#caedchat is for California educators, by California educators. All are welcome as moderators and participants discuss issues that emerge in California education, which are generally applicable to other regions of the United States.
Welcome to tonight’s #caedchat everyone! The original “Getting Down to Facts” (GDTF) research synthesis came out in 2007. The update - GDTF II - is brand new and gives us plenty to discuss about education in California! Follow @edpolicyinca to stay informed.
Have a couple minutes to give our #DigCit student blogs feedback on the results of us Googling ourselves? Thank you! Please RT. https://t.co/KrEbQ0MtSL#caedchat
You can preview all of the #caedchat questions for tonight here:
https://t.co/tVGe16C0GD
During the chat, moderator will tweet questions as Q1, Q2, etc. and participants reply with A1, A2… don’t forget the #caedchat hashtag!
Good evening, everyone! Thanks for joining us! Time for #caedchat - topic is “Getting Down to Facts” about CA schools, teaching. Moderator is @CohenD
- tonight’s questions come from a synthesis of ed. research you can find here:
https://t.co/XB30YCzx2D
Q0: Before we get into the heart of the conversation, let’s see who’s with us tonight. I’m David, a high school English teacher and writer from Palo Alto
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Hello Doug from Oceanside. School Improvement Coach from @COREdistricts Excited to talk improvement of oppurtunities for ALL students in California! #caedchat
I had the opportunity to give a mini-lesson about the power of Twitter and the importance of joining the @caedchat PLN with the 2018 and 2019 San Diego County Teachers of the year yesterday. I hope someone joins in tonight #caedchat
JJ Lewis, Superintendent for @CompassCs, a #virtual#charterschool serving 17 counties throughout central & southern California! Looking forward to tonight’s #caedchat!
A1: I believe that the move to LCFF is a move in the right direction. Within the eight state priority areas there is a great deal of flexibility for districts to direct funds to their specific needs. I think that the LCAP template is a compliance nightmare. Boo hiss! #caedchat
And just to clarify for the real eduwonks out there - we’re talking about Getting Down to Facts TWO - the 2018 follow up to the 2007 work by @edpolicyinca
A1: For better or for worse, California has always bucked national trends on #edpolicy. Embracing data more wholeheartedly could help get the state moving in the right direction https://t.co/8kSl3pkiMJ#CAedchat
A1: We have a tendency to focus in the flavir of the moment, rather than take an honest look at the disastrous structures that have been in place in our state... things are improving, but we have far to go... #caedchat
Getting Down to Facts does address needs for more data, more access, transparency, coherence - though there’s no question about that topic later in #caedchat
Q1: Now that CA has CS standards I think we are heading in the right direction. I hope coding becomes considered a core class like Science/math/English #teaching#CAedchat
A1: I am a positive person by nature so I want to believe the bright spots that exist across the system are being emulated and replicated. I am concerned about the urgency of policy leaders to make the shift fast enough.
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A1 there are steps in the right direction but there is much work to be done to truly address acheivement gap as well as some fundemental structural failures.
