Thursday, January 07, 2010

The Glossary Part One: A-B

The following words are part of the CALI (Connecticut Accountability for Learing Initiative) glossary--I am offering my definitions:

Accountability--holding underpaid, overworked teachers of poor students responsible for the pathetic organization of multiple district initiatives and lack of proper curriculum, tools, and planning time which results in said students' failure to meet Annual Yearly Progress (see AYP).

AYP (Annual Yearly Progress)--what most predominately affluent, Caucasian school districts meet except in the areas of Special Education.

Adult Outcomes--the purposeful ignoring of parental or administrative influence with the indirect purpose of propigating the notion that our teachers are always to blame for the stupidity of low performing students. Often AO's will point to how Causcasian teachers are not "Culturally Relevant," and therefore incapable of teaching minority students.

Alignment--the degree to which lemming teachers do what the State of Connecticut Department of Education believes is in the best interest of students who they don't know, don't interact with, but really really really care about.

Annual Measurable Achievement Objectives--A nice sounding name to make you belive that the State which owns the highest achievement gap truly wants to educate English Language Learners

Assessment--A quiz or test that is not really all that important unless it has a modifiers like "Common Formative" or "Summative" preceding it. Also, not really important unless it connects with a specific, highly vague standard strand.

Benchmark Assessment--what underperforming schools administer to show the State that they are following CALI when the State sends CALI investigators to monitor CALI implementation.

Benchmark--The actual place that students are at, like four grade levels behind in their reading skills, when they arrive at a high school.

Best Practice--doing whatever CALI tells you to do, even if it does not work despite all of the meta-analysis done by the man-genius Robert Marzano.

Beyond the Blueprint--the techniques used by teachers and administrators that actually work but are too politically incorrect or not en vogue with whatever Columbia's school of education is currently preaching to admit to using. This might include, but is not limited to, shame and embarrassment, competition, or paternalism.

Big Idea--that all students are capable of learning to the same level. The Big Idea is that every student has the same capacity for learning if only we would differentiate for the one's that lack that capacity upon entering a teacher's classroom.

Blueprint for Reading Achievement--A map that tells shows us how all students can read at the collegiate level by the time they reach 18, or 20 if it takes that long. By giving students texts that they enjoy reading, the Magic Literary Critic will then fill in the gaps to help the "different" to make strong text-to-text connections.

Look for Part Two later!

5 Comments:

At 5:24 PM , Anonymous Anonymous said...

Dear Mr. McNamar,

I like your blog about the glossary - sad, but true definitions.

My name is Jill Randolph and I work with CityTownInfo.com, a website providing over 50,000 reference pages of real-world information on careers, communities, and colleges to our 10 million annual visitors.

I was reviewing your blog and wanted to let you know that we have just released a free 64-page e-book we think you and your visitors may find interesting. An article published Thursday provides additional information as well as commentary from a fellow webmaster and blogger who has linked to the e-book. Additionally, we issued a press release Friday, to help increase awareness. Our e-book provides a candid, real-world perspective on the elementary teaching profession via interviews with 25 teachers from grades 1 through 5, across a variety of disciplines including reading specialists, PE, and music teachers, to name a few. The book offers advice, tips, best and worst parts of the job, as well as words of wisdom, inspiration and caution from working teachers. One quote from the book:

"Many people think that because the school day ends at 3 PM teachers just leave, but, the truth is, we stay late and often put in more than an eight-hour day. Almost always we take work home with us. Yes, we do have summers off, but we are constantly thinking about the school year to come and working on our skills."

Yours is one of the very first blogs we are reaching out to, so that you may share this relevant information with your visitors. We hope you’ll take a bit of time to review the book – it’s a fairly quick read – and then consider passing along your thoughts to your readers. We can provide you with cover art images in various sizes if you would like and we recommend linking to the page containing the eBook (http://www.citytowninfo.com/employment/elementary-school-teachers).

Thank you for your time and consideration. If I can answer any questions you may have, please don't hesitate to contact me.

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www.citytowninfo.com

 
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At 11:15 PM , Blogger hick town teacher said...

Thanks for the post; the same kinds of things are happening here in Oregon. We just use different acronyms. I think this will be my last year of teaching for awhile. It's my 1oth year this year; I survived longer than I thought I would, but I need to get away from the political insanity and take a break for a year or two. Each year with budget cuts and insurance hikes I make about $100.00 less a month for the past two years while the administration retains their fat raises. Something is not right in America.

 
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