Opening remarks. What are opening remarks? Thursday was the first day of school for teachers. Students will arrive Monday. Thursday was the day when all 300+ staff members of the Marietta City Schools gathered to set the course for the new year. And they had to endure opening remarks. Some of those remarks were to be given by your writer.
As I struggled ahead of time to find words worthy of taking their time, I had kept my ears open for weeks hoping to hear something worth saying. Barely twelve hours before the event was to occur, I finally heard them.
But it was the time spent just before the meeting was to begin that was most telling about what is happening in your schools. I arrived early and just hung around in the lobby smiling and greeting and listening. And watching. And feeling the atmosphere.
We have a new Superintendent, two of our school staffs have new Principals, and we have four new employees who have come to us from other careers. All of these individuals have chosen the assignments they are about to undertake. They all have positive expectations of the time just ahead.
With talk lately about taking a new look at our aging buildings and what can be done, there is at least a sense that great things may happen. Yes, we still have financial challenges, but a new perspective is being brought to the whole question of education in the Marietta City Schools thanks in large measure to your new Superintendent. I could feel it in the lobby ahead of the meeting. A buzz.
Not since having been in China in 1988 had I gotten such a feeling of anticipation and expectation from a group of people. A sense of the possible. Expectation. The past few weeks of Olympic activities have shown us what possibilities and expectations can produce. The China I have seen on TV bears no resemblance to the China I saw twenty years ago.
Time for the meeting to start and I was first on the agenda with opening remarks. Right after the Pledge of Allegiance. Fortunately I had found the words I needed the evening before.
At a party thrown by the Putnam School staff for their departing Principal, Mr. Finley, there were many comments and observations. And a few tears. And excitement about their new Principal, Mr. Arnold. He is living up to their expectations. They are breaking him in gently.
It was Mr. Finley’s parting comments that were worthy of sharing. Although he was speaking to and about his staff and his twenty three years at Putnam School, his words were worthy of the entire district and every school. What the staff delivers every day.
He said, “You know, as I look back on my time at Putnam and working with this staff what makes it special is that you always assume the attitude of what CAN be done…..not why it can’t be done. That’s what makes the difference.”
Those few words set the tone for what is happening in your entire district. The district has traveled some rocky roads since I began watching in 1973. There have been many challenges and great accomplishments along the way. The moves forward have always been because of the focus on what CAN be done. There is a renewed sense of the possible in the Marietta City Schools. It is time now to move ahead with an expectation of what CAN be done.
A forum for Marietta City Schools constituents and board members. Comments, suggestions, observations and information invited.
Friday, August 22, 2008
Expectations
Mr. Findley would not do well in today’s school environment. He taught Problems of Democracy and was the head football coach. One seldom spoke to him without using both Mr. and sir in the same sentence. Yes, sir, Mr. Findley. But times have changed.
To address some of those changes and some yet to come, you might watch one of Governor Strickland’s 12 forums on education. Ours in Marietta is being conducted Monday, August 18 from 5 to 6:30 and will be broadcast live on public television. Check www.conversationeducation.org for more information.
Mr. Findley both commanded and deserved respect in a day when the expectation was to give everyone respect until they proved it was not deserved. The culture both in schools and in society has changed. Respect now is given only after earning it.
We do our students no favors by accepting this change in culture and lowering our expectations. Two recent stories related to me by local employers bear this out.
One new hire came with top grades from his college. He had great references. His performance on the job, however, was marred by his near constant text messaging. His unwillingness to change this habit netted him a pink slip.
Another new hire was given a job with a good deal of autonomy. He had a company vehicle to travel to jobs. He also had a habit of disappearing for periods of time to conduct his own errands and chores. He did not comprehend this was not part of his job description and his employer’s expectations. He was fired.
This year will see changes of expectations at many of our schools. Notably at the Middle School and High School. Parents will be notified in several ways. Please look for those notices.
A NO ZERO Policy will be in effect at MMS. No homework, OK. But you’re staying after school to complete assignment(s). Parents will be notified by phone and bus transport will be provided on a limited basis. The minimum expectation is that you do the work and attempt to learn the lessons.
Backpacks are back at the high school, but they have to stay under desks and out of walkways for safety purposes. Students were the originators of this change. They have earned the respect to have their request honored.
