Monday, December 1, 2008
Self Assessment
I believe I was in the 18 - 20 range in class participation. I completed all assignments, put in quite a bit of time, answered other blogs, asked questions in class and tried to offer other experiences to enhance class discussions.As far as the learning, I believe the class was very informative and useful for future lessons. I have already used some ideas from the class and the curriculum revision was a good assignment as I am using the lesson in US 2 to see how it works out. Overall, I think this class was more work than others, but the work was useful so it didn't seem so bad doing it!I liked the online classes because it is easier to work at my own pace. The one revision is on the final assignment: it was a good idea to offer pairs or trios, but for someone like me who does not know anyone in the class, I was not able to get a partner, so I had to do the whole project by myself. It would have been a better learning experience if I could have collaborated with someone else on the final project. Other than that, the class was great.
Posted by Alice at 6:59 PM 0 comments
Thursday, December 4, 2008
Monday, December 1, 2008
Self Assessment
I believe I was in the 18 - 20 range in class participation. I completed all assignments, put in quite a bit of time, answered other blogs, asked questions in class and tried to offer other experiences to enhance class discussions.
As far as the learning, I believe the class was very informative and useful for future lessons. I have already used some ideas from the class and the curriculum revision was a good assignment as I am using the lesson in US 2 to see how it works out. Overall, I think this class was more work than others, but the work was useful so it didn't seem so bad doing it!
I liked the online classes because it is easier to work at my own pace. The one revision is on the final assignment: it was a good idea to offer pairs or trios, but for someone like me who does not know anyone in the class, I was not able to get a partner, so I had to do the whole project by myself. It would have been a better learning experience if I could have collaborated with someone else on the final project. Other than that, the class was great.
As far as the learning, I believe the class was very informative and useful for future lessons. I have already used some ideas from the class and the curriculum revision was a good assignment as I am using the lesson in US 2 to see how it works out. Overall, I think this class was more work than others, but the work was useful so it didn't seem so bad doing it!
I liked the online classes because it is easier to work at my own pace. The one revision is on the final assignment: it was a good idea to offer pairs or trios, but for someone like me who does not know anyone in the class, I was not able to get a partner, so I had to do the whole project by myself. It would have been a better learning experience if I could have collaborated with someone else on the final project. Other than that, the class was great.
Friday, November 14, 2008
Something to think about.....
Last night in class, I thought that the discussion about technological possibilities for the future was extremely interesting and I spent my drive home thinking about it. The technological advancements are endless for students; but I wanted to throw this out there and ask if anyone else had the same thought:
First, I have worked outside of education for 13 years before becoming a teacher for the last 10, so I have experienced both. I believe today, that people in education are a bit out of touch with how bad the economy is as we, for the most part, are secure in our jobs. Most of us have not experienced downsizing, layoffs, etc., so it is hard to relate to other people who don't have jobs and can't easily find another. So my point:
With advanced tech I started to think of all the good possibilities such as students accessing work and activities from home, if they are sick can get homework; someone mentioned having the class log on at 7pm and have a class discussion, etc. The next logical step in years to come: snow days could be counted as a school day as long as the teacher can document all students logged on and participated; the next step, to save energy in cold or hot regions, cut out Fridays and or Mondays and work home home, thus eliminating transporation costs, energy costs, food, etc......
I guess you see where I am going with this, could teachers be downsized? When I did my first master's in history 4 years ago there were no on line classes, now there are many. At least at the high school level, I believe technology can eliminate jobs and teachers in the future may become a statistic like the 2008 financial sector employees who are losing their jobs by the thousands!
Just something to think about...
First, I have worked outside of education for 13 years before becoming a teacher for the last 10, so I have experienced both. I believe today, that people in education are a bit out of touch with how bad the economy is as we, for the most part, are secure in our jobs. Most of us have not experienced downsizing, layoffs, etc., so it is hard to relate to other people who don't have jobs and can't easily find another. So my point:
With advanced tech I started to think of all the good possibilities such as students accessing work and activities from home, if they are sick can get homework; someone mentioned having the class log on at 7pm and have a class discussion, etc. The next logical step in years to come: snow days could be counted as a school day as long as the teacher can document all students logged on and participated; the next step, to save energy in cold or hot regions, cut out Fridays and or Mondays and work home home, thus eliminating transporation costs, energy costs, food, etc......
