Comments on: Teaching As Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html Sun, 25 Apr 2010 09:54:35 +0000 http://wordpress.org/?v=2.9.2 hourly 1 By: Benjamin http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-54 Benjamin Sat, 17 Apr 2010 12:12:20 +0000 http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-54 There are many books for teachers. Perhaps, too many. This is one more NOT to be missed. Written by Steven Farr, from Teacher for America, it tells us the story of 20 years of successful teachers who belong to this teacher's program -Teachers for America. I am a teacher myself, and although I did not become a teacher through this program, I have had student teachers under my wing, and I have mentor several teachers who came from this program. They are, for the most part, extremely passionate individuals with an eagerness to serve. The results will always vary, depending on the individual teacher and the school district they are working at. But this book has the quality of putting together the most successful stories of these teachers for over 20 years. <br />The book is divided in the following chapters: 1. Set Big Goals (having high expectations for all children) 2. Invest Students and Their Families (the importance of establishing effective partnerships with families) 3. Plan Purposefully (planning instruction) 4. Execute Effectively (in the classroom, the moment of truth!) . Continuously Increase Effectiveness (reflection as a powerful tool for professional growth) 6. Work Relentlessly (teachers as leaders). <br />The structure of the book reminds me a lot of those of the National Board for Professional Teaching Standards, which as today, are the highest Standards for teaching in America. I would recommend this book to any teacher regardless of their experience in the profession (novice and expert teachers alike), and I would strongly encourage any teacher who has been in the profession for more than 5 years, to become a National Board Certified Teacher ([...]) as a means to become a master teacher and a strong leader in our school communities. Rating: 5 / 5 There are many books for teachers. Perhaps, too many. This is one more NOT to be missed. Written by Steven Farr, from Teacher for America, it tells us the story of 20 years of successful teachers who belong to this teacher’s program -Teachers for America. I am a teacher myself, and although I did not become a teacher through this program, I have had student teachers under my wing, and I have mentor several teachers who came from this program. They are, for the most part, extremely passionate individuals with an eagerness to serve. The results will always vary, depending on the individual teacher and the school district they are working at. But this book has the quality of putting together the most successful stories of these teachers for over 20 years.

The book is divided in the following chapters: 1. Set Big Goals (having high expectations for all children) 2. Invest Students and Their Families (the importance of establishing effective partnerships with families) 3. Plan Purposefully (planning instruction) 4. Execute Effectively (in the classroom, the moment of truth!) . Continuously Increase Effectiveness (reflection as a powerful tool for professional growth) 6. Work Relentlessly (teachers as leaders).

The structure of the book reminds me a lot of those of the National Board for Professional Teaching Standards, which as today, are the highest Standards for teaching in America. I would recommend this book to any teacher regardless of their experience in the profession (novice and expert teachers alike), and I would strongly encourage any teacher who has been in the profession for more than 5 years, to become a National Board Certified Teacher ([...]) as a means to become a master teacher and a strong leader in our school communities.
Rating: 5 / 5

]]> By: Samuel Chell http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-53 Samuel Chell Sat, 17 Apr 2010 09:22:26 +0000 http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-53 I'll confess that the title is less than enticing (there are times that I think I've seen enough of America's "leaders"--where are the learners, the thinkers, the apolitical "students" like Socrates and Plato who at least know about the attractions, benefits, and procedures of "the examined life"?). Nevertheless, this is the kind of book that teachers of all levels (and don't kid yourself--students who attend college are not necessarily there out of a love of learning) may find of greater use than a thesis-driven book by a single author. It's a "resource text" that teachers can dip into from time to time for a number of reasons--from receiving a quick recharge to a rundown battery (whenever the inevitable aversion to the classroom) rears its ugly head to ways of leading the horse to water and getting it to drink (when a specific, difficult text appears to bring all mental activity to a halt). <br /> <br />It's rare to find a young person who has no desire for knowledge. (Just ask them: would you like to know something about this area? The answer, invariably and unanimously, is "yes!.") The teacher's challenge is to tap this inbred human desire that can so easily be nipped in the bud and replaced by the countless distractions that our society, economic system, and misguided values offer up on a daily basis as surrogates that ultimately waste not merely time but minds. The material price of knowledge is cheap--the biggest bargain anywhere. But the cost in terms of effort, patience, time, practice, etc. is admittedly quite severe. Some of the essays in this book may be judged of less importance because they tend to subscribe to the "learning can be fun" fallacy, but most of them are aware of the risks, challenges and difficulties required for the attainment of genuine knowledge. Given the amount of resistance, not to knowledge but the steps required to attain it, the teacher needs all of the ammunition she or he can possibly get. She'll find an ample supply within the covers of this frequently provocative, useful anthology. Rating: 4 / 5 I’ll confess that the title is less than enticing (there are times that I think I’ve seen enough of America’s “leaders”–where are the learners, the thinkers, the apolitical “students” like Socrates and Plato who at least know about the attractions, benefits, and procedures of “the examined life”?). Nevertheless, this is the kind of book that teachers of all levels (and don’t kid yourself–students who attend college are not necessarily there out of a love of learning) may find of greater use than a thesis-driven book by a single author. It’s a “resource text” that teachers can dip into from time to time for a number of reasons–from receiving a quick recharge to a rundown battery (whenever the inevitable aversion to the classroom) rears its ugly head to ways of leading the horse to water and getting it to drink (when a specific, difficult text appears to bring all mental activity to a halt).

