Amid the massive devastation of super storm Sandy that has touched virtually everyone in Long Beach, L.I., the light of caring and giving shined brightly this week.
Many teachers from public and parochial schools throughout Long Island who were off on Veterans Day showed up at the Long Beach Ice Rink to help in the sorting of massive donations of food, clothing, personal items, and household supplies. Like the teachers – students who also had the day off and were out of school for much of the storm — assisted in the effort.
Six families from Great Neck showed up to sort clothing by gender and size.
“We came with our moms and brothers and sisters,” said Orli Cole, 14. “We were looking to volunteer for something, and we learned of this online.”
Jacky Kislin, also 14, said they had all volunteered the previous week in Brooklyn.
“In the last two weeks, we have had one day of school,” she said.
Outside the ice skating rink on Magnolia Boulevard, a line of people waited patiently for donated food, clothing and household supplies. Two weeks after the storm, many of the residents still did not have electricity in their homes.
In front of the ice rink, representatives from FEGS offered bagels, cream cheese, juice, and coffee to those in need.
Zach Solomon, 24, whose home had to be gutted due to the flooding, spearheaded his own effort to help storm victims. He handed out new blankets, toothpaste, toothbrushes, socks and flashlight batteries that he purchased from the money he raised. He said he thought of the idea after remembering that a friend had started a nonprofit to help Katrina victims.
“Within the first 48 hours after I sent out 150 e-mails, we had raised nearly $10,000,” Solomon said. “We used it to buy 500 blankets, and we have a lot more money left to buy other things.”
He pointed to unsorted bags of clothing that filled half the rink’s bleachers.
“It’s estimated to be in excess of 40 tons,” he said.
“We’ve taken in food and household goods and cleaning supplies, and as there is a demand for it we run it out [to those on line],” he said.
Piazza said they are planning to send what is not needed to other communities that can use it.
At the Holocaust Memorial and Tolerance Center of Nassau County dinner on Tuesday night, Gov. Andrew Cuomo thanked the 550 attendees for coming to the event, despite their own difficulties with the storm. Speaking about the destruction experienced by Long Beach and other communities throughout Long Island and New York City, he noted that Sandy was one of three storms he has confronted since he became governor 22 months ago. He fears Sandy is not the storm of the century, but a new reality for which we must prepare.
While promising that New York will rebuild “better and smarter,” to prepare for future storms, Cuomo noted that he was touched by the spirit of caring communities that he observed throughout the state. He noted that a lesson learned from the Holocaust – and that the Holocaust Center teaches — is that we cannot stand idly by as others suffer. He added that we are all responsible for one another, and that the ethos of kindness and cooperation is alive and well in New York State.
In the wake of Sandy, the time has never been more appropriate for the 92Y’s new initiative to inaugurate a national day of spending that emphasizes giving back. Giving Tuesday, which will be launched November 27, is garnering the support of retailers, charities, organizations and individuals to inspire a day of giving and celebration of our country’s time-honored traditions of philanthropy and volunteerism.
You can help by spreading the word about the importance of giving back and joining in the conversation at givingtuesday.org, or on Twitter by following the hashtag #givingtuesday.
In the first New York State budget vote since a 2 percent tax cap was mandated, 92.7 percent of Long Island school budgets passed last week. Of the Island’s 124 districts, 115 had their budgets approved; nine were defeated.
Of the nine that were defeated, seven had opted to exceed the 2 percent tax cap in the hope that voters would approve the increase anyway. But those school administrators bet wrong because under the new rules, they needed to convince at least 60 percent of their voters to approve their spending plan — and they didn’t. Districts whose budgets were defeated may submit the same or a new budget to voters next month.
The tax cap ushers in a new era in New York State. It demonstrates that the majority of districts were able to make deep cuts, and most taxpayers accepted the reductions despite outcries in numerous districts that cuts were hurting students. Across the Island, a number of schools were closed, teachers were excessed, class size was increased, and educational programs were reduced.
The dilemma is that taxpayers want to keep tax increases down at the same time that they want their schools to be outstanding. It remains to be seen whether parents will accept this state of affairs in coming years.