I guess you see where I am going with this, could teachers be downsized? When I did my first master's in history 4 years ago there were no on line classes, now there are many. At least at the high school level, I believe technology can eliminate jobs and teachers in the future may become a statistic like the 2008 financial sector employees who are losing their jobs by the thousands!
Just something to think about...
Tuesday, November 11, 2008
Results Now
I am the principal of a high school in a suburban New Jersey district. Traditionally, our teachers have been monitored closely for the first three years of employment until they received tenure, then after receiving tenure our teachers are evaluated once a year during a lesson of their choice. Administration encourages our tenured staff to invite a supervisor in for a lesson in which the teacher is trying something, new, unusual or experimental.
I recently attended a Principal's workshop which focused on how the United States can improve teaching methods to ensure the highest quality of education is available to all students. At this workshop, we read a book called Results Now by Mike Schmoker. After reading this book, I have decided to recommend some changes to teachers and supervisors at the high school.
"“If we leave virtually every instructional choice up to individual teachers who work alone, then inferior practices will dominate in most schools. (Haycook, 2005)
I am going to advise all the department supervisors to prepare a "to do" list of lessons and activities they would like to see in classes in their departments. Each month, supervisors will hold a department meeting and share these activities with teachers under their supervision and require that teachers choose at least one lesson a month to pilot in their classrooms. Supervisors will then randomly drop in to classes to assess how this system is working to include a variety of activities in the classrooms.
"Only 5 percent of Americans performed at the highest math level - compared with nearly a quarter of Finns, Koreans, Japanese and Dutch" (Peterson, 2005, p.3) Page 21
I am going to set up a committee of math teachers and/or supervisors, as well as some math students to research the criteria for graduation of the above mentioned countries at the high school and middle school level. The committee will take those results and compare them with the requirements for math to graduate from high school in the United States. From those results, we can assess what we need to do to bring our students up to a higher level of expertise in Math. Perhaps we need to change the graduation requirements, or offer incentives to students who take multiple credits in math.
"direct involvement in instruction is among the least frequent activities performed by administrators of any kind at any level" (Elmore, 2000, p.6) Page 29
I would like to share with other principals an idea that seems to be working at our high school. During our administrative meeting, we create a schedule of teachers to visit during each quarter. These visits are 5 - 15 minute informal "drop ins"; the idea is to offer positive encouragement when we visit a class that is engaged in a productive activity, and at the same time it alerts teachers to the fact that our administration's philosophy is an open door policy. We make sure, over the course of a semester, each teacher receives a visit at least once, maybe more. We realize that teachers have days that are not as productive as others, so what works with this plan is between our administrative group, we are able to assess if there are teachers in the building who are less productive than others. We use this information as input for supervisors to use during evaluations to suggest to teachers how they can improve lessons!! Try it.
I recently attended a Principal's workshop which focused on how the United States can improve teaching methods to ensure the highest quality of education is available to all students. At this workshop, we read a book called Results Now by Mike Schmoker. After reading this book, I have decided to recommend some changes to teachers and supervisors at the high school.
"“If we leave virtually every instructional choice up to individual teachers who work alone, then inferior practices will dominate in most schools. (Haycook, 2005)
I am going to advise all the department supervisors to prepare a "to do" list of lessons and activities they would like to see in classes in their departments. Each month, supervisors will hold a department meeting and share these activities with teachers under their supervision and require that teachers choose at least one lesson a month to pilot in their classrooms. Supervisors will then randomly drop in to classes to assess how this system is working to include a variety of activities in the classrooms.