It’s rare to find a young person who has no desire for knowledge. (Just ask them: would you like to know something about this area? The answer, invariably and unanimously, is “yes!.”) The teacher’s challenge is to tap this inbred human desire that can so easily be nipped in the bud and replaced by the countless distractions that our society, economic system, and misguided values offer up on a daily basis as surrogates that ultimately waste not merely time but minds. The material price of knowledge is cheap–the biggest bargain anywhere. But the cost in terms of effort, patience, time, practice, etc. is admittedly quite severe. Some of the essays in this book may be judged of less importance because they tend to subscribe to the “learning can be fun” fallacy, but most of them are aware of the risks, challenges and difficulties required for the attainment of genuine knowledge. Given the amount of resistance, not to knowledge but the steps required to attain it, the teacher needs all of the ammunition she or he can possibly get. She’ll find an ample supply within the covers of this frequently provocative, useful anthology.
Rating: 4 / 5

]]> By: Electric Z http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-52 Electric Z Sat, 17 Apr 2010 07:22:44 +0000 http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-52 There have been several reviews of what is in the book so I won't go into much detail there. Rather I will address my feelings and observations. The concepts contained in this book are valuable and need to be copied and replicated by teachers every where. Many teachers already address the techniques described here. I enjoyed the depth of information and in the manner in which it was presented. This will be a book that is passed around the teacher lounge. Rating: 5 / 5 There have been several reviews of what is in the book so I won’t go into much detail there. Rather I will address my feelings and observations. The concepts contained in this book are valuable and need to be copied and replicated by teachers every where. Many teachers already address the techniques described here. I enjoyed the depth of information and in the manner in which it was presented. This will be a book that is passed around the teacher lounge.
Rating: 5 / 5

]]> By: Jim http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-51 Jim Sat, 17 Apr 2010 05:40:50 +0000 http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-51 This book helps teachers and administrators map a strategy. It addresses the big picture by asking the reader to define intended outcomes, put the students and their families to work, plan the work, work the plan and continually monitor progess along the way. <br />This is classic project mangement as applied to acedemics, especially in a school system in a low income community. <br />Learn more by referring to [...] Rating: 3 / 5 This book helps teachers and administrators map a strategy. It addresses the big picture by asking the reader to define intended outcomes, put the students and their families to work, plan the work, work the plan and continually monitor progess along the way.

This is classic project mangement as applied to acedemics, especially in a school system in a low income community.

Learn more by referring to [...]
Rating: 3 / 5

]]> By: Jeff Lippincott http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-50 Jeff Lippincott Sat, 17 Apr 2010 02:42:28 +0000 http://www.pandin.org/15-teaching-as-leadership-the-highly-effective-teachers-guide-to-closing-the-achievement-gap.html#comment-50 <br />Wordy, repetitive, and flawed. Furthermore, I saw no reason to bring the race card into the discussion. Apparently the book was supposed to be about how kids of low-income parents can be inspired, motivated, or coaxed into taking school seriously and learning. Instead, what I read was a book that tried to paint an unrealistic picture of what a teacher is or should be so poor black kids and hispanics can live the life of whites when they grow up. <br /> <br />The part of the book that dealt with leadership can be found in chapters three through six. <br /> <br />3. PLAN PURPOSEFULLY. - Put together great presentations so kids can easily learn. <br />4. EXECUTE EFFECTIVELY. - Deliver great presentations so kids can easily learn. <br />5. CONTINUOUSLY INCREASE EFFECTIVENESS. - Go back and reevaluate the presentations and the delivery of those presentations so kids can more easily learn. <br />6. WORK RELENTLESSLY. - Don't give up; Keep working hard. <br /> <br />This is basic leadership stuff. Whether one is a CEO of a corporation, president of an LLC, coaching a little league sports team, or a teacher trying to earn her paycheck, the process of leading involves planning, execution, and reevaluation. Whether one needs to work relentlessly or not typically depends on how talented the individual is. Personally, I am turned off by anything that preaches "hard work." I'm a believer in smart work, strategic work, and dedication. But life is too short to get obsessed and have to work hard. <br /> <br />Where the book fell short specifically was in chapters 1 and 2. Chapter 1 was mostly about inspiration and motivation. Is this really what school is supposed to be about? I think not. And Chapter 2 was mostly about involving the low-income parents of underachieving kids in the education process. Are they really worthy of being a good influence on their kids? I think not. In most instances, if they were, then they wouldn't be low-income earners. <br /> <br />There is a simple reason why kids with affluent parents do well in school. The affluent parents train their kids to be information siphons. And they expect their kids to be information siphons. Schools and the teachers in the schools just provide these kids with information to be siphoned. The only thing tests identify is how much information these kids have siphoned. And believe me, the quality of the instruction is not why the test scores are high. It is the quality of the home environment that makes the test scores high. <br /> <br />The simple reason why kids with non-affluent parents (i.e., black and hispanic according to the author) don't do well in school is that these parents don't train their kids to be information siphons. And they certainly don't create expectations that their kids be information siphons. There are a number of movies that exude this point. But the one that comes to mind for me right now is October Sky (Special Edition) where Homer Hickman was the son of a coal miner father. Homer was inspired by rockets and he wanted to work for NASA some day. But all his father ever wanted for him was to work in a coal mine. Homer didn't need to be an information siphon if he was to be just a coal miner. And if he were not self-motivated, then he would have simply become a coal miner. <br /> <br />Some teachers go beyond the call of duty and become surrogate parents to kids of low-income parents. Four movies I enjoyed that cover this phenomena are: Stand and Deliver, Lean on Me (Snap Case), Coach Carter (Widescreen Edition), and Freedom Writers (Full Screen Edition). But becoming a surrogate parent is not what teaching is or should be about. And the success stories this book tries to point out almost always involve teachers becoming surrogate parents. Not a good thing in my humble opinion. <br /> <br />If you want to read a fundraising handout for the nonprofit called Teach For America, then get this book. If you want to read a book that cries about the unfairness of kids born into poverty and getting stuck in a rutt of poverty, then read this book. But if you want to read a book that will solve the problem of disadvantaged kids being able to have unlimited opportunity, then wait for another book to come out. This one doesn't come close to really helping kids of low-income parents. 1 star! Rating: 1 / 5 Wordy, repetitive, and flawed. Furthermore, I saw no reason to bring the race card into the discussion. Apparently the book was supposed to be about how kids of low-income parents can be inspired, motivated, or coaxed into taking school seriously and learning. Instead, what I read was a book that tried to paint an unrealistic picture of what a teacher is or should be so poor black kids and hispanics can live the life of whites when they grow up.