High School Senior Elected to School Board
High School senior Joshua Lafazan did the unimaginable last week! Just 18-years-old and the president of his senior class, he won a seat on the Syosset Board of Education – in a landslide!
Voters gave Lafazan an overwhelming mandate despite the district’s launching of a robo-call to parents accusing his father of taking the district’s list of absentee voters. He said his win was a backlash against what he characterized as a “smear campaign” by district officials.
“The people of Syosset have sent a mandate that we need open government and transparency in this town, and Josh Lafazan will deliver,” he told Newsday after he learned he had won.
During the campaign, Lafazan had been critical of the salary and benefits of Superintendent Carole Hankin, who is the highest paid superintendent in New York State and earns $541,000 in salary and benefits.
It’s interesting that while taxpayers and parents have decried administrative salaries and benefits in many districts, it took a student to make this a centerpiece of his campaign.
Could this be a harbinger of school board elections of the future? Will parents and taxpayers in other districts take on entrenched administrators? Calling for transparency is a familiar theme among critics of school boards. But most critics never step up to the plate by running for office. How many adults have the courage of this young man? If more did, it could substantially change the dynamics of school district politics.
This week I look forward to attending the Brentwood (N.Y.) High School Awards Night as a presenter of two scholarships in memory of my father, Herbert Fischman, who was a teacher and principal in the school district for 25 years. With this gesture, I will join with many other individuals and groups who together award hundreds of scholarships to Brentwood’s deserving graduates. I suspect that we are all part of a much larger group this spring who will also donate scholarships to high school graduates across the country.
In these difficult economic times, it hardly seems like a $500 or $1,000 scholarship makes a difference, but it does. Many of the students are awarded multiple scholarships, so while most of the individual awards are modest, they can add up — and numerous students receive sizeable support.
But it’s not just about the money. It’s about honoring young people who have excelled in spite of adversity, and who passionately want a shot at college. One of those Brentwood graduates, Samantha Garvey, made national headlines earlier this year when she was named a semi-finalist in the Intel Science Competition while her family was living in a homeless shelter. She is president of her school’s chapter of the National Honor Society, and has a 3.9 grade point average.
But you don’t need to have Samantha’s resume to receive a scholarship. The more that are available, the more opportunity there is to acknowledge young people who work hard to do their very best, as well as those who exemplify character traits that our communities and country desperately need, such as service and caring. I have to confess that the scholarship was not my idea. Vicki Novak, a Brentwood graduate who later became president of the Smithtown Council of PTAs, had the council donate the scholarship when my father died in 2005 and I was the administrative liaison to the PTA Council.
It wasn’t until three years ago while writing a book with my husband and brother that a light bulb went off in my head. Our book is about honoring memories and carrying on legacies, and the idea for the scholarship came from two of our interviewees — Nick Clooney, the father of George Clooney and brother of Rosemary Clooney, and Yeou-Cheng Ma, the sister of cellist Yo Yo Ma. Both separately suggested that one of the most accessible ways of honoring a loved one was to establish a scholarship in his or her memory. It was then that I made the commitment to continue the scholarship each year.
While the students are the recipients of the scholarships, attending the assembly and presenting the scholarships has been both cathartic and therapeutic for me. For example, I met retired teachers who worked in my father’s school and who shared with me their reminiscences, as well as their affection and admiration for my dad. In addition, listening to others speak about their loved ones confirmed that dedicating a scholarship, no matter what the amount, helps to keep alive the memory of those who are no longer here.
Since establishing the Herbert J. Fischman Memorial Scholarship, I have met some amazing students, parents, teachers, and principals. Some of the past recipients have sent me thank you notes expressing their appreciation.
One female student wrote:
“It is with great appreciation that I thank you and your family for allowing me to be one of the recipients of the $500 Herbert J. Fischman Memorial Scholarship. Words can’t describe how grateful my family and I are for your help towards my future. In this economy every little bit helps.”
And a young man who was on his way to an Ivy League college wrote the following:
“I would like to thank you for your generosity and support toward my college education. I would also like to pay respect to your father since he did serve in the community for an outstanding 25 years and is most likely respected by former colleagues and students. It still must be tough to cope with this loss since it is just over five years, but I know he still lives through people like you who give back to the community of Brentwood.
