EDN 523 Open this and you will find LOTS of docs and ppt’s for YOU!

Fall, 2012

The last school reform ppt Efforts to explain (find blame for) low achievement focus on teachers. This is couched as an issue of accountability, but it is revealing that the rest of the players in education (ed schools, curriculum organizations, ed school certifying organizations, “researchers,” “innovators,” and gurus) never include themselves as part of the problem. In fact, they are the ones pushing hardest for teacher assessment. [One can’t imagine why.] Ironically, these same persons and groups (whose writings, programs, and reforms show that they know less than nothing about curriculum and instruction) are the ones designing and conducting teacher assessments. What a good idea! I wonder who thought of that? Oh, right! THEY did. I’m sure that the inventories developed be these geniuses will be comprehensive, the items will be well-defined, the measures will measure what they are supposed to measure, and the measurement process will be collaborative and will be connected directly to assistance.

The presentation ends with the assertion that the very first step in assessing and improving teaching requires DEFINING teacher proficiency, and THIS requires a shared stock of knowledge, which is so far impossible to do because this field is dominated by ZOMBIES, meatheads, and New Zealanders---that is, persons and organizations that indoctrinate teachers with what they think is consistent with human development and social betterment, but which is really ill-designed and as such ensures that kids with the least background knowledge remain at the bottom. Thanks, you rump fed cloth headed miscreant knave punks!

The last school reform doc

The Road to Teaching Proficiency. This doc rests on a stock of research-derived knowledge of effective curriculum and instruction. I see it as a tentative, but brilliant, effort to (1) identify the main activities of teachers; (2) identify the knowledge elements of each of these activities; and (3) suggest a logically progressive sequence that integrates the elements into wholes—namely, activities.

The doc COULD be the start of an inventory of teacher proficiency.

It could also help to develop teacher preparation programs everywhere in the world, except perhaps for New Zealand.

Short version of “The road.”

Glossary

Examples of teacher activities (end of the “road,” above) that integrate many knowledge elements regarding curriculum and instruction from here.

1. Designing instruction from textbooks and other materials BLANK TO FILL OUT for future use in schools.

2. Form for Assessing and Improving Curriculum Materials and Instruction BLANK TO FILL OUT for future use in schools. Download, save, print, and put in a binder.

3. Designing curriculum and instruction in elementary school.

Project designing instruction on ecosystems.

BELOW are docs we’ll use to make an inventory. Then we’ll use the inventory to make assessments. Then we’ll use both inventory and assessments to plan research. Research to do what? (1) Validate and improve the assessment and inventory; (2) determine teacher proficiency right after graduation and later (cohort study); (3) determine relationships between aspects of teacher proficiency and aspects of schools (supervision; students; perceptions) and achievement; (4) ……………

Developing a teaching proficiency inventory. DRAFT.

What we have so far: areas and items.

Possible format for item development.

Possible items on curriculum

Possible items on lessons.

Possible items in reinforcement

Possible items on engaged time

Possible items on diverse learners

Possible items on questioning

Possible assessment of lesson planning.

SOURCES for main strands of teacher proficiency (e.g., lesson plans, correcting errors, assessment), knowledge elements needed to do these (e.g., a teacher must know how to teach acquisition, generalization, fluency, retention, and integration of knowledge in order to plan a well-designed lesson).