It may not surprise you to hear that I am a fan of a good, strong liberal arts education. I do not see college as "vocational training" or a means to a specific job. I am uncomfortable when teenagers are asked to decide what they want to do with their lives, by selecting a career path. So this article in the New York Times (2/24/09) was a bit troubling -- though not surprising -- to me.
The article discusses how in today's economy, the essence of a humanities education — reading the great literary and philosophical works and coming “to grips with the question of what living is for” — may become “a great luxury that many cannot afford.”
The article states that "the critical thinking, civic and historical knowledge and ethical reasoning that the humanities develop have a different purpose: They are prerequisites for personal growth and participation in a free democracy, regardless of career choice.
"But in this new era of lengthening unemployment lines and shrinking university endowments, questions about the importance of the humanities in a complex and technologically demanding world have taken on new urgency. Previous economic downturns have often led to decreased enrollment in the disciplines loosely grouped under the term “humanities” — which generally include languages, literature, the arts, history, cultural studies, philosophy and religion. Many in the field worry that in this current crisis those areas will be hit hardest."
I agree with Anthony T. Kronman, professor of law at Yale and the author of “Education’s End: Why Our Colleges and Universities Have Given Up on the Meaning of Life," who said, "the need for my older view of the humanities is, if anything, more urgent today,” he added, referring to the widespread indictment of greed, irresponsibility and fraud that led to the financial meltdown. In his view this is the time to re-examine “what we care about and what we value,” a problem the humanities “are extremely well-equipped to address.”
Read the full article by clicking here.
Thursday, February 26, 2009
Budget update
I went to the Somerville HSA meeting yesterday, and some of the (25-30) people there commented that the “budget presentation” on Monday night was not as detailed as what they had been expecting. We’ve been hearing for so long about the financial trouble that’s a-coming with this 09-10 budget and I really think people are getting fatigued by the stress of waiting for the bad news. I understand that. I know the district’s administrators have been working hard with principals and other administrators to come up with solutions for the anticipated budget gap. They’re looking at everything – with a total gap of about $2,400,000, we have to look at everything. They’re trying to keep the cuts away from the classroom as much as possible, but the changes will be noticed by all.
FYI, the Board did meet with our three unions – the REA (teachers), RAES (secretaries) and the RAA (administrators) -- and we asked them if they would open up their contracts and consider the possibility of concessions to help us meet the budget. To their credit, and in a move that was almost unprecedented in New Jersey, the associations' leaders were willing to talk, even though I would bet the NJEA strongly advised the REA against it. We even progressed to memoranda of agreement with all three groups, that would have saved the district a fair amount of money. The RAA ratified their new contract but, unfortunately, the REA and RAES members did not ratify the agreements for changes to their existing contracts. They said “no.” According to REA leaders Monday night, their members could not ratify because the district had not answered their questions. Unfortunately, their questions were things like (I'm paraphrasing), “If we agree to the concessions, can you guarantee that no more cuts will be made?” Or, “Will the district receive enough state aid (or Obama stimulus money) to make the concessions unnecessary?” Those questions simply cannot be answered. The state won't tell us about aid until at least 3/14. And the stimulus money...I'm not holding my breath on much of that coming to Ridgewood.
So Monday night, there was the budget in a sort of interim form, showing the expense categories and, for each, the budget for 08-09 and the proposed amount for 09-10. Down at the bottom was a line called “budget cuts” ($1.7 million). And at the very bottom was the remaining “shortfall,” which was about $500,000.
What’s next? The administration will keep looking for savings. They'll find them. And on March 9, the Board will be presented with the detailed budget, including an explanation of all proposed cuts. There will certainly be positions eliminated, and Dr. Fishbein explained that he wants to have conversations with the affected staff before the cuts are made public.
Tune in on March 9, after which we'll hear from the state around 3/16, we must submit the budget to the county superintendent around 3/19, we'll have the official public hearing around 3/30, and then in April there will be presentations at HSAs. Throughout there will undoubtedly be newspaper articles, etc. Finally, the election is April 21. This is going to be a tough time. It’s not going to be over April 21 nor soon after that. But what can we do but go forward?
FYI, the Board did meet with our three unions – the REA (teachers), RAES (secretaries) and the RAA (administrators) -- and we asked them if they would open up their contracts and consider the possibility of concessions to help us meet the budget. To their credit, and in a move that was almost unprecedented in New Jersey, the associations' leaders were willing to talk, even though I would bet the NJEA strongly advised the REA against it. We even progressed to memoranda of agreement with all three groups, that would have saved the district a fair amount of money. The RAA ratified their new contract but, unfortunately, the REA and RAES members did not ratify the agreements for changes to their existing contracts. They said “no.” According to REA leaders Monday night, their members could not ratify because the district had not answered their questions. Unfortunately, their questions were things like (I'm paraphrasing), “If we agree to the concessions, can you guarantee that no more cuts will be made?” Or, “Will the district receive enough state aid (or Obama stimulus money) to make the concessions unnecessary?” Those questions simply cannot be answered. The state won't tell us about aid until at least 3/14. And the stimulus money...I'm not holding my breath on much of that coming to Ridgewood.