I am of Mexican and Haitian descent and I will be the first in my family to attend college.
I am blessed that I am one of the recipients of your scholarship. I will work hard to keep the spirit of your father alive and I will not let you down.”
In these difficult economic times where discretionary funds are diminishing, a scholarship, no matter how small, can enhance the life of a young person. It also perpetuates the living memory of a loved one.
Education news has been breaking at such a fast and furious pace that I’m calling your attention to a few important stories you may have missed.
New Organization to Engage Families in Education
First, I’m delighted that my good friend Myrdin Thompson of Louisville, Ky., has been named regional director for the central states in the newly formed National Family Engagement Alliance (NFEA). The organization was unveiled this week as part of Parenting Magazine’s Mom Congress Conference in Washington, DC. Gwen Samuel of Meriden, Conn., was appointed as regional director for the eastern and southeast regions and has been an advocate for disenfranchised families.
The organization will provide resources, education and support to engage families, individuals and organizations in schools for the benefit of children. Both women have been recognized for their advocacy and training of parents and education professionals in effective family engagement in education.
While Myrdin was in Washington this week, she was honored as a White House Champion of Change and met with President Barack Obama. He characterized her as “awesome,” which is exactly what she is. Myrdin and I are both part of the blogging team at ParentNet Unplugged, a great group of people dedicated to parent engagement in education.
A few months ago, I featured Myrdin in two consecutive Your Education Doctor blogs because one just wasn’t enough. I called her a Parent Advocate Par Excellence, and I’m thrilled that she will be bringing her experience and expertise to our shared passion of parent engagement in education! To read more about Myrdin, here are my blogs:
A Letter to the President from School Boards Leader
Standardized tests have recently been on the minds of both parents and children. Last week, Mary Broderick, president of the National School Boards Association, wrote to President Obama urging him to begin a national dialogue on education — not among politicians but educators. She asked him to wear his “parent hat” to the endeavor of finding a new direction for public education.
Your daughters, she wrote, “like all of our children and all of our teachers, don’t need more tests designed to identify weaknesses. They need excited, motivated, passionate teachers who feel challenged, supported, and encouraged to try new approaches, who share with their students a learning environment that is limitless. …”
She also decried the focus on standardized testing, saying: “Strict quantitative accountability has never worked for any organization, and it has not worked with No Child Left Behind and Race to the Top. … Teachers’ focus on tests is undermining their potential and initiative, making it more difficult to share a love of learning with their students.” Here is the full text of her remarks.
Resolution to Reduce Standardized Testing
Finally, the National Education Association (NEA) has thrown its support behind a resolution calling on federal and state policymakers to reduce standardized test mandates, and to base school accountability on multiple forms of evaluation that will support students and improve schools.
Other supporters include: Parents Across America, the National Center for Fair and Open Testing, and the NAACP Legal Defense Fund. The resolution’s signers have joined with public education advocates Diane Ravitch and Deborah Meier to call upon state officials to “reexamine school accountability,” and to develop an evaluation system that reflects the “broad range” of how students learn rather than mandating extensive standardized testing. Click here for the full text of the resolution.
`Tis the season and everywhere we look there are suggestions for gift giving. No doubt on your list of recipients are your children’s teachers. Newspaper articles, TV spots, websites and blogs — not to mention catalogs — provide a potpourri of possibilities for teacher gifts. There’s a lot of pressure out there to give your children’s teachers the right gift. So what should that be?
You might want to start by examining your school’s policy on gifting. Some schools set a limit, e.g. $25, some don’t allow it at all, some specify one gift from the entire class, while others say nothing on the subject. Whatever your school’s policy, it’s likely to be ignored by at least some people. My experience has been that parents feel very pressured to give the teacher a gift she/he will appreciate, and worry that no gift could influence the teacher’s perception of their child.