Still too much 19th cen infastructure. #caedchat
Q2: GDTF researchers interviewed many teachers, administrators, district and county leaders, finding consensus that CA should stay the course on reforms. How do change and continuity in state policy affect teachers and students? #caedchat
Q1: Now that CA has CS standards I think we are heading in the right direction. I hope coding becomes considered a core class like Science/math/English #teaching#CAedchat
A1. I agree with the Summary report that says, "Large achievement gaps persist in California by race, ethnicity, income, and English learner (EL) status." Is this because we aren't allowing teacher autonomy, mastery & purpose (Dan Pink)? #caedchat
A1: I believe the addition of Sup. and Concentration grant $ as a part of the LCFF helps to bridge the opportunity gap. In high poverty districts like mine it has allowed us to bring systemic suports for academics (coaching and intervention) SEL supports and Parent #caedchat
Q2. I recommend a more balanced approach to Professional Development in school districts between Formal, Support Systems & Informal Learning. #caedchat
Q2: GDTF researchers interviewed many teachers, administrators, district and county leaders, finding consensus that CA should stay the course on reforms. How do change and continuity in state policy affect teachers and students? #caedchat
Melissa Spadin, Assessment Coordinator at SDCOE! Research shows that change is a 3-5 year process. We often expect results way sooner than they can be achieved, and change course too soon!! #caedchat
A2: Continuity can be helpful from a consistency standpoint, but it can also run the risk of too slow of a pace. Our students and teachers don’t have the luxury of waiting for the system to catch up to their needs. #CAedchat
A1 Yes - I think we are on the right path. There will always be work to do, & it can be done if we are on the right track & focused on what benefits students. That is what it’s all about, serving scholars & ensuring policy & procedure allow us to do that. @edpolicyinca#caedchat
A2: The balance between innovation/change and staying the course is a tricky road to navigate It takes time in mid to large districts for things to take root. We become impatient and are fascinated by the "next new shiny thing" Beware of that trap. #caedchat
Amen, amen … technology should not be a shiny new tool. We need to look at the learning and dins the tool that helps us achieve this for ALL students. #caedchat
Q1: Now that CA has CS standards I think we are heading in the right direction. I hope coding becomes considered a core class like Science/math/English #teaching#CAedchat
I would pile on per pupil spending in general. We, California, has the sixth largest economy in the world - bigger than the UK and yet we spend less than half the country. #caedchat
A2: Every decision made at the top has ripple affects... think the butterfly affect... any slight alterations, means counties, then cities, then districts, then schools, etc. Must adapt... that's not always easy... or quick #caedchat
Q2: GDTF researchers interviewed many teachers, administrators, district and county leaders, finding consensus that CA should stay the course on reforms. How do change and continuity in state policy affect teachers and students? #caedchat
Melissa is so right on! This is where leadership comes into play! Are leaders today prepared for the wave of technology that is transforming our daily lives? #caedchat
Melissa Spadin, Assessment Coordinator at SDCOE! Research shows that change is a 3-5 year process. We often expect results way sooner than they can be achieved, and change course too soon!! #caedchat
Q3: CA test scores lag behind nation, even controlling for demographics, BUT are improving at a greater rate than national average. Does this kind of information have an impact at the school/classroom level? #caedchat
A2 It is hard to find that balance between the two. The need for continuity to really allow policy to achieve its purpose is sometimes daunting and can be in conflict with innovation.
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A2: The balance between innovation/change and staying the course is a tricky road to navigate It takes time in mid to large districts for things to take root. We become impatient and are fascinated by the "next new shiny thing" Beware of that trap. #caedchat
I would pile on per pupil spending in general. We, California, has the sixth largest economy in the world - bigger than the UK and yet we spend less than half the country. #caedchat
A3: Not sure how much this is felt in the day-to-day at the classroom level. That is, unless this improvement translates to specific information that teachers can use to inform their instruction. #CAedchat
A3. Why Are Finland’s Schools Successful? The Finnish national curriculum emphasizes collaborative learning and introducing students to new learning environments. They say, "Keep the Learning, change the tools." #caedchat
Q3: CA test scores lag behind nation, even controlling for demographics, BUT are improving at a greater rate than national average. Does this kind of information have an impact at the school/classroom level? #caedchat
A3: I don't know many classroom teachers who truly value the assessment system. High stakes testing is something that more fight than embrace. I was happy to see CA move away from 2nd grade but I'm not sure that we should use the same kind of assessment tool 3-11 #caEdchat
A2: Policy makers often seek a magic bullet, meaning change that is good for all constituents. Continuity can be good if there is a plan or goal to truly provide #Equity for all! #Equity is good on twitter but is often politically rough in decision making. #caedchat
A2) I wonder how to allow change at the local level to happen more organically, responsively, and quickly while still working toward big CA goals? How’s that work? What’s it look like? How does it not splinter off into pockets of innovation and pockets of stagnation? #caedchat
Q3: We still have gaps in achievement based on a flawed testing system... our testing system doesn't tell the full story... and the story it tells, still says we're failing kids that are FORCED to to go school, so ... no... 100% or close to it, should be the standard #caedchat
Q3: CA test scores lag behind nation, even controlling for demographics, BUT are improving at a greater rate than national average. Does this kind of information have an impact at the school/classroom level? #caedchat
A2: School districts are dynamic systems that reform slowly with multiple ongoing adjustments. They are more likely to evolve when it is a recursive process involving parents, teachers & students, not just policy makers. #caedchat
A3: I think the pressure to raise scores is felt in the classroom, but few really have a nuanced understanding of what the scores are, what they mean #caedchat
A3 I'd be interested to see some of the common practices that are driving this improvement. At my school site, I can almost single handedly point to the establishment of sacred PLC time. I wonder if this process is taking hold state-wide? #caedchat
A3: I don't know many classroom teachers who truly value the assessment system. High stakes testing is something that more fight than embrace. I was happy to see CA move away from 2nd grade but I'm not sure that we should use the same kind of assessment tool 3-11 #caEdchat
It could be an opportunity to find best practices and apply them at the school/classroom level - where are rates of improvement the highest and how can we learn from those sites and districts? #caedchat
Agreed! The LCAP has the potential to bring all stakeholders to the table to consider what’s working, what should be measured and how - student and family voice matter!