So Monday night, there was the budget in a sort of interim form, showing the expense categories and, for each, the budget for 08-09 and the proposed amount for 09-10. Down at the bottom was a line called “budget cuts” ($1.7 million). And at the very bottom was the remaining “shortfall,” which was about $500,000.
What’s next? The administration will keep looking for savings. They'll find them. And on March 9, the Board will be presented with the detailed budget, including an explanation of all proposed cuts. There will certainly be positions eliminated, and Dr. Fishbein explained that he wants to have conversations with the affected staff before the cuts are made public.
Tune in on March 9, after which we'll hear from the state around 3/16, we must submit the budget to the county superintendent around 3/19, we'll have the official public hearing around 3/30, and then in April there will be presentations at HSAs. Throughout there will undoubtedly be newspaper articles, etc. Finally, the election is April 21. This is going to be a tough time. It’s not going to be over April 21 nor soon after that. But what can we do but go forward?
Monday, February 23, 2009
Grades for Effort or Achievement?
The New York Times recently had an article about college kids complaining about grades. (Student Expectations Seen as Causing Grade Disputes, 2/18/09). One professor said, "Students often confuse the level of effort with the quality of work. There is a mentality in students that ‘if I work hard, I deserve a high grade.’" Another professor said, “I think that it stems from their K-12 experiences. They have become ultra-efficient in test preparation. And this hyper-efficiency has led them to look for a magic formula to get high scores.”
Some of the subsequent letters to the editor to the Times reinforced the discrepency. Students who wrote in felt that effort is what grades should signify. Professors or deans felt grades were for achievement.
Hmmm...interesting. I wonder what students, parents and teachers feel here in Ridgewood?
Some of the subsequent letters to the editor to the Times reinforced the discrepency. Students who wrote in felt that effort is what grades should signify. Professors or deans felt grades were for achievement.
Hmmm...interesting. I wonder what students, parents and teachers feel here in Ridgewood?
Sunday, February 22, 2009
This week's BOE meeting
Here are agenda highlights for the Board of Ed meeting Monday at 7:30 p.m.:
-- We'll hear the presentation of the proposed budget for the 09-10 school year. As you have undoubtedly heard, this has been a challenging budget to create, having started with a $2.4 million shortfall. Cuts will be made and we will all feel them. As one of the Board of Ed members said, "There will be something for everyone to hate us." Gee, what fun. But I do know the administration has been working extremely hard to create a budget that meets our students' educational needs and I'm confident that even with cuts, the District and Board will do our best to protect our educational values. I haven't been through this process before, so I'm not exactly sure what the format is for the presentation/discussion at the meeting, but I assume whatever is presented will also be posted on the District website shortly after the meeting.
-- We'll have a first reading of a revised co-curricular activities policy.
-- Miscellaneous retirements, leaves of absence and appointments.
-- Approval of shared services agreements with the Village and also with another school district. Sharing services is one way to reduce costs by combining our "buying power" with others.
You are invited to attend the meeting (Ed Center, 3rd Floor), or watch live on Cablevision channel 77, or view the live webcast by clicking here.
-- We'll hear the presentation of the proposed budget for the 09-10 school year. As you have undoubtedly heard, this has been a challenging budget to create, having started with a $2.4 million shortfall. Cuts will be made and we will all feel them. As one of the Board of Ed members said, "There will be something for everyone to hate us." Gee, what fun. But I do know the administration has been working extremely hard to create a budget that meets our students' educational needs and I'm confident that even with cuts, the District and Board will do our best to protect our educational values. I haven't been through this process before, so I'm not exactly sure what the format is for the presentation/discussion at the meeting, but I assume whatever is presented will also be posted on the District website shortly after the meeting.
-- We'll have a first reading of a revised co-curricular activities policy.
-- Miscellaneous retirements, leaves of absence and appointments.
-- Approval of shared services agreements with the Village and also with another school district. Sharing services is one way to reduce costs by combining our "buying power" with others.
You are invited to attend the meeting (Ed Center, 3rd Floor), or watch live on Cablevision channel 77, or view the live webcast by clicking here.
As if I needed another reason to order pizza...
Just ran across this good idea for a busy Wednesday night...the Orchard School HSA is holding a fundraiser at Pizza Fusion (located on Godwin across the street from Whole Foods). On Wednesday 2/25 and Wednesday 3/4, order a pizza and mention Orchard school, and the HSA will receive 10% of the sale. If your child is an Orchard student, mention his/her teacher -- the class with the most pizzas sold will win a pizza party.