"Only 5 percent of Americans performed at the highest math level - compared with nearly a quarter of Finns, Koreans, Japanese and Dutch" (Peterson, 2005, p.3) Page 21
I am going to set up a committee of math teachers and/or supervisors, as well as some math students to research the criteria for graduation of the above mentioned countries at the high school and middle school level. The committee will take those results and compare them with the requirements for math to graduate from high school in the United States. From those results, we can assess what we need to do to bring our students up to a higher level of expertise in Math. Perhaps we need to change the graduation requirements, or offer incentives to students who take multiple credits in math.
"direct involvement in instruction is among the least frequent activities performed by administrators of any kind at any level" (Elmore, 2000, p.6) Page 29
I would like to share with other principals an idea that seems to be working at our high school. During our administrative meeting, we create a schedule of teachers to visit during each quarter. These visits are 5 - 15 minute informal "drop ins"; the idea is to offer positive encouragement when we visit a class that is engaged in a productive activity, and at the same time it alerts teachers to the fact that our administration's philosophy is an open door policy. We make sure, over the course of a semester, each teacher receives a visit at least once, maybe more. We realize that teachers have days that are not as productive as others, so what works with this plan is between our administrative group, we are able to assess if there are teachers in the building who are less productive than others. We use this information as input for supervisors to use during evaluations to suggest to teachers how they can improve lessons!! Try it.
Sunday, October 26, 2008
UbD lesson and reflection
I enjoyed creating this lesson as I feel it is important to know what we are assessing before we ask students to perform a task. The format also allows me to focus on exactly what I expect from students and also allows students to know what performance level is expected of them as they perform.
The format is very clear, although I became a bit confused with the "Learning Activities" section and the Performance Task/Other Evidence as it was a bit repetitive.
I think the questions that would be raised with the UbD format is that some may feel it is "teaching to the test" a bit too much; I can see where very creative teachers may feel a bit stiffled. Overall, I think most educators would enjoy using this format.
UbD Lesson Plan
Title: World War I
Curriculum Area: United States History II Honors
Developed by: Alice Burnett
Grade: 11
Time Frame: (2) 60 Minute blocks
Stage I - Desired Results
Established Goals
NJSSS (12) 6.3.2, 6.3.1 - Identify and analyze major events in history.
Understandings:
Students will understand that....
The format is very clear, although I became a bit confused with the "Learning Activities" section and the Performance Task/Other Evidence as it was a bit repetitive.
I think the questions that would be raised with the UbD format is that some may feel it is "teaching to the test" a bit too much; I can see where very creative teachers may feel a bit stiffled. Overall, I think most educators would enjoy using this format.
UbD Lesson Plan
Title: World War I
Curriculum Area: United States History II Honors
Developed by: Alice Burnett
Grade: 11
Time Frame: (2) 60 Minute blocks
Stage I - Desired Results
Established Goals
NJSSS (12) 6.3.2, 6.3.1 - Identify and analyze major events in history.
Understandings:
Students will understand that....
- Power struggles between nations cause conflict
- In order to strive towards world peace, no one nation can dominate another nation
Essential Questions:
What causes conflict?
Why do countries go to war?
How do nations settle disputes?
Students will know...
- Causes and outcomes of World War I
- Key Vocabulary Terms
Students will be able to...
- Create World War I timeline
- Analyze a plan for world peace
Stage 2 - Assessment Evidence
Performance Tasks:
World War I Key Event Timeline: Racing through time! Students will be given a World War I timeline spanning from 1914 - 1919. In pairs, students will research information both online and using books to find and fill in the missing date or key event. (some dates, key events will already be filled in) Additionally, students can look at the pictures next to the missing date/key event for a clue to help them fill in the event. The first pair to complete the timeline will earn extra credit on the World War I test.
Other Evidence:
1. Quiz: Key Vocabulary Quiz
2. Primary Source: Read and analyze "Victory Without Defeat" Focus: what does Victory without Defeat mean and how does it relate to World Peace?