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Going down this rabbit hole... What if school was strengths based and taught Ss they are AMAZING and good at things that mattered if they find the right career. Instead of saying fit into our mold! #caedchat
In reply to
@learnswithzeal, @KatieJMcNamara, @PamRabin
A2: Any change in state policy regarding education directly affects teachers and students. The field of education is constantly evolving and educators are great at adapting to and implementing change in their classrooms.
A3: The only change that should occur in the classroom should happen as a result of us attempting to capture what our kids do from an assest based lens... and pushes student learning for each and every child period. #CAedchat
Q3: CA test scores lag behind nation, even controlling for demographics, BUT are improving at a greater rate than national average. Does this kind of information have an impact at the school/classroom level? #caedchat
Agreed! The LCAP has the potential to bring all stakeholders to the table to consider what’s working, what should be measured and how - student and family voice matter!
#caedchat
A3: CA test scores are only one metric. Yes, they have an impact because teachers and principals are evaluated that way. We need to consider other metrics of school success as well. #caedchat
The extent to which we’re evaluated on test scores varies widely - and is highly inequitable. But at least CA better off than many states in this regard #caedchat
TRUTH!
The premise is all wrong. If we expect "all Ss to perform the same then they absolutely most all learn the same!" How will we ever grow a strengths based system where students fly! #caedchat
I do think state testing has shined a spotlight on the performance of historically underserved subgroups. We might not know about achievement gaps or opportunity gaps without this information. #CAedchat
Q4: Interviewed teachers in GDTF reported that curriculum and prof. learning are increasingly aligned with standards, but more prof. learning needed. What’s your experience? #caedchat
Amen, Katie. State testing seems to benefit:
Federal Department of Education
State DOE
County Supt
District Supt
Assist Supt
Principal
VP
Counselors
Parents
Teacher
Student
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I agree. I personally think that helping educators understand the standards and build belief systems that kids can is a better use of our energy and will result in higher levels of achievement. #caedchat
I believe we need to rethink what professional learning looks like, allowing there to be more asynchronous and non-seat time ways for educators to learn as needed and apply their learning. #BetterNotMore#caedchat#TwitterChatsAreProfessionalLearningToo
Q4: It's hard for me to justify a need for more training in my experiences in regards to standards, I think I needed to see the people that wrote the standards, teach them as they had in mind when they wrote them... #CAedchat
Q4: Interviewed teachers in GDTF reported that curriculum and prof. learning are increasingly aligned with standards, but more prof. learning needed. What’s your experience? #caedchat
@JewylClarke and I just had a long chat about how our models of professional learning need to change to meet #teachers needs! #caedchat Site based, embedded, on demand!
A4. Agree. However, more Informal Learning as part of PD is needed. For example, the learning here tonight is much more relaxed, less stress and closer to lifelong learning. Ss and Ts need to be "Life-ready and not simply work-ready.
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Q4: Interviewed teachers in GDTF reported that curriculum and prof. learning are increasingly aligned with standards, but more prof. learning needed. What’s your experience? #caedchat
A4: I’d be curious to survey teachers supposedly engaged in PLC work, to see if it really fits definition of PLC: autonomy, long-term focus, actual inquiry/learning, using student work samples as data
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A4: My experience with Professional Learning is most Ts find value in collaboration and experiences. Visiting schools together so Ts can be inspired by different is powerful. Each T needs the chance to #Unleash their magic. #LethThemFly#caedchat
A4: Professional development is the most critical component in deploying new technologies and in using new teaching/learning strategies. It has to be sustained, ongoing. Not simply one shot training. #caedchat
Q5: GDTF research suggests that funding increases linked to the Local Control Funding Formula have improved student achievement and grad. rates. How do funding increases help your district, school, students? (may relate to Q4, too!)
