GSU Blogger - Dr. J. Kahrs

Our winter benchmark testing window opened this week and many people are feeling worries and overwhelmed. This is an assessment that is given three times a year (August, December, and May) in both ELA and Math to determine growth. Some teachers feel that little growth is shown from August to December and worry that this will have an impact on their TKES score. I have tried to assure them that this is a checkpoint that should be used to determine group placements for the spring semester and should be used as a checkpoint to determine remediation or acceleration strategies. Many feel that theyshould only test the students who are below grade-level at the time of assessment. Shouldn't we look to see for growth in all of our students? What do your schools use as a mid-year checkpoint?

I am wondering how those of you who are administrators deal with staff who are absent for long periods of time due to health issues i.e. birth of child, heart attack, etc. or death of a loved one.  The reason I'm asking is a few years ago I ended the school year early due to a scheduled surgery (Of course I waited until after the CRCT was administered).  During my time off I did not hear from administration.  This was disheartening to me.  How do you not check on your staff?!  A year later (yeah I know) I was able to voice  this concern only after my principal asked me has she ever did anything wrong.  Without reservation I informed my principal "Yes, You did not check on me when I had my surgery."  She admitted she was wrong and I was on her mind but her weakness was follow through.  I recognize not everyone wants individuals in their "business"......my question is along with everything ...

Project Based Learning On November 19th we had a PBL Exhibition day. This day was a day for students to showcase the projects they have been working on all year. Parents, reporters, county officials, community members, teachers, and other students were able to go into classrooms and see first hand students working on PBL. The students whose projects were complete brought their projects into the media center and presented. On each table was a form observers filled out to critique the presentations and offer suggestions to help improve. The students who were looking at the projects loved the fact they could leave feedback. They kept coming up to us and letting us know they needed more forms. The groups that presented all did a good job and it was nice to see the pride showing in their faces. One group presented a service based project dealing with solar panels. These 7th grade students began their project last year by brainstorming what needed to be done and how to do it. This year, t...

As a teacher, I am fully aware of trying to incorporate culturally relevant pedagogical practices from a critical race perspective in my classroom. As an aspiring leader, I want to bring those same culturally acute characteristics to my leadership practice. In my current school we have many teachers who are not aware of the challenges students of other colors bring to the classroom. I want to hear from current school leaders who have embarked on a mission to enlighten others about teaching and leading from a critical race perspective.