3. Journal Entry: Responses to Readings
Stage 3 - Learning Plan
Learning Activities:
- Introduce Essential Questions and outline activities and rubrics
- Complete definitions of key terms
- Racing through time: students will complete World War I timeline filling in important key events and dates in pairs
- Read and analyze "Victory without Defeat" and focus on how reading relates to world peace as an ongoing goal
- Complete response to primary source in journals
- Share and compare journal entries with classmates
Friday, October 10, 2008
What Has Changed on UTUBE
http://www.youtube.com/watch?v=5MwHyvyqApk
Hopefully, this will take you to the mash up video
Alice Burnett
Hopefully, this will take you to the mash up video
Alice Burnett
What Has Changed on UTUBE
http://www.youtube.com/watch?v=5MwHyvyqApk
Hopefully, this will take you to the mash up video
Alice Burnett
Hopefully, this will take you to the mash up video
Alice Burnett
Monday, October 6, 2008
Did you know
The first reaction I had to this video was it reminded me what I already knew that the US is far behind many countires in the area of education. I was born in the UK and their philosophy on education is much different: in order to go onto higher education, you need to show that you are worthy. School is much more tradtional than alternative (allowing for students to learn differently) and when students turn 16 they have to pass a test in order to be eligible for university studies.
Japan is probably the most traditional country you can find as far as education goes, their methods are old school, they go 6 days a week and learn by discipline, drilling, memorizing and reproducing the information on tests. In the district I work, we have a large population of Korean, Japanese and Chinese, and those students easily outperform the whites. That is just a fact. Why? I believe the philosophy taught at home is different, Korean parents especially encourage students that education is the only thing that is important, no exceptions. I have kids that actually have a meltdown if they score lower than a 95 on a test, and they are not white.
The next impression I got from the presentation is students have to be technologically smart to survive. Teachers have to infuse technology into their lessons in order to equip students to succeed.
The whole job scenario is just plain scary. There are so many jobs that are not secure anymore, that are becoming outdated, that are not going to be around because of the economy. So how do we prepare kids for jobs we don't know will exist when they are ready to go into the working world? I think students today should focus on professions that will always be needed such as doctors, lawyers, teachers, medical or technology.
Japan is probably the most traditional country you can find as far as education goes, their methods are old school, they go 6 days a week and learn by discipline, drilling, memorizing and reproducing the information on tests. In the district I work, we have a large population of Korean, Japanese and Chinese, and those students easily outperform the whites. That is just a fact. Why? I believe the philosophy taught at home is different, Korean parents especially encourage students that education is the only thing that is important, no exceptions. I have kids that actually have a meltdown if they score lower than a 95 on a test, and they are not white.
The next impression I got from the presentation is students have to be technologically smart to survive. Teachers have to infuse technology into their lessons in order to equip students to succeed.
The whole job scenario is just plain scary. There are so many jobs that are not secure anymore, that are becoming outdated, that are not going to be around because of the economy. So how do we prepare kids for jobs we don't know will exist when they are ready to go into the working world? I think students today should focus on professions that will always be needed such as doctors, lawyers, teachers, medical or technology.
Sunday, September 28, 2008
Symphony
As I sat at the table during my cafeteria duty last week, I kept wondering why I was having so much trouble getting through the Symphony reading. I read, highlighted, then put it down only to ask myself, "what did I just read?" I finally figured out the reason I was not into this reading is because I am a very structured, organized person and everything in the article pretty much contradicts my personality.
I don't disagree with the points in the article: creativity, crossing boundries and even found the FedEX arrow pretty interesting, but the overall theme was a bit of a stretch for me. Sometimes I think that advocates for non-traditional methods could be dangerous for dummying down our society. I know I sound old fashioned, but I think our educational system has to find a balance between traditional and alternative teaching methods, and lately, it seems we are tilting to far in the direction of alternative education.
I don't disagree with the points in the article: creativity, crossing boundries and even found the FedEX arrow pretty interesting, but the overall theme was a bit of a stretch for me. Sometimes I think that advocates for non-traditional methods could be dangerous for dummying down our society. I know I sound old fashioned, but I think our educational system has to find a balance between traditional and alternative teaching methods, and lately, it seems we are tilting to far in the direction of alternative education.
