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CHAPTER 12: EDUCATIONAL REFORM AND YOU
CHAPTER OVERVIEW
The schools in our country are going through a period of reform unparalleled in our nation s history. This
chapter examines these reform efforts and how they will influence teachers. The chapter begins by defining
reform, and then examines reforms that focus on teachers, followed by reforms that focus on the
curriculum, and reforms that focus on schools. In each case the impact that reforms will have on both new
and veteran teachers is the lens through which the reforms are viewed.
CHAPTER LEARNING OUTCOMES
2. Explain how reform efforts focusing on standards, testing, and accountability are influencing the
3. Describe how schools and schooling are being changed as a result of reform efforts.
InTASC Core Teaching Standard 9, Professional Learning & Ethical Practice
POWERPOINT SLIDES
PPT 12.2 National and International Reform Efforts (3 slides)
PPT 12.4 Using Standards in Classrooms (3 slides)
PPT 12.6 The Common Core State Standards Initiative (CCSSI)
PPT 12.8 Race to the Top
PPT 12.10 Influences on Student Learning (2 slides)
PPT 12.12 Teacher Evaluation (4 slides)
PPT 12.14 Teacher Tenure
PPT 12.15 Reflecting on Reform in Education (2 slides)
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CHAPTER OUTLINE
I. Understanding Reform
A. Reform: What Is It?
B. A Brief History of the Reform Movement in the U.S.
2. Data-driven Reform Reshapes Education in the U.S.
a. National Assessment of Educational Progress (NAEP)
3. International Comparisons Fuel Further Reform Efforts
a. Trends in International Mathematics and Science (TIMSS)
II. Reform: Focus on the Curriculum
A. Standards, Testing, And Accountability
2. Standards and Assessment
B. National Standards
C. Controversies in the Standards Movement
III. Reform: Focus on Schools
A. Race to the Top
B. School Choice
1. Charter Schools
2. Vouchers
3. Homeschooling
IV. Reform: Focus on the Teacher
A. Teacher Evaluation
2. Teacher Evaluation for New Teachers
B. Teacher Salaries: Using Money to Reform Teaching
C. Merit Pay
D. Professional Organizations and Collective Bargaining
Diversity: Reform and Cultural Minorities
Diversity and You: Reform Strategies and Your Work with Cultural Minorities
E. Reform Revisited
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PRESENTATION OUTLINE
I. Understanding Reform
A. Reform: What Is It?
B. A Brief History of the Reform Movement in the U.S.
1. No Child Left Behind
3. International Comparisons Fuel Further Reform Efforts
a. Trends in International Mathematics and Science (TIMSS)
Teaching Suggestions:
Understanding Reform
1. which
2.
reform.
3. and note that the
4. Slides 2 and 3 of PPT 12.2 outline further national and international assessment efforts all
designed to provide educational leaders and policy makers with information they can use to
further reform efforts.
II. Reform: Focus on the Curriculum
A. Standards, Testing, And Accountability
1.
Teaching Suggestions:
Reform: Focus on the Curriculum
udents understand reform efforts that focus on the school
curriculum:
1. Display PPT 12.3 Reforming the Curriculum first
slide.
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Point out that standards are now a fact of life for teachers. Standards remain controversial, but
the controversies are largely moot, and your students will be required to accommodate standards
2. To help your students begin the process of using standards in their teaching, display PPT 12.4
and have them respond to the directions on the first slide. Have
them discuss and report their decisions.
3. To introduce your students to the ideas of accountability and high-stakes testing, display PPT
12.5 Accountability and High-Stakes Testing information with
4. To introduce your students to the move toward national standards display PPT 12.6 The
5. To begin summarizing this section, display PPT 12.7 Controversies with Standards and High–
Stakes Testing s and offer their views of
the controversies.
Point out that the CCSSI is part of the controversy with standards and high-stakes testing, and
6. To further summarize this section, you might want to show the video episode
Standards and Accountability: Using Standards to Guide Instruction
In this 7 minute 56 second episode, a first-grade teacher describes her view of the use of standards and
Chapter 12: Educational Reform and You
III. Reform: Focus on Schools
A. Race to the Top
B. School Choice
1. Charter Schools
2. Vouchers
3. Homeschooling
1. Display PPT 12.8 Race to the Top
initiated at the national level.
