities that high-stakes testing affords them. Although many protest against high-stakes testing, and are opting out of high-stakes testing, the tests remain lawful practices and are still used to make decisions regarding the lives of American students.

References

Adamson, F., Darling-Hammond, L. (2012). Funding disparities and Inequitable distribution of teachers:evaluating sources and solutions. Education Policy Analysis Achives. 20(37).

Beckett, L. (2013). America’s most outrageous teaching scandals.ProPublica. http://www.propublica.org/article/americas-most-outrageous-teacher-cheating-scandals.

Blazer, C. (2011). Unintended consequences of high stakes testing. Information Capsule. 1008(22).

Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2008, June). The narrowing gap in NewYork City teacher qualifications and its implications for student achievement in highpoverty schools (National Bureau of Economic Research: Working Paper 14021). Cambridge, MA: National Bureau of Economic Research.

Carrunthers, C. (2009). The qualifications and classroom performance of teachers moving to charter schools. National Center for Analysis of Longitudinal Data in American Research. 27

Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Education Evaluation and Policy Analysis, 24(1), 37-62.

Manuel, J. (2007): “Charter Schools Revisited: A Decade After Authorization, How Goes the North Carolina Experience?” North Carolina Insight, 22.

Cooperative Learning versus Competition

2015-02-26T10:15:00.000-08:00

Over the years, I have become an advocate, believing that all children can learn. For some students, support needed may be attributed to a physical disability, sight disability, behavioral disability, or even a learning disability perhaps due to neurological issues, but I see the students are often genius in their own way. I appreciate the uniqueness of each learner but unfortunately have noticed that the students who have different learning styles are isolated even in a classroom practicing inclusion.

Cooperative learning has not been learned by many regular education students but is a viable solution for learning. Learning support students have often displayed the sensitivity and support of cooperative learning for one another, as this same support should be seen in all classrooms practicing inclusion. The classroom structure and interaction occurring with student-centered learning has much to do with how well students learn, how they feel about school and themselves. Interacting may include students interacting through competition; individually, or even cooperating while taking interest in one another’s learning. (Johnson & Johnson, 1988). Unfortunately, competition is most prevalent in the United States as is seen through; a) the way students are honored and receive awards; b) the way teachers entrust students with roles and responsibilities; c) through achievements and other extra-curricular courses. Since educators are responsible to educate each child, competition should be lessened as some students may do their best but because they learn differently, may not achieve what another child achieves in math or reading. Another child may succeed in the arts or sciences.

Cooperative learning involves grouping students together helping one another to learn academic content (Slavin, 2014). Students working together, and toward the same end is ideal but must begin as early as possible. Recently, I had the opportunity of viewing a documentary video that told of the experiences of American students who suffered with dyslexia which is a reader disorder. The disorder is a neurological disorder in origin and affects student’s ability to accurately or fluently recognize words. Issues related to dyslexia also may include problems with reading comprehension while reducing reading which impedes growth (Tennessee, 2013- 2014). The video affected me strongly as I have personally observed how American students who are considered mainstream students view themselves as superior to students who are labeled “learning support” students. The documentary showed how dyslexic students often excel in areas of their life in extraordinary ways.

While legislature from the state of Pennsylvania identifies dyslexia as a neurological disorder with unexpected difficulties with fluency and word recognition and poor decoding or spelling abilities as this is not connected to an individual’s intellect (Pennsylvania, 2013-2014). The state has embarked on a pilot program in three districts for feasibility of early screening and intervention.

In a society where competition is engrained into the culture, students must learn that they can cooperate with learning for each student no matter the learning style.. They can learn to be caring and helpful citizens. The presumptions that students have about one another can be clarified if they are taught to work together early on in their classroom experiences. More positive and productive ways of thinking can be learned related to varying learning styles compared to the way they individually learn.