The part of the book that dealt with leadership can be found in chapters three through six.

3. PLAN PURPOSEFULLY. – Put together great presentations so kids can easily learn.

4. EXECUTE EFFECTIVELY. – Deliver great presentations so kids can easily learn.

5. CONTINUOUSLY INCREASE EFFECTIVENESS. – Go back and reevaluate the presentations and the delivery of those presentations so kids can more easily learn.

6. WORK RELENTLESSLY. – Don’t give up; Keep working hard.

This is basic leadership stuff. Whether one is a CEO of a corporation, president of an LLC, coaching a little league sports team, or a teacher trying to earn her paycheck, the process of leading involves planning, execution, and reevaluation. Whether one needs to work relentlessly or not typically depends on how talented the individual is. Personally, I am turned off by anything that preaches “hard work.” I’m a believer in smart work, strategic work, and dedication. But life is too short to get obsessed and have to work hard.

Where the book fell short specifically was in chapters 1 and 2. Chapter 1 was mostly about inspiration and motivation. Is this really what school is supposed to be about? I think not. And Chapter 2 was mostly about involving the low-income parents of underachieving kids in the education process. Are they really worthy of being a good influence on their kids? I think not. In most instances, if they were, then they wouldn’t be low-income earners.

There is a simple reason why kids with affluent parents do well in school. The affluent parents train their kids to be information siphons. And they expect their kids to be information siphons. Schools and the teachers in the schools just provide these kids with information to be siphoned. The only thing tests identify is how much information these kids have siphoned. And believe me, the quality of the instruction is not why the test scores are high. It is the quality of the home environment that makes the test scores high.

The simple reason why kids with non-affluent parents (i.e., black and hispanic according to the author) don’t do well in school is that these parents don’t train their kids to be information siphons. And they certainly don’t create expectations that their kids be information siphons. There are a number of movies that exude this point. But the one that comes to mind for me right now is October Sky (Special Edition) where Homer Hickman was the son of a coal miner father. Homer was inspired by rockets and he wanted to work for NASA some day. But all his father ever wanted for him was to work in a coal mine. Homer didn’t need to be an information siphon if he was to be just a coal miner. And if he were not self-motivated, then he would have simply become a coal miner.

Some teachers go beyond the call of duty and become surrogate parents to kids of low-income parents. Four movies I enjoyed that cover this phenomena are: Stand and Deliver, Lean on Me (Snap Case), Coach Carter (Widescreen Edition), and Freedom Writers (Full Screen Edition). But becoming a surrogate parent is not what teaching is or should be about. And the success stories this book tries to point out almost always involve teachers becoming surrogate parents. Not a good thing in my humble opinion.

If you want to read a fundraising handout for the nonprofit called Teach For America, then get this book. If you want to read a book that cries about the unfairness of kids born into poverty and getting stuck in a rutt of poverty, then read this book. But if you want to read a book that will solve the problem of disadvantaged kids being able to have unlimited opportunity, then wait for another book to come out. This one doesn’t come close to really helping kids of low-income parents. 1 star!
Rating: 1 / 5

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