Archive for the ‘Book Summaries’ Category

Fixing Special Education: 12 Steps to Transform a Broken System by Miriam Kurtzig Freedman ©2009 should be included in all teacher preparation programs and placed in the hands of policy makers who can address Miriam’s 12 transformative steps. It can also serve as an excellent resource for parents. Be sure to click at the bottom of any page to get copies. Also see my Ed Week post Why Does Special Education Have to be Special?

Miriam Kurtzig Freedman

• Miriam is an attorney and former teacher who works with people who want better schools. As an immigrant to America at elementary-school-age, she was empowered by public schools and works to help educators teach all children. She works for the Boston firm of Stoneman, Chandler, & Miller where she gives lively and practical presentations, training, and consultations. She co-founded Special Education Day, authored eight books, has written for many national publications.

Summary

• Miriam starts with a mention of the 1975 Individual’s with Disabilities Education Act (IDEA) and how it forced schools to offer appropriate education for all students with disabilities (SWD). As a result, all students with disabilities have access to education. She also notes that it has spawned a system that is too often focused on legal procedures rather than educational outcomes. It has become dysfunctional, producing a huge bureaucracy and warring stakeholders. The amount of litigation and fear of litigation is huge, which points to a system that is clearly broken. This book will not only help you understand this field better, it will also suggest 12 necessary steps for systemic reform. They aren’t all easy, but they are necessary. The key vision is to free schools from the bureaucratic stranglehold and fear of litigation so that we can get back to focusing on teaching and learning.

The Good News

• Miriam highlights the idea that thanks to IDEA, schools can no longer turn students away just because they have high needs. We now have an inclusive approach and believe that all children can learn. Now nearly 14% of students in the US receive special education services. About 90% of the children served are not considered severely disabled, and it is this group that is the focus of this book.
• The rates of growth in the cost and the number of SWD have outgrown the rates for regular education. The process of identification and the creation of individual education plans (IEPs) is slow and expensive and has become ever more complex and out of sync with reality. Since these services are required by law, they are paid for first and what’s left is used for everything else. As special education has expanded, so have unintended consequences as we deal with excesses of the civil rights movement. Even President Ford realized at the time of the law’s passing that it was promising more than it could deliver, and promised a ton of administrative paperwork. Now Miriam urges us to fix the system.

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This is my most read book summary and I think it is timely for our current environment. Enjoy and be sure to get the book.

For White Folks Who Teach in the Hood…and the Rest of Y’all Too by Christopher Emdin explains how teachers from different cultures can connect and foster success when teaching black students in poor urban schools. While aimed at black cultures found in the inner city, the advice here applies to anyone teaching students from a cultural background that is not their own. In addition to the targeted audience, I strongly recommend this book to all teachers and their administrative leaders. Leaders of teacher preparation programs should also seriously consider this book.

Introduction

• Chris compares the urban poor black students to indigenous people like native Americans, who have suffered from the impact of colonization. He invented the term neoindigenous to describe his target population. The key idea in the book is how do we help white teachers better understand the culture of the black students they teach rather than spending their time trying to take their culture away from them. Strong discipline seems oppressive to many students and gives them the feeling that school is not for them. Harsh treatment is unlikely to produce academic success.
• The behavior students bring can make white teachers uncomfortable unless they are prepared for what they will face. They should become familiar with student culture including clothing, music, and speech. Viewing hip-hop as vulgar, for example, is a good way to make sure a teacher fails to connect. Students see a curriculum that is not connected to their culture and school rules that seek to erase that culture.

1. Camaraderie: Reality and the Neoindigenous

• Teachers in urban schools are usually from different neighborhoods and classes and don’t look much like their students. Unfortunately, they don’t see this as an impediment when it comes to engaging students. They can come in to save the students, which can make student experiences, emotions, and communities invisible. Teachers need to visit the community where students live and leaders need to facilitate visits. These students are often traumatized so it’s vital to get an idea of the nature of the traumas they face.
• Teachers can’t expect students to leave their experiences and emotions at the door. Even poverty comes with complexity. While you don’t have to use student vocabulary, it is important to know it. Teachers need to see students as individuals and meet them on their own cultural and emotional turf.