Then there is the cell phone policy at MHS. OK to bring them; but keep them in the locker during school hours. Mom’s text message is just going to have to wait till later. No need to cover the many other disruptive abuses of phones in recent past. This is a school. The expectation is study and learning. Parents can pick up confiscated phones by arrangement with the principal. Mr. Findley would have made you come to football practice to pick them up.
Progress Book is a service being expanded through the district. Parents will be able to view homework assignments, messages from teaching staff, attendance information and more via the internet. You should experience a reduction in grade card surprises and find it easier to keep up with your student’s progress.
A retired teacher with whom I spoke recently told me of his observation about himself and other teachers regarding expectations. He noticed that his minimum expectations soon became his maximum effort. His students noticed and lived down to his expectations. It worked the other way as well when he raised his expectations.
Our recent academic achievements should be applauded and appreciated. We owe it to our students to raise the bar of expectations. The grades in life come after graduation. It is easier to do the homework now.
To address some of those changes and some yet to come, you might watch one of Governor Strickland’s 12 forums on education. Ours in Marietta is being conducted Monday, August 18 from 5 to 6:30 and will be broadcast live on public television. Check www.conversationeducation.org for more information.
Mr. Findley both commanded and deserved respect in a day when the expectation was to give everyone respect until they proved it was not deserved. The culture both in schools and in society has changed. Respect now is given only after earning it.
We do our students no favors by accepting this change in culture and lowering our expectations. Two recent stories related to me by local employers bear this out.
One new hire came with top grades from his college. He had great references. His performance on the job, however, was marred by his near constant text messaging. His unwillingness to change this habit netted him a pink slip.
Another new hire was given a job with a good deal of autonomy. He had a company vehicle to travel to jobs. He also had a habit of disappearing for periods of time to conduct his own errands and chores. He did not comprehend this was not part of his job description and his employer’s expectations. He was fired.
This year will see changes of expectations at many of our schools. Notably at the Middle School and High School. Parents will be notified in several ways. Please look for those notices.
A NO ZERO Policy will be in effect at MMS. No homework, OK. But you’re staying after school to complete assignment(s). Parents will be notified by phone and bus transport will be provided on a limited basis. The minimum expectation is that you do the work and attempt to learn the lessons.
Backpacks are back at the high school, but they have to stay under desks and out of walkways for safety purposes. Students were the originators of this change. They have earned the respect to have their request honored.
Then there is the cell phone policy at MHS. OK to bring them; but keep them in the locker during school hours. Mom’s text message is just going to have to wait till later. No need to cover the many other disruptive abuses of phones in recent past. This is a school. The expectation is study and learning. Parents can pick up confiscated phones by arrangement with the principal. Mr. Findley would have made you come to football practice to pick them up.
Progress Book is a service being expanded through the district. Parents will be able to view homework assignments, messages from teaching staff, attendance information and more via the internet. You should experience a reduction in grade card surprises and find it easier to keep up with your student’s progress.
A retired teacher with whom I spoke recently told me of his observation about himself and other teachers regarding expectations. He noticed that his minimum expectations soon became his maximum effort. His students noticed and lived down to his expectations. It worked the other way as well when he raised his expectations.
Our recent academic achievements should be applauded and appreciated. We owe it to our students to raise the bar of expectations. The grades in life come after graduation. It is easier to do the homework now.
Wednesday, August 13, 2008
Good to Great
We have good schools. Which is why we don’t have great schools.
With that sobering punch to our pride Gerald Hasselman of Mississippi College opened a two day training with a group of 25 Marietta City Schools folks. The object was to relate how successful business techniques can be applied to education.
Dr. Hasselman built the case that unless we begin to apply these techniques in American education we will fall further behind a world education system that has already outpaced us. Further reducing our standards will not keep pace with other students hungry for education and advancement.
He contrasted Ford and Toyota and how by building from within and creating an entirely new quality luxury product, Lexus, Toyota was far more successful than Ford which chose to attempt to buy luxury by acquiring Jaguar and Land Rover, only to sell the lines years later at great loss.
The answers to our future lie withinand with our choices. The challenge is to best utilize and develop our people and resources. The method is by constantly seeking to improve on every system and operation within our district.
He touched the lightening rod of district consolidation as the means of achieving great savings. Experience proves that the savings are minimal at best and politically unachievable in our lifetimes. Yes, there is value in those sports rivalries that foster competitiveness in athletes as well as the classroom.