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A4 It probably depends on the district, I have visited some districts that have made amazing strides in PD and moved away from one size fits all but I also see a lot of "sit and get" with minimal regard for all the other types of prof. learning #caedchat
Ongoing support, community and accountability is key to implementation, but teachers don't have a lot of days to spend out of the classroom. What are some strategies you've seen employed to do this well? #caedchat
Love this Jewyl. I left a webinar to join this chat. Then back to the webinar to close the evening. A diverse PLN without leaving my front patio..... #caedchat
I believe we need to rethink what professional learning looks like, allowing there to be more asynchronous and non-seat time ways for educators to learn as needed and apply their learning. #BetterNotMore#caedchat#TwitterChatsAreProfessionalLearningToo
A4: So much of professional development comes down to allowing it to be recursive. Rarely does a new program survive implementation in classroom without need for serious revision. #caedchat
A4: This one is going to get me in trouble. I have recently been exposed to an attitude of "I am already an expert" mentality. "I know what I'm doing" I have always embraced new learning and incorporated reflection so this is disturbing to me. PD is a gift. #caedchat
It’s a two-way street - teachers should probably do more to hold leadership accountable when they say “PLC” but really it’s just common prep time or compliance w/ other top-down direction #caedchat
A5. I've found that a lot of the LCF is still under the control of the districts. It is going to take some time for the data to reach down to the SSC. #caedchat
Q5: GDTF research suggests that funding increases linked to the Local Control Funding Formula have improved student achievement and grad. rates. How do funding increases help your district, school, students? (may relate to Q4, too!)
#caedchat
Leila - where do you think it comes from? I think most teachers like to learn, and wonder if that reaction has some underlying message. Sort of like when Ss reject lessons, curriculum
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I have seen 3-day summer intensives used as kick-offs. At that point Ts have more time to absorb, collaborate & plan. Follow it up with paid Saturday morning half-day training throughout year, Maybe every 6 weeks. #caedchat
Q5: The inequities in some of our poorer communities in repugnant... The fact that they are stark differences in what our schools look like, the resources (human and other) to support students, and the services we provide is directly connected to funding #CAedchat
Q5: GDTF research suggests that funding increases linked to the Local Control Funding Formula have improved student achievement and grad. rates. How do funding increases help your district, school, students? (may relate to Q4, too!)
#caedchat
Leila - where do you think it comes from? I think most teachers like to learn, and wonder if that reaction has some underlying message. Sort of like when Ss reject lessons, curriculum
#caedchat
TOSAs, Technology, Professional Learning, Supplies Budgets, Counselors, Class Size. Unfortunately it seems like there are more cuts than gains right now.
This is great - as long as the administration is there to learn beside the teachers so they can be a partner in implementation! Although I could see more teachers sticking around in an afternoon or on a paid prep period than coming in on a Saturday. #caedchat
A5: I have not seen increases in funding in the last 3 years or more. I have seen districts begin to declare budget cuts year after year and it appears to decrease S achievement. Ts ae doing amazing work where funds decrease and Ss increase. 1/2 #caedchat
As districts attempt to re-design the central office in a post categorical based model. Districts are seeing increased costs for Power, Land, Retirement, Capital investments, Insurance at rates higher than the LCFF is keeping pace. #caedchat
Q6: CA continues to struggle to hire and retain highly qualified teachers; GDTF finds the problem is worse in high- needs schools. What works, or would work, to mitigate these problems?
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Since my work centers around career focused programs, I'm super aware of this! Counselors get so frustrated that they barely have time to schedule Ss, let alone help them find the right path to the future. #AllStudentsAreCareerBound#caedchat
My experience with Saturday morning training was that teachers liked not having to spend all day absorbing, planning, etc. Less tiring. We would also cater training. Then Ts had afternoons to do their own thing. #caedchat
I’m guessing you’re in a basic aid district? No big LCFF infusions, plus increased pension contributions and health care costs - really hard to put more money into resources #caedchat
Not just worse in high-needs schools, but also in the disciplines all students need to develop college and career ready skills. We need many more in STEM and CTE, and now Computer Science especially. #caedchat
#caedchat Right! Districts may not cut classroom teachers (which is great) but when they are directed at all supports for teachers, they definitely effect teachers and students.