Some parents go all out, while others begrudgingly do the minimum. I will never forget that when I was in first grade my teacher announced to us that Becky had given her the best gift in the class. She had been invited to Becky’s house for lunch and Becky’s father, a dress manufacturer, presented her with a beautiful dress. I remember that I and the other children felt powerless and unworthy as she opened our gifts. Throughout the year I understood implicitly why Becky was the teacher’s pet.
Those days may or may not be gone. There are still some parents who will lavish expensive gifts on teachers, causing others to be resentful. There are some parents who believe teachers don’t need “tips,” and others who simply can’t afford it in these difficult economic times.
Conversely, as a former teacher and administrator, I can safely say that most teachers don’t even want gifts. They truly appreciate a lovely note or card expressing appreciation, or perhaps even a homemade gift or gift card. But while receiving a truckload of extraneous gifts is flattering, they usually don’t know what to do with all the random stuff they get.
Case in point: one year I sent an email to all 1,000 teachers in our district asking for new items that we could use to put together gift baskets for the elderly in the community. I was inundated with “stuff” — unwanted Christmas presents. We recycled the gifts, assembling beautiful baskets wrapped in cellophane and curling ribbon, and made a lot of people happy. It’s amazing how a potholder, dishtowel, and hand lotion can be made to look so good with the proper wrapping!
There are some schools that ask parents to refrain from giving teachers gifts and instead suggest they honor their teachers with a contribution to any number of worthwhile causes. In this way, families can contribute what they are able to afford – or not at all if they are strapped – and the gift is from the entire class. Here are some ideas:
- A gift card to a supermarket or department store for a needy family
- A class collection of non-perishable food items for a local food pantry
- Purchasing holiday gifts for a homeless family
- Providing a holiday dinner for a needy family
- A donation to a charity
New York Times columnist Nicholas Kristof recently suggested several humanitarian organizations, many of which would be appropriate as an educational exercise for students.
For example: donations to CARE can provide school uniforms; contributions to Heifer International provide gifts of livestock and training to help families improve their nutrition and generate income, and Helen Keller International’s ChildSight program screens children for vision problems and provides eyeglasses.
Don’t forget your local charities; it’s meaningful for kids to know they are helping those close to home.
Even if it’s too late to change your school’s culture now, start a discussion now – and maybe things will change next year. Engaging parents and children in choosing the cause and bringing it to fruition will infuse both kids and adults with the true meaning of giving
North Shore, South Shore, all around Long Island there’s talk of school closings to save district’s money in these dire economic times.
Several school systems, including West Islip, North Bellmore, and Smithtown, have already put school-chopping proposals on the table. And more are sure to follow in a weak economy with decreased state aid and a 2 percent budget cap on the horizon for 2012-2013.
Whenever school closings are proposed, parents get upset. For the most part, they are dedicated to their home schools and don’t want their children to be used as pawns in school-shuttering plans. They like their principals and their teachers and the familiarity of their neighborhood schools. But the financial burden is becoming almost insurmountable. So what are districts to do?
And just this week, New York State’s new education commissioner, Dr. John B. King, Jr., agreed with the idea for Long Island and Westchester.
Dr. Cantor, a former director of the Long Island Economic and Social Policy Institute at Dowling College, estimates that the 47 school districts in western Suffolk County could save $32 million a year by forming five town-wide systems.
Under his proposal, the merger of dozens of local districts would allow the elimination of the vast majority of school superintendents, business and personnel officials. And he would give principals the power to budget and hire. Although consolidation has been proposed many times in the past, Dr. Cantor believes the time may now be right if parents want to stop the trend of increased class sizes and reduced student services.
Dr. King, on the other hand, is in favor of a more sweeping countywide consolidation.
He points to county systems in similar suburbs, such as those in Maryland and Virginia, which have comfortable, well-educated residents.
Merging districts has always been a political hot potato and no one expects school boards and central office administrators to voluntarily give up their power. Yet Dr. Cantor says he is trying to raise awareness that there is an alternative to the yearly decimation of educational programs and services.
By the way, Newsday this week supported the concept of consolidation. It sided with Cantor’s proposal for town-wide district consolidation, saying the commissioner’s proposal was too severe for Long Island. The paper noted the historical hardcore resistance to mergers on Long Island, citing Elwood’s failed attempt last year to find merger partners. But it says the state could offer incentives to make the idea more palatable.