Tuesday, September 23, 2008
Letter to E.D. Hirsch
Dear E.D. Hirsch
I am a teacher of history and psychology at the secondary level and have read with interest your philosophy on education reform. I have these comments:
The main focus of your philosophy seems to be that all schools should have a uniform core curriculum across the board. The contradiction I find with your philosphy is your comment, "different schools might even have different cores" , how is that uniform?
My belief is that every school should have a core curriculum to follow. The variation has to be that depending on where the school is located and what the general graduating population's goals are after high school should influence the district administration on what the core curriculum should include. For example, a small town in the midwest that has a population of farm owners who for generations have passed the business onto family may be better suited with a curriculum geared toward educating young people on how to run a farm business. Another city in the United States whose population plans to attend college and enter the World of Corporate America may have a different core curriculum stressing workplace readiness standards along with the educational subject matter.
As I read your belief that you defend the use of memory and repeated practice, it reminded me of my high school years during the late 70s and early 80s. That was pretty much how we learned: teacher provided information, students studied and memorized the information and students were assessed by a written test. I believe students learned and I felt I retained alot of the information I learned in high school.
The philosophy of "project oriented" learning in our schools today is becoming more popular for one reason: to accommodate special education needs. You may feel that the progressive education techniques dominate schools. I think that to a degree, schools have to utilize alternative assessment methods to accommodate students who have special needs and need to explore a variety of learning methods in order for the students to succeed. I do believe that some schools are too project oriented and should find a balance in their curriculum between traditional and alternative assessment.
Your interpretation that every district allows teachers to interpret and teach subject matter at will is true to an extent. Many schools give their teachers a lot of freedom to decide on how and what to teach but there are also the districts that monitor staff, especially non-tenured, very closely. I do not believe it is such a bad thing to allow teachers to be creative if the students leave with knowledge they can use later in life.
I enjoyed reading your philosophy of cultural literacy as I agree strongly that is is important for a student to be "worldly" in order to succeed in life.
Alice Burnett
I am a teacher of history and psychology at the secondary level and have read with interest your philosophy on education reform. I have these comments:
The main focus of your philosophy seems to be that all schools should have a uniform core curriculum across the board. The contradiction I find with your philosphy is your comment, "different schools might even have different cores" , how is that uniform?
My belief is that every school should have a core curriculum to follow. The variation has to be that depending on where the school is located and what the general graduating population's goals are after high school should influence the district administration on what the core curriculum should include. For example, a small town in the midwest that has a population of farm owners who for generations have passed the business onto family may be better suited with a curriculum geared toward educating young people on how to run a farm business. Another city in the United States whose population plans to attend college and enter the World of Corporate America may have a different core curriculum stressing workplace readiness standards along with the educational subject matter.
As I read your belief that you defend the use of memory and repeated practice, it reminded me of my high school years during the late 70s and early 80s. That was pretty much how we learned: teacher provided information, students studied and memorized the information and students were assessed by a written test. I believe students learned and I felt I retained alot of the information I learned in high school.
The philosophy of "project oriented" learning in our schools today is becoming more popular for one reason: to accommodate special education needs. You may feel that the progressive education techniques dominate schools. I think that to a degree, schools have to utilize alternative assessment methods to accommodate students who have special needs and need to explore a variety of learning methods in order for the students to succeed. I do believe that some schools are too project oriented and should find a balance in their curriculum between traditional and alternative assessment.
Your interpretation that every district allows teachers to interpret and teach subject matter at will is true to an extent. Many schools give their teachers a lot of freedom to decide on how and what to teach but there are also the districts that monitor staff, especially non-tenured, very closely. I do not believe it is such a bad thing to allow teachers to be creative if the students leave with knowledge they can use later in life.
I enjoyed reading your philosophy of cultural literacy as I agree strongly that is is important for a student to be "worldly" in order to succeed in life.
