This is my video presentation proposing a Makerspace classroom for students (or adding the concept to our classrooms/rotation) and a 3D printer for the 2015-2016 school year. The Importance of a Students' Story
A student’s story is the number one and most important factor when I begin the year of teaching in second grade. Even though they haven’t been on this earth for a very long time, 7-8 years, it’s the first thing I need to know so I can understand where the child has been and where I can take him/her as a teacher. Their story points out how I need to adapt my teaching style and delivery. Do they need tough love, do I need to invest additional time, do I need a softer approach, etc.? Parent conferences is where I get to hear their story, most parents automatically give their child’s story (and theirs as it aligns with their childs) so I can understand why they may behave in a certain way, why they struggle or why they’ve succeeded in the past. Access “In recent years, students increasingly communicate at school through their own wireless electronic devices such as cell phones, iPhones, and BlackBerrys.” (Kemerer & Sanson) I began to reflect about our online graduate class, how did our professors get to know us? The answer is using the tools of technology. We’ve had several chats and we’ve also had the ability to see each other on a video chat similar to the way we Skype or FaceTime on our cell phones. We’re no longer in the era where we simply chat and read each others text, we video chat now and it gives us the same face to face collaboration opportunities as if we were standing in front of each other. It actually may be a better conversation, as we’re able to chat with multiple people and research on our computer, if needed, at the same time. Languages, Cultures & Instruction Modification As a bilingual teacher, I speak English and Spanish and have taught in both. Most of my students speak either English or Spanish because I teach in the South Bay of San Diego County. One way we can ensure that we reach all students is to figure out if we speak a common language, if the child only speaks Spanish then I can communicate with him/her while immersing them into the English language simultaneously. Another strategy is to simplify assignments to meet their needs and possible language barrier. The Internet has an abundance of resources such as Google Translate, which I’ve used religiously with ESL students that are able to communicate in their own language. I’ve had students write their assignment in their native language and have them use Google translate to convert it to English. I tell them, that it’s double the work but it’ll pay off. Google Translate is not perfect but it starts and aids in the process of learning a new language. I believe we also have to show interest, whether it's online or in the traditional classroom. Whether it's the students story, their language or culture, students feel more comfortable when they see that we're interested in them and invest time getting to know them. “Simple actions such as pronouncing the students’ names correctly and showing interest in their cultures will go a long way in giving students a more pleasant learning experience.” (ESL Partyland, 2015) References ESL Partyland. (2015). Strategies for Teaching ESL Student - ESL Students in the Classroom. Retrieved July 8, 2015 from: https://www.eslpartyland.com/teaching- esl-student Kemerer, F., & Sansom, P. (2013). California School Law Third Edition. Palo Alto, CA: Stanford University Press. Needs Assessment Interviews
“In 1997, 18% of families had internet access in their homes. By 2001, that number had grown to 50%. Two years later, it was up 50%. By 2006, it had risen to 65%. In 2008, it was 73%.” (Thomas & Brown, 2011) Technology has not only arrived but it has taken over the homes. Technology is used daily, whether it’s our phones, tablets, computers and/or Internet. Students must be prepared for the world they live in today and the world they will live in tomorrow, 21st century learning is here. This is a needs assessment in regards to technology in the classroom for my school district, Lakeside Union School District (LUSD). This paper also includes two interviews of technology leaders at Lakeside Union that will provide depth, quality and expansion on my initial needs assessment. LUSD & Classroom Technological Needs When I first began assessing our school district and my own personal classroom, I quickly realized how advanced we were in the area of technology. We currently have 1:1 iPads for all students 2nd–5th grade, Smartboard technology in all classrooms and at least 5 mac desktop computers in all classrooms as well. I keep reminding my students daily, how fortunate and thankful they should be with the abundance of technology that surrounds them. However, this abundance needs to be managed and there has to be many hours of preparation on behalf of us, the teachers. The district also needs to be aligned with this vision as well, to offer hours and hours of professional development time, allow hours of collaborating with other colleagues so we can learn from each other, share experiences/knowledge and allow us to tinker/explore the technology. Interview #1 My first interview was with a teacher with 8 years experience and recently promoted to become a Teacher on Special Assignment (TOSA) as an instructional coach for technology integration. According to this instructional coach, “we need more pedagogical training for teachers to shift instructional practices with