It is up to parents to lead the charge if consolidation is to become a reality. As Newsday put it, “The solution lies in making parents understand that as times get hard and the recently passed tax cap kicks in, the only way to save beloved programs threatened by tight budgets is efficiency. Taxpayers who really want to see kids get the best in education and activities may have to let go of their dedication to tiny schools and tiny districts.
“As money gets tighter, things change. If the other choice is a drop-off in educational offerings, parents and taxpayers should demand that districts look hard at consolidation rather than fight it. Once they do, the process will be halfway home — and everyone will be closer to a more efficient and equitable way to educate our children.”
Dr. Cantor offers some reassurance to parents who are frightened by the prospect of consolidation by emphasizing that it “gives parents control of their local schools; children remain in the schools that the parents moved into the neighborhoods for. Parents will have more say in education because their local principals will be in charge of the budget and student achievement, not isolated administrators. Classes would remain smaller and teachers preserved.”
He added that the factors that would change with consolidation would not impact the students’ school experience but rather are “budget items that have no role in the children’s education; in fact it directs more school budget dollars to the classroom.”
And, Dr. Cantor stressed, “the plan preserves the neighborhood school. Children are not transported to other schools and districts. Nothing changes but better education at lower costs.”
I urge all parents to read Dr. Cantor’s consolidation plan on his website, www.martincantor.com. Click the publication link; the paper is at the bottom of the list.
Become familiar with all of the issues related to this topic. Deep cuts are on the horizon in all districts. Be informed, and decide for yourself what’s best for your children’s education!
NY schools chief eyes consolidation plan http://www.newsday.com/long-island/ny-schools-chief-eyes-consolidation-plan-1.3352428
Albany joins school-consolidation chorus http://www.newsday.com/opinion/albany-joins-school-consolidation-chorus-1.3354740
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In a nationally televised news conference, Republican presidential candidate Herman Cain denied sexual harassment allegations against him, claimed one accuser was “troubled,” and could not remember another complainant. Cain himself predicted that his political adversaries would solicit more accusers in the coming days.
It is no longer unusual to pick up a newspaper, go online, or turn on a TV and see politicians, celebrities, clergy – and educators too — being charged with sexual harassment.
Coincidentally, the allegations against Cain surfaced at the same time a national survey by the American Association of University Women found that 48 percent of 1,965 students said they had experienced verbal, physical, or online sexual harassment in the 2010-2011 school year.
But how do we define sexual harassment? It’s actually a little bit tricky. A simple definition of sexual harassment is that it’s any behavior of a sexual nature that’s offensive in the “eye of the beholder.” This means that if a person feels uncomfortable about a gesture, comment or action, it could be defined as sexual harassment.
The legal definition of sexual harassment in schools can be traced to Title IX of the Education Amendments of 1972. This federal law made it illegal to discriminate against students on the basis of their sex, and to forbid unwelcome flirtations, sexual advances, propositions, continual or repeated verbal abuse of a sexual nature, use of sexually degrading words or actions, and the display of sexually suggestive pictures.
Every school district assigns one administrator to be the Title IX Officer. As the Title IX Officer in a large New York school district for more than a decade, it was my responsibility to investigate allegations of sexual harassment brought to my attention by administrators, teachers and parents. I wish I could say that there were no complaints, but each year there were several, involving both students and staff.
Before Title IX came into effect, there was no recourse for individuals – students and staff — who felt uncomfortable with unsolicited sexual behavior or comments. But today we live in a very different world. It’s critically important that parents, students, and staff familiarize themselves with the latest policies and make sure that they are followed.
Sexual harassment may occur from student to student, from teacher to student, from administrator to teacher, from administrator to student, or administrator to administrator. There are two types of sexual harassment that particularly concern us in schools. The first kind is “quid pro quo.” That means that if you do something for me, I’ll repay you with such things as grades, promotion or job advancement. This usually has to do with an unequal power relationship between harasser and the target of harassment, or teacher and student. This is clearly against the law.