Alice Burnett
Tuesday, September 16, 2008
This I Believe
This I Believe
It seems most people in class use this opportunity to state that an important philosophy is that every student is entitled to an education. I agree, ofcourse, with that statement, but I think administrators and educational leaders should consider this:
I believe that everyone is entitled to an education, but in light of the budget crisis in New Jersey, the cutbacks in funding that districts face, I ask the question, when does the obligation to provide a public education to teenagers end?
I teach high school and witness what happens when students that have been given every opportunity to succeed do not take advantage of this right and become a "nuisance" to all the other students around them trying to learn. I believe elementary students, middle school students and students entering high school must be given every possible opportunity to take advantage of what their district has to offer. My gripe is that a teenager who is now 17 or 18, who cuts classes, continuously is suspended for violating school rules, and does not perform in class is still treated as a normal everyday student with rights.
I think educational leaders should explore how, legally, a solution to this problem could be implemented. For example, in Europe students are able to leave school at 16 and seek alternative ways to better themselves if the class setting does not work for them. In this county, the cost to taxpayers for public education is so high that I believe a system should be put in place to give 17 year olds and older an opportunity to sign out of public school and be trained in some other type of trade where they may be more successful. I realize that there are vocational schools for this purpose, but students that are not motivated will not sign up for a vocational school. A good idea would be to make a law that evaulates these non performing students and allow them the option of either going into a training program, or leaving school and getting a job. This may sound harsh, but I believe this type of program would deter borderline students from becoming a nuisance in school and giving them the extra push to graduate in a timely manner.
It seems most people in class use this opportunity to state that an important philosophy is that every student is entitled to an education. I agree, ofcourse, with that statement, but I think administrators and educational leaders should consider this:
I believe that everyone is entitled to an education, but in light of the budget crisis in New Jersey, the cutbacks in funding that districts face, I ask the question, when does the obligation to provide a public education to teenagers end?
I teach high school and witness what happens when students that have been given every opportunity to succeed do not take advantage of this right and become a "nuisance" to all the other students around them trying to learn. I believe elementary students, middle school students and students entering high school must be given every possible opportunity to take advantage of what their district has to offer. My gripe is that a teenager who is now 17 or 18, who cuts classes, continuously is suspended for violating school rules, and does not perform in class is still treated as a normal everyday student with rights.
I think educational leaders should explore how, legally, a solution to this problem could be implemented. For example, in Europe students are able to leave school at 16 and seek alternative ways to better themselves if the class setting does not work for them. In this county, the cost to taxpayers for public education is so high that I believe a system should be put in place to give 17 year olds and older an opportunity to sign out of public school and be trained in some other type of trade where they may be more successful. I realize that there are vocational schools for this purpose, but students that are not motivated will not sign up for a vocational school. A good idea would be to make a law that evaulates these non performing students and allow them the option of either going into a training program, or leaving school and getting a job. This may sound harsh, but I believe this type of program would deter borderline students from becoming a nuisance in school and giving them the extra push to graduate in a timely manner.
US History Curriculum Standards
I teach high school US History 2, I have also taught US 1, and World History. I am very familiar with the state standards as I have had the task of evaluating the standards in the past.
The standards are very thorough, involved and cover every area possible that a US history student would need to be educated on the United States of America. Recently, state standards were also put in place where teachers now have to try and find time to explore the state that we live in.
The problem is there is too much information to cover and not enough time to cover it. We have had numerous department meetings to explore ways to restructure our school curriculum to align better with the state standards.
In our district, 9th grade have World History (which was just changed from Ancient Civilizations to 1775 - present, the Ancient moved down to 8th grade), then 10th Grade have US1 which is Colonization to Reconstruction, then US 2 is After REconstruction to the present. The problem is that not all teachers of US 1 make it to Reconstruction, then when the US2 teachers pick up some kids get lost between the end of the Civil War and Industrialization, and depending on how much backtracking a teacher has to do, most only make it to Vietnam.
The advantage to the standards is that for new teachers, or for a very organized teacher, the guidelines are so thorough and the resources are plentiful that it becomes very easy to teach the information, but when you get into a topic that kids really get involved with, it is so easy to fall behind and then rush through to try and catch up.