2. PPT 12.9 School-Level Reforms
levels.
some leaders and policy makers tout charter schools, the evidence for their effectiveness simply
IV. Reform: Focus on the Teacher
A. Teacher Evaluation
1. Value-Added Models of Teacher Evaluation
2. Teacher Evaluation for New Teachers
B. Teacher Salaries: Using Money to Reform Teaching
C. Merit Pay
Teaching Suggestions:
Reform: Focus on the Teacher
1. Display PPT 12.10 Influences on Student Learning and have your students respond to the
question on the first slide.
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3. Point out that teacher evaluation will be an important part of their experience when they begin
their careers, and evaluation exists in different forms.
Then, display PPT 12.12 Teacher Evaluation The first slide outlines some of the evaluation
processes they will experience, beginning with where they are now.
4. Reform and The first slide of PPT 12.13 outlines
traditional and pay-for-performance salary plans.
The second slide describes merit pay and outlines arguments supporting merit pay, and the third
slide outlines arguments against merit pay.
5. describes teacher tenure and notes that it is being debated
nationally.
6. Reflecting on Reform in
Eand having your students discuss the questions on the two slides.
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SUGGESTED STUDENT PORTFOLIO ACTIVITIES
Portfolio Activity 12.1 is included at the end of the chapter. The following are additional suggested
portfolio activities.
Portfolio Activity 12.2: Professional Organizations
InTASC Core Teaching Standard 9: Professional Learning and Ethical Practice
The purpose of this activity is to acquaint you with the major professional teacher organizations in
your state. Access through the Internet both the National Education Association and the American
Federation of Teachers sites. Compare them at the national level in terms of goals, activities, and
Portfolio Activity 12.3: Teacher Evaluation
InTASC Core Teaching Standard 9: Professional Learning and Ethical Practice
The purpose of this activity is to acquaint you with existing teacher evaluation practices in a district
where you might teach. To begin, locate the websites of two districts. (Ideally, these should be two
prospective districts where you might seek future employment.) Locate the section on the websites that
describes existing teacher evaluation practices. How are they similar and different? Does either use
value-added models? How are teachers observed by supervisors? How often? When? Are the
Portfolio Activity 12.4: Merit Pay and Pay-for-Performance
InTASC Core Teaching Standard 9: Professional Learning and Ethical Practice
The purpose of this activity is to help you understand how salary increases occur in a district where
nternet. Find the salary schedule, and analyze how
teachers in that district receive salary increases. Do years of experience make a difference? What about
professional development; are teachers rewarded for taking classes or participating in in-service
GOING INTO SCHOOLS
Many Introduction to Education courses include a field component.
includes this component.
1. Standards and Accountability
Interview a teacher and ask him or her the following questions:
a. To what extent do accountability and testing influence what is taught and how it is taught in your
school?
b. What are some concrete examples of how accountability is influencing your life as a teacher?
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d. Will the testing and the accountability movement increase or decrease in importance in the next 5
to 10 years? Why do you think so?
e. How have the testing and accountability movements affected your satisfaction as a teacher? How
and why?
2. Teacher Evaluation Policies
the district or school level, locate a document summarizing your district’s or school’s teacher
evaluation policies. Examine it and answer the following questions:
a. Is there a statement of philosophy? If so, summarize the major points.
b. What are the major components of the process? How are administrators and other teachers
involved in the process?
c. How do teachers prepare for being observed? What are the major categories that will be observed?
3. Professional Organizations
The purpose of this activity is to investigate the role of professional organizations in your state or area.
Interview a teacher and ask the following questions:
a. Do you belong to a professional teacher organization?
b. Which professional organizations exist in your district or school? Which is most popular? Why?
c. What are the benefits of belonging to a professional organization? Has the teacher used the
organization recently? How?
d. Are there any controversial topics that the local professional organization has been involved in?
4. Teacher Compensation Systems
The purpose of this activity is to help you explore how teachers are compensated in a local district.
Interview a teacher and ask to see a document describing the current compensation system. Ask the
following questions:
a. What are the major components of the compensation system?
b. How do the following components enter into the system: seniority, administrator observations,
student test scores, and others?
c. Is the compensation system clear? Does the teacher understand how it works and affects salary
increases?
5. School Choice
vestigate the
availability of choice in your state.
a. Vouchers: Are vouchers currently in use? What restrictions are there on the use of these? What
schools are being targeted?
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b. Charter schools: Does the state have charter schools? How many? Where are they located? How