The other form of sexual harassment is that of a hostile or offensive environment. This is an environment that allows or encourages repetitive patterns of teasing, innuendoes or jokes of a sexual nature, and interferes with someone’s work or academic performance. This may or may not have to do with an unequal power arrangement, and may be employee to employee, student to student or student to teacher. This is also illegal.
The key with hostile environment complaints is that educators are responsible for this state of affairs whether they see the alleged behavior or not. If they pretend they do not see it and ignore it, they are still responsible. If they brush off or minimize complaints, they can also be held accountable. The most important thing for school personnel to remember is that they are held responsible for behaviors they permit as well as for behaviors they commit.
Parents, students, teachers, and administrators should keep the following points in mind:
• Know Your District Policies and Procedures.
• Sexual harassment is not defined by intention. It is defined by the impact on the target.
• Silence does not imply consent.
• Anything that takes place on e-mail or the Internet is easily traceable and can also form the basis for a sexual harassment complaint.
• Teachers should not be alone with students.
• Teachers and administrators are responsible for what goes on in the school. It is the responsibility of the adults in charge to address behaviors that may contribute to a hostile environment.
• Should you observe something you believe is sexual harassment, report it to a school administrator or the District Title IX Officer. All complaints must be investigated thoroughly and promptly.
This week the news has been full of education stories of interest to parents. So many, that instead of giving my opinion on one topic, I’ve compiled a list for you of six of the most provocative issues. I’d love to hear your opinion on any or all of these. Please leave your comments on the bottom of the page or tweet me @DrMerylAin.
1. The Today Show reported that French schools have banned ketchup in an effort to promote healthy eating and combat childhood obesity. As anchor Savannah Guthrie pointed out, “First they give us French fries, and then they take away the ketchup!”
Q: How healthy is your child’s lunch program? Is there anything you would like to see banned?
2. For parents who are worried about their children’s whereabouts, there’s a new app that makes checking in a game. “Our view is that what makes kids safer is communication and being close to their folks,” said the new iPhone app’s co-creator Matthew Bromberg, “And I don’t want to know where my kid is on the map every single moment. I just want to know what’s going on.”
Q: Do you agree or is this too much control for parents to exert over their children? http://mashable.com/2011/10/19/imok/
3. Missouri Gov. Jay Nixon repealed teacher-student Facebook restrictions. The controversial law had limited online chats between teachers and students and some alleged that it threatened free-speech rights.
Q: Do you think students and teachers should be Facebook friends?
Q: Do your kids have too much, too little, or the right amount of homework? http://nyti.ms/oWpCn1
5. Idaho schools will tie merit pay to factors such as parent involvement. In some south-central Idaho schools, teacher bonuses will be based on parent participation, including attendance at parent-teacher conferences.
Q: Will this promote or stifle parent-teacher relationships? http://www.edweek.org/ew/articles/2011/10/24/464180idteachersmeritpay_ap.html
6. Sir Ken Robinson, world-renowned educator and creativity expert, discusses changing education paradigms in a must-see provocative video. He takes on the education establishment, arguing that today’s students are not being properly educated.
Q: Do you agree or disagree? Let’s discuss.
When my grandmother died in 1978 at almost 90, I thought the technological changes she had experienced in her lifetime would never be duplicated. I couldn’t have been more wrong.
On one hand, most schools have embraced technology, spending huge amounts of money on upgrading electronic equipment that soon becomes obsolete. First it was the installation of computer labs, then the purchase of laptops, followed by i-Pads. I admit I drooled when Smart Boards were installed in a district in which I was working as a central office administrator. I secretly wished I could be a high school social studies teacher again, and with the touch of a finger take my students to sites that would propel great class discussions.
But technology should be taken just so far. What is the wisdom of turning cell phones into teaching tools in the classroom? Newsday reports that an Amityville social studies teacher recently asked his 11th graders to use their personal cell phones to text a response to a poll about a presidential speech they had just watched in the classroom. According to the article, this is part of a growing local and national trend.