the use of technology. This will be essential for the success of our 1:1 programs sustaining over time.” We’ve had countless trainings on the use of the iPad, from 101 trainings to some examples of how to use certain apps in our teaching practices. These were great and they helped out a great deal but it needs to go deeper. Another great response by the instructional coach was “If we truly want to transform teaching and learning, teachers need to attend mandatory trainings over time on shifts in pedagogy- not just the actual technology.” Technology is the surface; pedagogy is the foundation that will sustain the technology. Interview #2 My second interview was the director of educational technology at Lakeside Union. I asked her a few questions about the plans moving forward in regards to supporting teachers with technology in the classroom. “We hired an extra TOSA so that we will now have a TOSA on site 1-2 days a week to provide direct classroom support – they will assist in lesson planning, delivery, and reflection. “ I believe this addition will give a great deal of support to our teachers, to begin training us on the possibilities of technology and the shift in mindset needed for the 21st century classroom. According to the director, there will also be many more professional learning opportunities that will be focused on content specific educational tech tools. There will also be a Haiku website dedicated to holding examples of lessons that use our digital framework. Principals can use it for staff development, or teachers can use it for independent learning. Reflection I am so grateful for this assignment because it broadened my scope of vision and the importance of pedagogy. The abundance of technology cannot be sustained without learning the art of teaching with technology and putting in the hours and hours of preparation. Just like I tell my students, I tell myself as well, I am extremely fortunate to be working at this district that has been equipping us with the 21st century tools and classroom for a few years now but it’s now time to prepare. To educate ourselves on how to utilize technology to meet the needs of our students and to help them gain the skills needed for today and the future. References Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace Independent Publishing Platform. Collective bargaining agreements
“Eighty five percent of teachers in American public schools are represented by teachers unions.” (Kremer & Samson, 2013) Teachers unions bargain on behalf of the teachers, school districts and the schools it represents. This back and forth bargaining is called collective bargaining. It’s bargaining on behalf of the “collective,” which is the teachers. In my five-year experience, teachers have their say and our association updates us on a monthly basis about the proposals that are on the table. This can include our pay, benefits, class size, school calendar, budgets, programs, etc. Sustaining Programs If collective bargaining agreements are grounded in common language, technology and school leaders must sustain new programs by allowing teachers to have their say, allow teachers to pilot programs beforehand and then implement a long-term plan with that will offer continuous support for teachers. Leadership can adopt the latest program with all the bells and whistles but if there’s no support in how to utilize the program efficiently and effectively, then the program will fail and money will be wasted. Teachers know the needs of their students so there must be a grassroots effort to obtain the feedback of the teachers prior to implementing a program. “The EERA specifies that negotiations are to begin well in advance of adoption of the final budget for the ensuing school year.” (Kremer & Samson, 2013) Reflection Within the past few years, we’ve begun the shift from the old standards to the common core. With this shift came the implementation of technology, a new language arts curriculum, in the midst of adopting the Next Generation Science Standards (NGSS) and next school year will be adopting a new math curriculum aligned with Common Core. Prior to adopting these changes, there was professional development time to ensure teachers were ready. However, many feel there could have been more preparation especially for the teachers that weren’t as tech savvy. It can be a very daunting task to be given a classroom equipped with the 21st century but not properly prepared to utilize the curriculum, as it’s intended. Continuous support for teachers in the area of technology and how technology aligns with the curriculum would be the best way to ensure a program is launched and sustained. References Kremerer, F & Sansom, P. (2013). California School Law (3rd ed.) Stanford University Press. Support Systems