2. Courage: Teach Without Fear

• Watch out for code words like “these kids” and “those kids.” Black youth see white teachers as enforcing rules that are unrelated to teaching and learning. They often respond negatively to structures that teachers value at the expense of their academic success. Chris tells of his days as a student and rookie teacher when he was urged to take emotion from learning and teaching. This mantra served to mask fears.
• Too often white teachers become test-prep machines. Even teachers with good stories are apt not to tell them for fear of getting too personal. They also may avoid hands-on activities for fear of what students might do. Even Chris had an initial fear of students, which kept him from moving beyond fear and getting to know them.

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From Teacher to Leader: Finding Your Way as a First-Time Leader—Without Losing Your Mind by Starr Sackstein recounts her first year as an administrator. This story of a remarkably gifted teacher’s journey into administration after her first year is a great read. Starr’s reflections, research efforts, and writing skills have resulted in a valuable resource for teachers considering a jump to administration and experienced administrators alike. She lives up to her desire of becoming the kind of leader she would want to have. As an educator since 1969 and an administrator for 30 years, I find her advice to be spot on. Make sure that you and your professional development library has a copy.

Forward

• The forward by Dan Rehman, Superintendent West Hempstead Union Free School District tells the story of how Starr was hired as the district’s director of Humanities. While she clearly had the necessary qualities, she lacked the necessary certification, which Starr and the district were finally able to work around. Dan paints her as enthusiastic, goal focused, persistent, self-aware, creative, innovative, willing to take risks, and reflective. What else could you ask for in a leader?
• While she loved her nine years teaching journalism in New York City, (16 years total) she struggled with boredom and dissatisfaction with administrative decisions, and began experimenting with grading less and helping students began a flurry of reflection and problem-solving. She questioned what learning should look like. She became an administrator to become a mentor for new teachers. This book tells the story of her first year, mistakes and all.
• Each chapter also ends with some valuable Daily Reflections for Change that you can do.

1. To Leave or Not to Leave

• As a teacher, there is no single right way to know when to leave. Possible reasons are boredom or complacency with your work, urge to share your expertise with others, or someone suggesting that you make the move. (Doug: They also make more money.) Once you start to think about it the more you need to look for administrative programs. Ideally, you find one where you can take a few courses as a non-matriculated student to get your feet wet. Interview working administrators to get a better idea of what the job entails. Read some of the books Starr suggests and look for Twitter chats on leadership.
• Thirteen years into teaching Starr was able to take on a “hybrid” role as part teacher and part teacher coach. She felt that still doing some teaching gave her more credibility with the people she coached as she was still doing the things that she was trying to get them to do. Teachers could visit her classroom and she could still continue to try new things.
• Before you start looking for jobs create a description for your ideal job. Starr provides one here based on her desires and skills. Once you have your goals spelled out you can better articulate them in interviews. While no two people take the same path to administration, Starr’s path covers the basics that all teachers need to consider. She suggests that you are not there to fix teachers but to help them further develop the skills they already possess. Stay humble, be present, listen, collaborate, and be patient.

2. Teacher Leadership as a Precursor to School Leadership

• Consider the job description and ask a lot of questions about the school culture and needs to make sure the job is a good fit. Before transitioning grow your content or pedagogical expertise and serve on committees. Apply to present at local, regional, or national conferences on topics important to you. Adult learners are different from students. How so? Nothing is worse than discounting ideas elicited from others. It’s a surefire way to make your team resent you.

3. The Ache of the Shift

• Starr became very aware of the void that had been created inside by not being in the classroom. She worked to rebrand her decision as an extension of her teaching career and not as a replacement for it. She spends time in classrooms. Plans with teachers and offers to co-teach when it is appropriate. As a new team leader, you will definitely experience isolation. For the most part, it will continue because you are no longer part of us. Now you are one of them. Leadership doesn’t have to be the dark side. It can be light, optimistic, and supportive, but it definitely takes time to get your team to believe you are one of them. To get feedback Starr uses anonymous Google forms. Be ready with “Plan B” in the event your day changes unexpectedly. Starr also offers advice on attire here. Learning—in the classroom and in life—happens moments forced her to figure things out. You are going to have to do a lot of learning so it helps if you enjoy learning. Exhibit the behaviors you’d like to see.

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