Sunday, February 15, 2009
Thinking about quality teachers
Just read an interesting Op-Ed in the New York Times by Nicholas Kristof (thanks for the idea, Mr. McNamar), about what he calls the crisis in American education. His conclusion is that teacher quality is the number one deciding factor in educational quality -- not class sizes, spending per student, wealthy district or poor district... Kristof says, "Good teachers matter more than anything; they are astonishingly important. It turns out that having a great teacher is far more important than being in a small class, or going to a good school with a mediocre teacher."
But the thing I found most fascinating was when I went to Mr. Kristof's blog and saw that there were 509 comments posted about his column. Many, many of those that I read were from teachers. And one thing was clear: they certainly did not have a consensus on what the issues are. Some of them said class sizes were the deciding factor. Some said parent involvement. Some said money (as in, teachers should be paid more than administrators).
I did see one recurring thing that I've been thinking about lately. The concept of teacher leadership and teamwork. One writer said, "Right now it is still the case that teachers work alone instead of as a team charged to achieve results." He argued that teachers (and their supervisors) need to work as a team to close the gaps in practice and results.
I am certainly new to the internal workings of school administration and teaching, but I find this pretty fascinating. It does seem to me that teachers are often alone. I'm sure I don't see the collaboration that does go on, but my suspicion is that a lot more of it could happen. I've met some amazing, motivated, creative teachers in my years as a parent. I've also met some teachers that were just sort of "there." Getting some of the former's skill to rub off on the latter seems like the sort of "professional development" that benefits more teachers, and thus more students, with a greater return on investment. Something to think about...
But the thing I found most fascinating was when I went to Mr. Kristof's blog and saw that there were 509 comments posted about his column. Many, many of those that I read were from teachers. And one thing was clear: they certainly did not have a consensus on what the issues are. Some of them said class sizes were the deciding factor. Some said parent involvement. Some said money (as in, teachers should be paid more than administrators).
I did see one recurring thing that I've been thinking about lately. The concept of teacher leadership and teamwork. One writer said, "Right now it is still the case that teachers work alone instead of as a team charged to achieve results." He argued that teachers (and their supervisors) need to work as a team to close the gaps in practice and results.
I am certainly new to the internal workings of school administration and teaching, but I find this pretty fascinating. It does seem to me that teachers are often alone. I'm sure I don't see the collaboration that does go on, but my suspicion is that a lot more of it could happen. I've met some amazing, motivated, creative teachers in my years as a parent. I've also met some teachers that were just sort of "there." Getting some of the former's skill to rub off on the latter seems like the sort of "professional development" that benefits more teachers, and thus more students, with a greater return on investment. Something to think about...
Interested in joining the School Board?
Would you like to be more involved in the policies that guide our schools here in Ridgewood? Consider running for the Board of Education. Information packets are now available for prospective candidates for the 2009 Ridgewood Board of Ed election. There will be one three-year seat on the ballot. This year's election is scheduled for Tuesday, April 21. The deadline for filing petitions is Monday, March 2, at 4 p.m. Packets can be picked up now at the Business Office at the Ed Center, 49 Cottage Place, first floor. For more information, contact the RPS Business Office at 201-670-2660.
NJ Commissioner of Education will speak...
The Leonia Public Schools invites the public to a "conversation" with Lucille Davy, New Jersey Commissioner of Education, on February 25 at 7:30 p.m. Apparently Ms. Davy will attempt to speak about educating our children -- and funding our schools -- during these economic times. Based on things I've heard her say and the regulations coming out of her office, I'm not sure Ms. Davy has a sense of reality here in Ridgewood, but I encourage you to seek her out yourself and see what she has to say, perhaps even question her directly. For more information and directions, click here or call 201-302-5200.
Stimulus $$ for Education
Wondering what kind of money has been pledged for "education" items in the federal stimulus plan? Here's the list (from ProPublica.com). It's a LOT of money. And yet -- who wants to take bets on how much, if ANY, will make its way to Ridgewood?