There are many school support systems that are necessary to providing a safe, healthy and educationally conducive learning environment for students. School support systems need to be synchronized and well planned out. Long term planning is crucial to the success of district and its schools. This paper will talk about how certain support systems that are necessary for providing a safe can be affected by a blended learning environment. Transportation “Every Kindergarten parent worries about the safety of his or her children as they climb aboard the school bus for that firs day of school.” (Townley & Schmieder, 2015, p. 131). School bus drivers are under a lot of pressure. They’re expected to be efficient, to maximize their routes, to practice safety, to take the safest routes and of course, to ensure no kids are forgotten. In California, the chief business official supervises the transportation department to ensure all policies are being met such as training programs, long range bus replacement plans, and efficiency of routes just to name a few. Computerized bus routes have also been implemented to reduce transportation costs. Computerized programs are able to calculate walking distances from a drop off destination, efficient routes, the tracking of special routes for students with disabilities, field trip layouts and employee schedules. Maintenance Just like transportation, maintenance is vital part of the financial side of education and the cleanliness of a school is the first impression when judging its community. “This judgment may be directly related to the academic accomplishments of students, but architectural design, campus cleanliness and landscaping of school grounds also influence new comers’ judgments of a community’s priorities. (Townley & Schmieder, 2015, p. 141). Maintenance and operations are often used synonymously in a school environment, however they are distinctly different. Maintenance maintains the school by repairing and replacing of equipment and maintaining the landscape of a school. Operations is responsible the housekeeping duties of a school to ensure it’s ready for the day-to-day use. Food Service Another vital component of a schools support system is the food service. “Proving a nutritious meal for school children has become national policy and a major management task for school administrators. (Townley & Schmieder, 2015, p. 149). Maintenance and transportation are areas that I was unfamiliar with in regards to the importance schedules and begin efficient as possible to maintain the flow of school, financially and academically. The food service on the other hand, is an area that I’ve been able to observe and witness the changes throughout the years. Our school currently offers breakfast before school, second chance breakfast for the students that missed breakfast due to being tardy, lunch and dinner after school for the students attending the after school program. As a health conscious person, I’m not too fond with what is being served, however kids are being fed as I have witnessed first hand how much a student can suffer academically on an empty stomach. Support Systems and Blended Learning “Blended courses (also known as hybrid or mixed-mode courses) are classes where a portion of the traditional face-to-face instruction is replaced by web-based online learning.” (Blended Learning Toolkit, 2015) As an elementary school teacher, I’ve never heard of blended learning or that it even existed for that matter. However, if it were ever implemented at an elementary setting for a student or students, the support systems would be greatly affected and planning of each would need to be restructured to fit this model. In regards to transportation, if a certain number of students no longer have to take the bus on Monday-Thursday for example because he/she only had to check in for face-to-face instruction on a Friday, then the scheduling of the pick up and drop off for these students would need to be modified which can greatly impact how finances are allocated. Maintenance would also be greatly impacted, as fewer students would equal less maintenance. Using the same example as mentioned earlier, if an entire classroom is no longer being used Monday-Thursday; the scheduling of maintenance would need to be modified to meet the blended learning program. Lastly, food services would greatly be impacted as well because there will be less students to feed as the lunch totals needed per day would decrease Monday-Thursday. References Blended Learning Toolkit. (2015). What is Blended Learning? Retrieved June 17, 2015 from: https://blended.online.ucf.edu/about/what-is-blended-learning/ Townley, A. J., & Schmieder-Ramirez, J.H. (2015). School Finance: A California perspective (10th ed.). Dubuque, IA: Kendall Hunt Publishing Company. The School Board School board meetings are held on a monthly basis and comprised of several board members that were elected by its citizens. The purpose of the school board is to set the vision of the school district as a whole and make the decisions that affect our schools. Their responsibilities are to balance the yearly budget, approve the yearly calendar, and approve the curriculum along with many other responsibilities. “First and foremost school boards look out for students. Education is not a line item on the school board’s agenda—it is the only item.” (NSBA, 2002) This paper will compare and contrast two different school board meetings from separate districts, the interactions observed and the content of each meeting. Chula Vista Elementary School District The first school board meeting I attended had an extremely positive atmosphere. As soon as I walked in, there was standing room only and I can see that a high number of parents, students and teachers were in attendance supporting their schools. The meeting began with a presentation by three students speaking about their technology use, the school environment and culture and how much they loved their teachers and staff. Following the student presentations, a new preschool program of 780 students made their presentation. With the use of technology, they updated the board members with their eligibility process, funding, space and furnishings, curriculum, scores, RTI model and the use of their diagnostic teaching model. Most