While it was a challenge to those of us who speak and understand Northern English to keep up with his Mih-sippi version of Southern English it was of great value to have his 40+ years of educational experience in the state that can claim to be the poorest in educational performance in the nation address this audience. He was able to cite case after case of the grinding poverty of school districts and families in Mississippi eliminating any argument from us about why our area with its social and financial challenges cannot move ahead.
A family of twelve children living in two abandoned school buses on cement blocks in a cotton field at the end of a dirt path left us no room to make excuses about local poverty conditions. We were further dispelled from argument by the story of a school principal who, given a virtually blank check opportunity by state officials to ask for what she needed at her school knew that what her students needed most was a reason to attend school. She asked for “Some of those red rubber balls they use in gym classes.”
The literally hundreds of stories and anecdotes painted a picture of possibility for the attendees, mostly principals, but also union leaders, administrators, a school board member and your new superintendent. The presenter had walked the walk and earned the right to talk the talk. We listened and were inspired.
Several times he alluded to the fundamental concept of choice saying, “Mississippi has the schools we have chosen to have.” Which is true. It is also a challenge to our community as well as his state.
The challenge of recognizing that choices have consequences brings in the notion of accountability for choices and the outcome of those choices.
Student achievement is recognized as an accountable outcome of schooling. Those to be held accountable for student achievement are students, the board of education, the central office and superintendent, principals, administrators, teachers and staff. At the foundation of the accountability for choices equation are parents and the community.
What will our choices be, now and in the future? And what will be the outcome?
With that sobering punch to our pride Gerald Hasselman of Mississippi College opened a two day training with a group of 25 Marietta City Schools folks. The object was to relate how successful business techniques can be applied to education.
Dr. Hasselman built the case that unless we begin to apply these techniques in American education we will fall further behind a world education system that has already outpaced us. Further reducing our standards will not keep pace with other students hungry for education and advancement.
He contrasted Ford and Toyota and how by building from within and creating an entirely new quality luxury product, Lexus, Toyota was far more successful than Ford which chose to attempt to buy luxury by acquiring Jaguar and Land Rover, only to sell the lines years later at great loss.
The answers to our future lie withinand with our choices. The challenge is to best utilize and develop our people and resources. The method is by constantly seeking to improve on every system and operation within our district.
He touched the lightening rod of district consolidation as the means of achieving great savings. Experience proves that the savings are minimal at best and politically unachievable in our lifetimes. Yes, there is value in those sports rivalries that foster competitiveness in athletes as well as the classroom.
While it was a challenge to those of us who speak and understand Northern English to keep up with his Mih-sippi version of Southern English it was of great value to have his 40+ years of educational experience in the state that can claim to be the poorest in educational performance in the nation address this audience. He was able to cite case after case of the grinding poverty of school districts and families in Mississippi eliminating any argument from us about why our area with its social and financial challenges cannot move ahead.
A family of twelve children living in two abandoned school buses on cement blocks in a cotton field at the end of a dirt path left us no room to make excuses about local poverty conditions. We were further dispelled from argument by the story of a school principal who, given a virtually blank check opportunity by state officials to ask for what she needed at her school knew that what her students needed most was a reason to attend school. She asked for “Some of those red rubber balls they use in gym classes.”
The literally hundreds of stories and anecdotes painted a picture of possibility for the attendees, mostly principals, but also union leaders, administrators, a school board member and your new superintendent. The presenter had walked the walk and earned the right to talk the talk. We listened and were inspired.
Several times he alluded to the fundamental concept of choice saying, “Mississippi has the schools we have chosen to have.” Which is true. It is also a challenge to our community as well as his state.
The challenge of recognizing that choices have consequences brings in the notion of accountability for choices and the outcome of those choices.
Student achievement is recognized as an accountable outcome of schooling. Those to be held accountable for student achievement are students, the board of education, the central office and superintendent, principals, administrators, teachers and staff. At the foundation of the accountability for choices equation are parents and the community.
What will our choices be, now and in the future? And what will be the outcome?
Wednesday, August 6, 2008
Push 2 to continue in Latin
When did we quit teaching Latin? But first things first. The school board will continue to accept letters of interest and resumes from parties interested in being considered for the vacant school board seat until August 8. Please submit them to the board office at 111 Academy Drive.
The board will conduct interviews of those interested at a special meeting on a date yet to be determined with the intent to appoint the new member at the August 18 board meeting.
Miss Reaping was a commanding figure in the hallways of my high school on the days she had all her students dressed in togas for some special event happening in Latin class. I was not among them.
