Learners Prepared for College

Has your institution gone after increased graduation rates? Graduating from high school doesn't always mean a student is ready for college level coursework. A student's level of math taken in high school is often predictive of one's college success (p.38). The book highlights reading of informational texts as an area that needs addressed at the secondary level. The author points out the differing perspectives of K-12 teachers and post-secondary instructors as one of the challenges to preparing students for college success. I am sure this is nothing new to many readers; however, the dilemma continues. Add to that the political movement towards national standards which may or may not address the post secondary alignment with K-12 institutions. What is your high school doing to assure stakeholders their children are being prepared for college level coursework or career learning beyond the diploma? Conley mentions the need for schools to develop an intellectually coherent program of study in all disciplines (p.73).
If you are asking yourself what it is that high school graduates need to continue their learning then I suggest you pick up this book. Examples of course syllabi, university work samples, and chapters outlining content and skills for each discipline are just a few of the resources this book has to offer.
I would love to hear from anyone who may have used this book for a faculty study group or something similar that might guide us in revising our college preparatory curriculum.

Change and Beliefs

Have you ever changed an old habit or way of doing something? If so, then you may have experienced a conversion or gestalt shift in your beliefs system. Beliefs are founded on core values created early in life and are often developed from personal experiences (Nespor, 1987). Some researchers claim most students have a strong belief system before they enter college. This perspective has its challenges. Imagine yourself a teacher trying to change a child's behavior. Does it happen over night? How often must the child be reminded? What rationale was given for changing the behavior? What obstacles lie in the way of change? When will the changed behavior become a permanent way of acting?

I don't have the answers for you but as you can see an instructor at the college level has their work cut out for them if they are going to shift a person's beliefs about anything. It is a person's beliefs that lie behind their actions; therefore, to change a person must challenge their core values to alter their behavior. This kind of classroom work with rising educators takes patience, perseverance, and dedication to the profession. Teacher change is at the root of creating organizational change in America's school systems. Fullan (2001) talks about teachers being change agents and to encounter real change schools must challenge the core values connected to the purpose of education.

Are you up for the challenge? Have you thought about your own personal core values that relate to educating children in today's schools? Is it time you ask yourself why you do what you do and if it is in the best interest of those you serve. Personal and vicarious experiences have shaped one's values making it difficult to question one's behaviors. This is not an easy task to undertake but it is one that America's schools will need to embrace if educational institutions are going to meet the needs of learners.

I'll end with a quote from Albert Einstein that speaks to the critical thinking, problem solving, and creativity students must engage in if they are to be successful in the 21st century. Who would have thought that a man born in 1879 could have such foresight. "Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand."

A Vision Realized !

This post is in response to a Google Buzz I received from a colleague who follows Dangerously Irrelevant's blog. The topic hit home! I am fortunate to be involved in the process of implementing a 1:1 netbook program this fall. The leadership of this institution courageously began with a school/parent/faculty survey to determine the needs of its learners. The results pointed directly to students needing more access and use of technology to enhance their college to work readiness skills in an ever changing world. A technology team of students, parents, and faculty explored multiple solutions and began a netbook pilot program last fall. The school campus went wireless within a few months, select students were issued netbooks, and teachers implemented the use of Moodle, a learning management system. Feedback was gathered throughout the school year in meetings with students, parents, and teachers. Collaboration among these stakeholders and the school's leadership led to a vision of every student being equipped with a personal laptop for the 2010-11 school year. Leadership recognized the need for teacher commitment to such a vision; therefore, she utilized professional development funds to take herself and seven others to the ISTE conference in Denver this past summer. I watched and listened as teachers shared comments about the tools and teaching strategies they planned to bring back to our faculty. It was evident that the development of leadership skills in others was blossoming right before my eyes. As these educators return to the classrooms this fall they will be instrumental in mentoring, coaching, and guiding their peers in effectively utilizing technology to engage 500 young women. I am honored to be an administrator working with this leader. Her ability to articulate a shared vision inspires people to embrace the necessary changes that will meet the needs of the community in an institution thats been serving students for over 140 years. A GREAT leader knows its all about the people first, not the technology.