importantly, they also shared how proud they were of their preschool teachers thanked the board for approving permanent contracts for all preschool teachers. After the preschool leadership team presented, four elementary schools presented their end of the year statistics and the success of their programs. With the use of technology, schools played 5-10 minute videos that included parent testimonies of how proud they were of their children and schools, how students self evaluated themselves, how the use of technology saved paper, how they used social media to reach the 21st century students and how blogging has become a great success amongst students and their families. San Diego Unified School District The second school board meeting I attended was at the San Diego County Office of Education for the San Diego Unified School District. This school board meeting began with a negative tone. The public was given the first 30 minutes to voice any concerns or comments at this time. The first person came up and gave her testimony of how her son was being unfairly treated at one of their charter schools. Her son has been experiencing a high level of bullying. The parent felt she has not been supported and her child has been expelled on here say, not facts. Parent wants to take legal action and would like some support from the school board. The second through the fifth testimonies had to do with Claremont High School and their newly renovated sports facility. People of the community lined up one by one and gave their two minute testimony of how the loudness of their sound system, the bright lights of the stadium and the loud crowds have negatively affected their community. They mentioned how the community is known for being quite and family oriented. With the addition of the stadium, their kids are woken up late at night and the sounds of profanity from the crowd has made their neighborhood hard to live in. They mentioned they spoke with the principal about the contract details and the allowable night games or activities they can have as a school per year. They mentioned the school has exceeded this number and constantly loan out the stadium to non-school activities. They are requesting the school board looks into this matter and obtain their support in reviewing the current stadium contract. Operational Matters Next on the San Diego Unified board meeting agenda were the operational matters of a new charter school named Ingenuity and an update of propositions S and Z. Ingenuity is a charter school focused on 21st century learning. “Ingenuity Charter is a unique, student centered, Independent Study program that focuses on the 5 elements of high quality 21st century education.” (Ingenuity, 2015) The five elements are competence, critical thinking, collaboration, creativity and communication. All five elements are aligned with technology. Prop S and Z The representative also indicated that prop S and Z is in full swing, 97 projects have been completed and 13 currently in progress. “Bond projects include classroom technology, safety and security upgrades, Americans with Disabilities Act (ADA) upgrades, new/renovated facilities for College, Career and Technical Education, temporary classrooms replaced by permanent classrooms, air conditioning, ADA improvements to athletic facilities, turf fields, and other capital improvements at traditional and charter schools throughout the district.” (San Diego Unified, 2015) I was able to observe some visuals of these projects and it’s amazing how much money, hundreds of millions, are being used to update and/or build schools. Not only are they creating schools but they’re equipping the students and teachers with the best and latest in technology. I have been to board meetings in the past but this time I came in with a different scope. Not as a teacher, I came in with the scope of an administrator and decision maker. I also highlighted the importance of technology and how it was emphasized by all schools that presented. 21st century learning is in full effect. I also noticed the variety of issues heard by the school board, there are endless aspects to education such as the loudness and brightness of a 21st century high school stadium. However, millions and millions of dollars are invested in our education system, which is great but it’s about how the finances are allocated by the decision makers. Plans are now in place to ensure resources are allocated effectively through strategic planning. A plan that is currently in place is the Local Control and Accountability Plan, also known as an LCAP, which is part of the annual budget planning process. The purpose of the LCAP is to align academic plans with spending plans and it includes the voices and input of the public and teachers. References The Role of School Boards. (2002). Retrieved June 9, 2015. Ingenuity. (2015). Philosophy. Retrieved June 9, 2015. Facilities Bond Program: Propositions S & Z. (2015). Retrieved June 9, 2015. The Role of School Boards. (2002). Retrieved June 9, 2015. Allocating resources is the process of assigning and managing assets. However, the assets cannot be assigned or utilized effectively without strategic planning. Part of this strategic planning is the implementation of program budgeting by school districts, “this system allocates income and expenditures to specific cost centers.” (Townley & Schmieder, 2015, p. 83). This paper will discuss how the resources for our school program are allocated and used appropriately given federal, state and local requirements.