There were two college bound “tracks” in those days. College Prep A (Arts/Academic, which included Latin) and College Prep C (Business/Commercial, no Latin). The “Trade” track included wood shop and metal working. The “Commercial” track included secretarial skills and basic accounting. And the “General” track was for those who sought a high school education with no further schooling in mind. They did not study algebra, geometry or foreign languages as I recall.
The decade old Watson-Crick DNA model discovery was still big news as I went off to college. Models of the double helix seemed to be everywhere. Today our seventh graders skim past those models and move on to more challenging material. The world has changed and with it, education.
In a few short years all students who receive a high school graduation diploma will have been taught Algebra I and II. They will have a more thorough grounding in the sciences than today and their course work will be more demanding overall.
The demands of testing to measure achievement force schools to focus on the tested areas at the expense of other academic pursuits. We can no longer afford the ‘luxuries’ of a more varied curriculum. While we still teach courses not subject to the testing requirements, they are falling by the wayside as demand for performance in the specified areas increases.
Put politically incorrectly, yet honestly, we have less to offer the Ivy League bound student and more to offer the state school bound student. As the Ivey Leaguers represent a smaller slice of the student body, this probably makes sense, but it still means a loss of options.
On the other side of the equation we have students at the high school level who struggle with reading, a basic skill that will impact the rest of their lives. If they did not get well grounded in the basics of reading skills in the early years of grade school, they will have problems ongoing as they study ever more challenging material. Yet we do not teach fundamental reading skills past the fifth grade level. Surely we can serve them better to prepare for the world ahead. Many of the challenges they face in other subject areas are related to their ability to read.
Mandates and funding issues severely limit and restrict the options available to local districts and boards but those are not reason to surrender our own desires and visions. It means we must be more creative, more aggressive. We cannot afford to wait for solutions from afar; the answers lie close at hand.
We can envision and create the educational future our children and we deserve. It begins with desire.
While the imposing visage of Miss Reaping is but a distant memory, she would have been pleased to hear on a modern answering machine, “ Push one to continue in Latin.”
The board will conduct interviews of those interested at a special meeting on a date yet to be determined with the intent to appoint the new member at the August 18 board meeting.
Miss Reaping was a commanding figure in the hallways of my high school on the days she had all her students dressed in togas for some special event happening in Latin class. I was not among them.
There were two college bound “tracks” in those days. College Prep A (Arts/Academic, which included Latin) and College Prep C (Business/Commercial, no Latin). The “Trade” track included wood shop and metal working. The “Commercial” track included secretarial skills and basic accounting. And the “General” track was for those who sought a high school education with no further schooling in mind. They did not study algebra, geometry or foreign languages as I recall.
The decade old Watson-Crick DNA model discovery was still big news as I went off to college. Models of the double helix seemed to be everywhere. Today our seventh graders skim past those models and move on to more challenging material. The world has changed and with it, education.
In a few short years all students who receive a high school graduation diploma will have been taught Algebra I and II. They will have a more thorough grounding in the sciences than today and their course work will be more demanding overall.
The demands of testing to measure achievement force schools to focus on the tested areas at the expense of other academic pursuits. We can no longer afford the ‘luxuries’ of a more varied curriculum. While we still teach courses not subject to the testing requirements, they are falling by the wayside as demand for performance in the specified areas increases.
Put politically incorrectly, yet honestly, we have less to offer the Ivy League bound student and more to offer the state school bound student. As the Ivey Leaguers represent a smaller slice of the student body, this probably makes sense, but it still means a loss of options.
On the other side of the equation we have students at the high school level who struggle with reading, a basic skill that will impact the rest of their lives. If they did not get well grounded in the basics of reading skills in the early years of grade school, they will have problems ongoing as they study ever more challenging material. Yet we do not teach fundamental reading skills past the fifth grade level. Surely we can serve them better to prepare for the world ahead. Many of the challenges they face in other subject areas are related to their ability to read.
Mandates and funding issues severely limit and restrict the options available to local districts and boards but those are not reason to surrender our own desires and visions. It means we must be more creative, more aggressive. We cannot afford to wait for solutions from afar; the answers lie close at hand.
We can envision and create the educational future our children and we deserve. It begins with desire.
While the imposing visage of Miss Reaping is but a distant memory, she would have been pleased to hear on a modern answering machine, “ Push one to continue in Latin.”