First, Superintendent Jere Hochman announced that a committee is working on selecting math textbooks for 6th to 8th graders. I asked whether parents were included in this committee, but was told that parents were not part of this committee (only teachers). I also asked whether the committee was gathering information on books used by high achieving districts in Massachusetts, and was told that they were not (although this information might eventually be used). I've written a textbook, and I know that the level of book can vary considerably -- I had hoped that at a minimum, the textbook selection committee would have gathered information on the books used by public schools in high achieving Massachusetts districts (what are these? See links on my website to the Newsweek and U.S. News and World Report lists of public high schools). Perhaps these books won't work for Amherst for some reason, but at least having this information seems like a good idea (and I'm going to continue to push for this).
Second, we discussed a new "enrichment policy" -- here's the exact wording:
The Amherst-Pelham Regional Schools, the Amherst Public Schools, and the Pelham Elementary School are committed to providing educational programs and support to meet the needs of all children. Programs should support each child's growth and development by providing him/her with an appropriately challenging educational program. The School Districts will utilize a model for enrichment and enhancement of students' experiences in the educational program in order to meet the needs, interests, and talents of students. The schools and staff will have high academic expectations for every students, will actively encourage achievement, and will encourage students to become independent learns and critical thinkers.
Apparently this policy used to be the "gifted and talented policy," which describes a different sort of a program (that is, a pull out program in which just some kids could receive this additional support). The new enrichment policy is designed to be able to offer extra challenge to kids who need it but in a more flexible way (that is, it is not identifying only SOME kids who need enrichment). I'm delighted with this policy and think it could make a real difference for ALL kids. I was quite surprised, however, that when Superintendent Hochman was describing this policy, Kathleen Anderson (another School Committee member from Amherst) turned to me and said "This is the program for the rich white kids." It strikes me as extremely offensive (and entirely inaccurate) to assume that poor and/or kids of color couldn't benefit from enrichment.
Third, we discussed the district's "goals of instructional program". Many of these are very good -- and place a heavy emphasis on academic achievement, including:
1. To challenge all students to achieve academically at an internationally competitive level ...,
6. To employ best practices of differentiated instruction to ensure that every student is learning, and
7. To maximize each student's achievement directed by district curriculum standards and objective or, as agreed upon,
individualized goals.
I particularly liked #5: "To utilize appropriate, effective, research-based practices and innovative course plans, units of study, lesson plans, pedagogy and assessment practices." However, I ended up abstaining on the vote on these goals (all other members voted in favor) because I'm just not convinced that the district truly intends to follow through on this fifth goal -- I see little evidence of the use of research-based practices or assessment, although I hope this is changing.
One more note from this meeting: I was very concerned by Kathleen Anderson's question to me (following my request that the School Committee begin to consider the policies and programs that are used in other districts) "Why don't you move to Brookline?" After I looked at her blankly, believing that I must have misheard the comment, she repeated it. At this point, I stopped the meeting and asked Elaine Brighty to request that Kathleen stop muttering comments to me. I'm still pondering how best to react to this comment (and specifically whether to have it stated for the record at the next meeting), but it strikes me both as very inappropriate and very unfortunate (does she really mean to imply that a School Committee member who wants to see what high achieving districts are doing should leave Amherst?). Amherst has to find its own way and choose programs that work best for our kids, and I don't believe our goal should be to "become Brookline" (or any district). But that doesn't mean we can't, and shouldn't, learn from what other school districts are doing and at least consider implementing some of the policies and programs that have worked well in other places. When there are districts who are succeeding in some way (e.g., raising achievement levels in traditionally underperforming subgroups, increasing math/science/writing proficiency, and so on), we should clearly try to learn what these districts are doing, and I intend to continue to push for this type of research.
Friday, May 2, 2008
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9 comments:
Wow...sounds like Ms. Anderson engages in full-contact politics.
This should be interesting!
My god, can you imagine the outrage if you told her to move somewhere else?
I shudder to think.
I would think that as a psychology professor you would be more sensitive to the dynamics going on with Kathleen: a. You are new to the committee, and b. you are a white woman of privilege. You are behaving in ways that show that you are either oblivious to both of those things, or that you don't understand the affect of those things. Why don't you talk to Kathleen directly? My guess is that is what any good therepist would advise.
I watched the video of the meeting and saw nothing wrong with your "behavior." You are asking questions and doing the job you were elected to do and I do not think "race and privilege" should have anything to do with that.
Given the short term of a school committee member, and the huge mandate you received in your bid for the school committee, I disagree with the earlier comment. I don't think you should refrain from expressing your concerns and your positions because you're the "new kid on the block". The people who overwhelmingly voted you into office were expecting you to do exactly what you're doing: advocating for all kids, pushing the school system to have high expectations of all kids, and, at the very least, considering evidence based practices in decisions. As a voter, I expect all committee members to treat each other - and the public - with respect and benefit of the doubt. Ms. Anderson has done neither for far too long. It's about time someone called her on it.
Teaching social awareness is great, but it should be combined with a rigorous curriculum that allows the kids to reach their full potential later in life. Society does not need poorly educated activists, which is what the Amherst Schools are striving to produce. Ms. Sanderson: We are 100% behind you and please keep expressing your views at the meetings. We should strive to make the Amherst School district one of the best in the country in terms of academic performance.
An orderly meeting environment for discussion of differing views is the responsibility of the School Committee Chairwoman. Civil disagreement, yes. Personal attacks and impugning the intentions of the speaker, no. Roberts Rules of Order are very clear about acceptable speech. We owe an open and respectful meeting venue to benefit ALL the students in the district.
"I particularly liked #5: "To utilize appropriate, effective, research-based practices and innovative course plans, units of study, lesson plans, pedagogy and assessment practices."
However, I ended up abstaining on the vote on these goals (all other members voted in favor) because I'm just not convinced that the district truly intends to follow through on this fifth goal -- I see little evidence of the use of research-based practices or assessment, although I hope this is changing."
As a member of the school committee, isn't it your role to lead? How does a protest abstention for a policy you want to see implemented do that? You have won the election, now you should stop campaigning and start governing.
To insist on some rigor in curriculum decisions can hardly be seen as "campaigning;" very difficult to lead with a majority of one. Its high time someone stood up for research-based changes. In our 20+ years in Amherst there have been many school must-dos, must-haves that were dropped after a few years as educationally ineffective after using our children as guinea pigs for the latest fad. Lets trust Catherine's instincts on this one.
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