• State grants for adult job training: $500,000,000
• State grants for youth job training and summer employment opportunities: $1,200,000,000
• Dislocated worker job training: $1,250,000,000
• YouthBuild program for high school dropouts who re-enroll in other schools: $50,000,000
• Job training in emerging industries: $250,000,000
• Job training in the renewable energy field: $500,000,000
• Head Start programs: $1,000,000,000
• Early Head Start program expansion: $1,100,000,000
• Education for the disadvantaged - elementary and secondary education: $10,000,000,000
• Education for the disadvantaged - school improvement grants: $3,000,000,000
• Education impact aid: $100,000,000
• School improvement programs: $650,000,000
• Innovation and improvement of elementary and secondary schools: $200,000,000
• Special education funding under the Individuals with Disabilities Education Act: $12,200,000,000
• Pell grants for higher education: $15,840,000,000
• Institute of Education data systems: $245,000,000
• Institute of Education state data coordinators: $5,000,000
• Dislocated worker assistance national reserve: $200,000,000
• School improvement grants awarded based on the number of homeless students identified in a state: $70,000,000
• Student aid administrative costs: $60,000,000
TOTAL: $48,420,000,000
• State grants for adult job training: $500,000,000
• State grants for youth job training and summer employment opportunities: $1,200,000,000
• Dislocated worker job training: $1,250,000,000
• YouthBuild program for high school dropouts who re-enroll in other schools: $50,000,000
• Job training in emerging industries: $250,000,000
• Job training in the renewable energy field: $500,000,000
• Head Start programs: $1,000,000,000
• Early Head Start program expansion: $1,100,000,000
• Education for the disadvantaged - elementary and secondary education: $10,000,000,000
• Education for the disadvantaged - school improvement grants: $3,000,000,000
• Education impact aid: $100,000,000
• School improvement programs: $650,000,000
• Innovation and improvement of elementary and secondary schools: $200,000,000
• Special education funding under the Individuals with Disabilities Education Act: $12,200,000,000
• Pell grants for higher education: $15,840,000,000
• Institute of Education data systems: $245,000,000
• Institute of Education state data coordinators: $5,000,000
• Dislocated worker assistance national reserve: $200,000,000
• School improvement grants awarded based on the number of homeless students identified in a state: $70,000,000
• Student aid administrative costs: $60,000,000
TOTAL: $48,420,000,000
Saturday, February 14, 2009
Ridgewood Village School is set to open in Cambodia with Village teachers, staff & families at dedication
The Ridgewood Village School in Cambodia is now is a REALITY. Twenty five children and adults -- including Dr. Kashmanian & Mrs. Handy from GW and Ms. Stovell from BF -- are traveling to Cambodia to dedicate "our" school and meet "our" students.
Our own students at Orchard, Travell, Willard, RHS, BF and GW Schools had bake sales, raffles, Penny Wars, Hat Days and many other fundraising activities and raised enough money not only to build a rural school in Cambodia, but also to equip it with books, computers, English teachers and other items needed to support a school. These were student-centered fundraising efforts.
After the formal dedication and ribbon cutting ceremony on February 17, the Cambodian students and the American visitors will participate in cultural exchange of games, songs, dances, art, English lessons and music! Ridgewood students have made scrapbooks and even a video of our schools and village to share with the Cambodian students. They are bringing Polaroid instant cameras and video cameras to capture every smile and to capture these memories for a lifetime. According to Mrs. Handy's website, they plan to post the video on her site if the internet at the hotel cooperates. Every Cambodian student will receive a sack with school supplies (notebooks, pencils, pens, crayons, colored pencils, erasers, sharpeners)! The teachers will receive classroom sets of supplies and a list of Ridgewood students who would love to be a Pen Pal! They will also leave postage paid envelopes for the teachers and students to mail their Ridgewood counterparts notes and pictures.
Congratulations to everyone who contributed to this amazing accomplishment -- imagine, students in Ridgewood actually helped build a school in Cambodia!
Click here to visit Mrs. Handy's website, see more photos, follow their progress on the trip to the dedication and more.
Click here for the GW website about the Cambodia School Project.
Our own students at Orchard, Travell, Willard, RHS, BF and GW Schools had bake sales, raffles, Penny Wars, Hat Days and many other fundraising activities and raised enough money not only to build a rural school in Cambodia, but also to equip it with books, computers, English teachers and other items needed to support a school. These were student-centered fundraising efforts.
After the formal dedication and ribbon cutting ceremony on February 17, the Cambodian students and the American visitors will participate in cultural exchange of games, songs, dances, art, English lessons and music! Ridgewood students have made scrapbooks and even a video of our schools and village to share with the Cambodian students. They are bringing Polaroid instant cameras and video cameras to capture every smile and to capture these memories for a lifetime. According to Mrs. Handy's website, they plan to post the video on her site if the internet at the hotel cooperates. Every Cambodian student will receive a sack with school supplies (notebooks, pencils, pens, crayons, colored pencils, erasers, sharpeners)! The teachers will receive classroom sets of supplies and a list of Ridgewood students who would love to be a Pen Pal! They will also leave postage paid envelopes for the teachers and students to mail their Ridgewood counterparts notes and pictures.
Congratulations to everyone who contributed to this amazing accomplishment -- imagine, students in Ridgewood actually helped build a school in Cambodia!
Click here to visit Mrs. Handy's website, see more photos, follow their progress on the trip to the dedication and more.
Click here for the GW website about the Cambodia School Project.
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