I don't think that is what education should be about; the goal should not be to be on a time schedule, the goal should be to explore topics that spark discussions that kids will remember.
So my criticism of the current standards is that we need to have some flexibility to modify the standards as we go along, which I suppose would be frowned upon in Trenton.
The alternative may be to require to have seniors take an elective course in some type of history: ie, Contemporary Issues, American Govt and Politics and that way they would be exposed to a more present day contemporary issues curriculum as well as the mandated US History.
The standards are very thorough, involved and cover every area possible that a US history student would need to be educated on the United States of America. Recently, state standards were also put in place where teachers now have to try and find time to explore the state that we live in.
The problem is there is too much information to cover and not enough time to cover it. We have had numerous department meetings to explore ways to restructure our school curriculum to align better with the state standards.
In our district, 9th grade have World History (which was just changed from Ancient Civilizations to 1775 - present, the Ancient moved down to 8th grade), then 10th Grade have US1 which is Colonization to Reconstruction, then US 2 is After REconstruction to the present. The problem is that not all teachers of US 1 make it to Reconstruction, then when the US2 teachers pick up some kids get lost between the end of the Civil War and Industrialization, and depending on how much backtracking a teacher has to do, most only make it to Vietnam.
The advantage to the standards is that for new teachers, or for a very organized teacher, the guidelines are so thorough and the resources are plentiful that it becomes very easy to teach the information, but when you get into a topic that kids really get involved with, it is so easy to fall behind and then rush through to try and catch up.
I don't think that is what education should be about; the goal should not be to be on a time schedule, the goal should be to explore topics that spark discussions that kids will remember.
So my criticism of the current standards is that we need to have some flexibility to modify the standards as we go along, which I suppose would be frowned upon in Trenton.
The alternative may be to require to have seniors take an elective course in some type of history: ie, Contemporary Issues, American Govt and Politics and that way they would be exposed to a more present day contemporary issues curriculum as well as the mandated US History.
Monday, September 8, 2008
Intro to class
Hi, my name is Alice Burnett, (Montclair still has my last name as Zvaleuskas), I got remarried on 2/16/08 and changed my name.
I work as a history/psychology teacher at Ridgewood High School which is enjoyable most of the time. I have a masters degree is History, and am now in the admin program to obtain further credentials in Educational Leadership. I currently teach US 2 Honors and Psychology Honors and I am the most knowledgeable in the area of slavery and racism throughout the 19th and 20th centuries.
I live in Ridgewood from Monday to Friday and then commute to my house in Surf City every weekend and also live there all summer, so travel can be hectic. My husband lives in Surf City. I have three daughters from my first marriage and one goes to Montclair (she is 20) and the other two are in the Ridgewood schools, 17 and 13.
I enjoy bowling, I bowl on Wednesday nights in a mixed league. My goal is to bowl a 300 this season, I have come close so many times but always choke down the stretch. I average 170 -180 range.
I enjoy the beach, spending time with family and friends and meeting new people. I look forward to interacting with everyone in the class and sharing school experiences as well as learning more about administration.
Alice Burnett
I work as a history/psychology teacher at Ridgewood High School which is enjoyable most of the time. I have a masters degree is History, and am now in the admin program to obtain further credentials in Educational Leadership. I currently teach US 2 Honors and Psychology Honors and I am the most knowledgeable in the area of slavery and racism throughout the 19th and 20th centuries.
I live in Ridgewood from Monday to Friday and then commute to my house in Surf City every weekend and also live there all summer, so travel can be hectic. My husband lives in Surf City. I have three daughters from my first marriage and one goes to Montclair (she is 20) and the other two are in the Ridgewood schools, 17 and 13.
I enjoy bowling, I bowl on Wednesday nights in a mixed league. My goal is to bowl a 300 this season, I have come close so many times but always choke down the stretch. I average 170 -180 range.
I enjoy the beach, spending time with family and friends and meeting new people. I look forward to interacting with everyone in the class and sharing school experiences as well as learning more about administration.
Alice Burnett
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