Program Budgeting ‘Program budgeting is designed to provide a school district, decision makers, the public and the legislature to provide detailed information about the services and benefits purchased by a school district.” (Townley & Schmieder, 2015, p. 83). At the end this school year, our school district issued a survey through their website stating they have transitioned to a Local Control Funding Formula (LCFF). The survey included all of the goals and programs implemented during the 2014-2015 school year. These goals are the foundation of our school and district and are asking us for our feedback so the district can analyze and plan for the upcoming years. These goals and objectives will be visited annually. Superintendents and the governing board can now effectively decide to revise, eliminate, reduce or increase the funds of a certain program. Account Codes “Districts use a system of account codes, required by the California Department of Education, to identify specific costs by program or department. “(Townley & Schmieder, 2015, p. 85). These account codes include six elements: fund/group, resource, project year, goal, function and object. The fund identifies specific activities or defined objectives, resource is revenues that need to be carefully allocated as they have legal restrictions, project year is the tracking of projects that will last longer than one fiscal year, goal tracks income and expenditures based on instructional goals, function tracks income expenditures for services and object tracks the expenditures by a service such as teacher salaries. This system organizes, assigns, manages and allows for an effective estimate of all the expenses needed for coming school year. These systems with the addition of the Local Control and Accountability Plan, the school districts goals are established through surveys and school site meetings. Therefore, the allocating of resources will be strategic and used appropriately. However, the system or the budgeting program is not a substitute for the expertise or intuition of educational planners. Decision makers must continue to include teachers and the public to ensure we are meeting the needs of our district/school. It’s also very important that teachers voice their opinion on the projects and goals for every upcoming year because without our voice, programs will be implemented that may not meet the needs of our students. References Townley, A. J., & Schmieder-Ramirez, J.H. (2015). School Finance: A California perspective (10th ed.). Dubuque, IA: Kendall Hunt Publishing Company. Providing every child with an equal opportunity to learn has been a complex and challenging task in public education. However, several plans have been put in place to give the added budgetary freedom to the local education agencies. The Local Control Funding Formula (LCFF) and the Local Control and Accountability plan (LCAP) have been put in place to help control the allocation of resources and the financial side of education. This paper will examine both the LCFF and the LCAP and how they affect resource allocation.
LCFF The LCFF is the requirement that school districts work with parents and the community to put together annual accountability plans. The LCFF are accountable for the implementation of state board adopted academic content standards, parental involvement, pupil achievement and pupil engagement, school climate and pupil outcomes in specified subject areas. “Through the local control funding formula the state is providing new decision making power to local educational agencies to act based on the needs they see for students.” (Lorden, 2015) In other words, this places all major decisions on the State board instead of the legislature. Regardless of the choices and spending decisions, there will always be push back by advocacy groups. Therefore, school districts should always aim to meet the specific needs of their school district. LCAP This Local Control and Accountability Plan, also known as an LCAP, is part of the annual budget planning process. The purpose of the LCAP is to align academic plans with spending plans. “The LCAP is LCFF’s vehicle for transparency and engagement. It is the way that LEAs are expected to share performance data, needs, actions, and anticipated outcomes that guide the use of available LCFF funding.” (Lorden, 2015) The LCAP consists of over 2 public hearings describing annual goals and the specified actions that will be taken to achieve these goals. The eight annual goals are student achievement, student engagement, other student outcomes, school climate, parental involvement, basic services, implementation of common core standards and course access. Resource Allocation The LCFF and LCAP change the conversation around resource allocation because the formulating of a plan, must engage parents, employees, educators and the community. Every community has its own specific, unique and evolving needs. Therefore, the needs of school district in a high-income neighborhood for example, will differ than that of school district in a low-income neighborhood. The LCFF gives the school districts the flexibility on how to spend the money, depending on their unique needs and student body. If the school district has a high rate of low-income families, English learners, and/or foster children. Under the LCFF, the school district would receive additional funding for the neediest of students. |
Jaime Gonzalez
2nd Grade Teacher CategoriesArchives |