Many other school districts, however, still bar students from bringing their cell phones and smart phones to school – and for good reason. They have been viewed as a distraction, even a dangerous one. Do we really want students checking their e-mail and texting during class? Do we want them using it to make dates during class, surf their favorite sites on the Web, cheat, or even engage in drug dealing? As much as schools will try to restrict its use in school, some students won’t be able to control themselves.
Even if you argue that most kids won’t engage in such nefarious behavior, whatever happened to raising your hand and having a discussion? Do our children have to be tethered to machines 24/7?
Apparently, some people in the computer industry don’t think so. A recent article in the New York Times pointed out that some of Silicon Valley’s technology leaders send their children to schools without computers! They think it’s easy enough to pick up computer skills, and that what’s really important is great teaching that actively engages kids in learning. Engagement is really the issue. Does technology foster engagement or inhibit it?
In addition, public schools have to consider the cost. Computers in education are here to stay but they need to be used judiciously — always with the goal of fostering student engagement and enabling critical and creative thinking.
If cell phones are now becoming the teaching tool du jour, then what do public schools do with the millions of dollars in computer equipment they bought? With built-in obsolescence, it’s critically important that schools don’t spend mindlessly on the latest cool gadget, only to abandon it for a better one a few years later.
Who is watching the technology store in our public school districts? Every year, superintendents and chief technology officers present a computer budget to the board of education and the public. As we go forward in this difficult economy, there needs to be accountability, research, evidence, and a rationale for future spending on electronic devices. Most of all, schools require a clear vision for how they plan on engaging students in learning – both with and without computers.
It’s the season for parent-teacher conferences and I urge every parent to embrace this opportunity to sit down with your children’s teachers, no matter if your kids are in kindergarten or high school.
This is your opportunity to find out specifically how your children are doing, and generally what’s going on in their classrooms and in their schools. I have to admit I was a bit disheartened when I recently came across a NEA (National Education Association) article advising teachers of tactics that they might want to use to “lure” parents into attending parent-teacher conferences. I’d be interested in knowing whether you think the parents in your school need to be cajoled into meeting with their children’s teachers, or whether they understand communicating with them is one of the best things they can do to help their kids succeed.
Among the strategies recommended in the article are student-led conferences, in which students actually prepare and participate in the conference. The article said that feedback on this type of conference was “overwhelmingly positive,” and that there is a growing trend to encourage parents to bring their children to conferences. Other teachers had students prepare and present Power Point presentations to show their parents what they were learning. This tactic reportedly ensured record attendance.
Not that there’s anything wrong with involving students and giving them a chance to be present, but I’m not sure that quite fits the definition of a parent-teacher conference. It seems to me the parent-teacher conference is one of the few chances you get to sit down with your kid’s teacher — adult to adult — and discuss what’s best for your child.
Then there were the “bribes” to entice parents to meet with the teachers. These included: extra credit for students whose parents showed up, personal invitations, raffle tickets, a dessert bar, and goody bags. Finally, it was reported that some teachers go on home visits to meet parents who cannot get to the school.
It’s commendable that some teachers go to such lengths to accommodate parents, but I would think parents would prefer to see the teachers’ creative energies going instead to inspiring the students.
The article didn’t mention adjusted hours for working parents, which should be pro forma nowadays in all schools and something that parents should insist upon. Similarly, if your work schedule does not allow you to get to school on a particular day, request an alternate date or a phone conference.
Here are 7 tips for a successful parent-teacher conference:
- Come prepared with questions and take notes. Always ask how you can support your child’s learning at home.
- Don’t be passive. If you have a particular question or concern, don’t be afraid to bring it up. Be specific.
- Discuss your child’s social and emotional development as well as academic performance. Be sure to let the teacher know if there is anything going on at home that may impact your child’s behavior and performance in school, such as divorce, illness in the family, or a new baby.
- If there is a problem, describe how it makes you or your child feel without being defensive or negative. Actively listen to what the teacher says. Come to an agreement about what is best for your child.
- Schedule follow-up meetings or telephone calls to be sure the plan is working.
- Find out how the teacher communicates with parents, e.g., online, newsletters, agendas, etc.
- If you are not satisfied with the conference, you may ask to meet with an administrator.
Try This: The New Parent-Teacher Conference