Chapter+1

Chapter 1:Using what you know to be a more effective leader

Interesting quotes:

Donna: "Likewise, being an educated person means more than simply mastering basic skills. My guess is that the folks who drove the economy into the ground or those who committed massive fraud...probably had pretty good scores on their achievement tests. It proves once again the wisdom attributed to Albert Einstein, who observed that 'not everything that counts can be counted.' " (p. 5) I think this disclaimer sets an objective tone to the book--that data will be important and useful but must be used with caution and in perspective. It is certainly the point that Humanities must make, and make again.

In the interest of fairness: "We also did something in the mid-1980s that is currently a topic of national debate: We looked for growth. We ranked our schools, not by their scores, but by their growth in student achievement. This gave recognition and hope to faculties that were working in some of the most difficult schools." We could all use a little hope right now! I think the essence of education is growth.

Sandra: my passage is the same as Donna's. I like the next paragraph too "Having said all that, in education we are currently in a mode that places major emphasis on those things that can be measured. Unfortunately, right now the state of the art in assessment means that simple, low-cost tests ( which are ones used because they are the affordable) are also the least satisfactory form of assessment. Moreover, when you emphasize only those things that can be measured, you can leave out some very importent factors."

I don't totally agree with testing, but I don't believe that a test alone tells the whole story about student achievement.

Warren: "We have created something amazing and wonderful-but we have to live with all its implications. The challenge for school leaders is to find a way to make the best of this dilemma." When we make something new and different (supposedly easier) for one type of learner we need to think about for whom we are making it harder. Is it worth the change? Is there accomodation that can make a difference?

Jamy:

I highlighted a few of the same passages as Warren and Donna (Albert Einstein Qoute, Creating and living with Technology). One of the areas that caught my eye that may be a little different is the information regarding CIO (Chief Information Officer) and PR (Public Relations) Page 8. Do we have these folks? If we do, their sole job is not in these roles. I feel that we have some great tools to generate data (ASK reporting, OnCourse, etc,) and we have a Communicator (created and distributed by BOE members) - but is this truly the essence of what is described in the writing. There is a common saying I like to use for our district - we tend to "VILLE" IT UP!!! This appears to be what we are doing in this situation. If we plan to move into the 21st Century and practice 21st Century skills and use data for making improvement - we must first dedicate a person to work closely with administration to determine "What are we trying to do?.... and, What do we want at the end of the day?" with our data. We then need a person that is able to get this information out to our community in an understandable way. I HOPE I DON'T WRITE THIS MUCH FOR EACH CHAPTER!!!!!

Donna: You raise an interesting point, Jamy, although adding an administrator in charge of organizing and disseminating data does not seem likely at this time. (I have never heard the expression, "villing" it up! Would appreciate some interpretation.)