A6 Adequately funding special education. Providing pre-school for all, Provide Lunch for All,increase the spending on support services for that Ts can focus on instruction!Our state expects our school to take care of everything and do so squeezing blood out of a turnip #caedchat
Yes - I’ve known Ts who went to private industry in STEM. Just couldn’t stay in teaching after a look at the economics of salaries, rent, college savings for their kids
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A6: in many places Educators can't afford to live and work in the places they serve... add inadequate services and resources to that and you have a full fledge problem. #caedchat 1/2
Q6: CA continues to struggle to hire and retain highly qualified teachers; GDTF finds the problem is worse in high- needs schools. What works, or would work, to mitigate these problems?
#caedchat
Q6: CA continues to struggle to hire and retain highly qualified teachers; GDTF finds the problem is worse in high- needs schools. What works, or would work, to mitigate these problems?
#caedchat
ALERT: moderator informs us Q7 will be skipped due to time considerations!
-------> Q8 - last but not least. Moderator @CohenD has it at the ready... #caedchat
A6 Adequately funding special education. Providing pre-school for all, Provide Lunch for All,increase the spending on support services so Ts can focus on instruction!Our state expects our school to take care of everything and do so squeezing blood out of a turnip #caedchat
Q8: Principals are essential to school improvement, but GDTF finds their training is inconsistent. What’s your perspective on essential learning for school leaders?
#caedchat
No kidding-when I finished my M.S. in Pharmaceutical Chemistry friends and family asked if I'd be looking for a better job. No-I was planning to be a better teacher! It was amazing to teach Med Chem in High School & write curriculum for others! #caedchathttps://t.co/miBA8xohO8
A6: Working in high need schools can be tough, but also rewarding! If Ts feel valued, if Admin supports them, if they are part of a learning team, & if there is community outreach and involvement - then you are more likely to keep qualified teachers. #caedchat
The majority of educational leadership support is inconsistent…and yet, leadership remains a key element in any type of change or transformational initiative. And it is not only in learning, but facilitation skills, as well. #caedchat
A6. I'll refer to out Finnish friends on this one. Teachers are treated with the respect of doctors and government leaders "Trust, respect and honor." It's not the same where I teach. #caedchat
Q6: CA continues to struggle to hire and retain highly qualified teachers; GDTF finds the problem is worse in high- needs schools. What works, or would work, to mitigate these problems?
#caedchat
A8: if we as admin are taught to continue the status quo... we will... but if we're taught how to break down problematic systems, and input new ones, then change can happen... but current systems aren't built for the change we need... it must be intentional #caedchat
Q8: Principals are essential to school improvement, but GDTF finds their training is inconsistent. What’s your perspective on essential learning for school leaders?
#caedchat
A8: push back on this if I’m wrong, but I think mentorship may be most essential admin. “training” - so much you have to learn by doing, and so much context-dependent
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A8: Our district has spent the last three years engaged in working to build our principals' capacity to understand the standards, curriculum and how to engage in inquiry/reflective conversations with Ts. It has been a very slow process. They too feel overwhelmed too! #caedchat
I find that many school leaders are reluctant to look like they are not the experts - we need a stronger culture of learning, and more allowance for leaders to honestly seek what they need without judgement. #caedchat
A8: if we as admin are taught to continue the status quo... we will... but if we're taught how to break down problematic systems, and input new ones, then change can happen... but current systems aren't built for the change we need... it must be intentional #caedchat
Q8: Principals are essential to school improvement, but GDTF finds their training is inconsistent. What’s your perspective on essential learning for school leaders?
#caedchat
A8. Being married to a Middle School principal I have too say they are treated just like teachers … low pay, way too much work on them. There's just not enough time. #caedchat
Q8: Principals are essential to school improvement, but GDTF finds their training is inconsistent. What’s your perspective on essential learning for school leaders?
#caedchat
