According the October Communicator article titled “A Twist to Pay for Performance: Cash for Students,” schools in New York City and Washington, D.C., are using cash as a motivator for students to perform well in school. For example, middle schoolers in the District of Columbia can earn up to $1,500 a year for such accomplishments as good test scores, solid attendance, and completing homework.
Although the New York City program, which distributed $1.1 million to the 5,889 participating students last school year, is fully funded by private monies, the District of Columbia will pay for nearly half the $2.7 million set aside for its program. The remaining funds will come from private grant monies.
What do you think about the idea of paying students for good grades and test scores, as well as for solid attendance records—can it work? If you had the option of implementing such a program in your school, would you?
Here’s what one principal said: Money is a motivator. However, I am very concerned that to proceed with such a path is futile ... To implement such a plan will increase taxes and stipulate that every child must be paid to do what he or she must do as a member of society ... If I were given the option to implement such a program, I would not comply. If directed to implement such a program, I would resign my position.
For the next couple of days, the Principals’ Office will feature reflections from the 2007 National Distinguished Principals, as they respond to the question: What skill or concept did you learn through professional development in the past year that you plan to implement this year?
This is what NDP Richard R. Alix, principal of Spangdahlem Elementary School in Spangdahlem, Germany, had to say:
I was recently reassigned to a new school in a U.S. Department of Defense Educational Activity overseas school. My focus this year is actually a continuation of active school improvement. In my last assignment, I worked closely with the school improvement leadership team in developing collaborative approaches to promote assessment driven instruction to address areas in the student performance profiles that needed to show greater growth.
The value of formative and summative assessment and the processes involved in identifying key skills for focused attention in each grade level’s performance and curricular standards highlight the positive outcome when assessment data is used to guide instruction.
In this new school, I plan on working with the school improvement leadership team in designing staff development programs that will equip the instructional staff with the skills necessary to promote collaboration in identifying grade level focus on highest student achievement, as identified by the student performance data.
As I work in collaboration with the teachers at this new school, staff development in each of these areas will be necessary to build capacity. Specifically, we need to identify the curricular and performance standards that we are going to teach and when we are going to teach them. Through staff development on benchmarking, teachers will be able to clearly assess if the students learned the necessary skills. By learning how to differentiate instruction, the staff will be equipped to teach each child as he or she needs to learn. This is a path to excellence, and it is a process that will evolve over the years of my tenure in this new school.
How have you approached working with a school improvement leadership team?
The author of the September/October Speaking Out article argues that educators must change the way they look at homework. “Homework isn’t a single thing and its applications are far from consistent,” the author writes. “While proponents and opponents of homework battle, little is being done to bring widespread and beneficial change.”
Read the article for yourself and let us know what you think. What conversations have you had with your teachers about giving, and grading, homework? Do you agree with the author that teachers should count summative assessments more than formative ones?
Happy new year! With the beginning of the 2008-2009 school year comes your September/October issue of Principal magazine. As you’ll notice, we’ve introduced a new section to the magazine titled Member Voices. Among the items on the Member Voices page will be “My Two Cents,” in which principals offer their thoughts on a particular question.
The question for this issue was: If you could ask the presidential candidates one question about their stance on U.S. education, what would it be and why?
Here’s what some of you have responded:
School reform in the last decade has translated to many of us educators as unfunded mandates with an over concentration on assessment and a focus on failure. That being said, what legacy do you plan to leave? Jan BorelliPrincipalWestwood Elementary SchoolOklahoma City, Oklahoma
The current strong federal (NCLB) and state accountability standards have changed the nature of education in America. Do you feel that the burden of testing imposed by those accountability standards has improved or impacted the level of excellence of U.S. K-12 education?
Katherine RalstonPrincipalNorth River Elementary SchoolMt. Solon, Virginia
What question would you ask?
In addition to covering what’s new at NAESP, this year’s Principals’ Office blog has engaged in topics such as the federal budget, principal pay, diversity, mentoring, instructional leadership, and NCLB.
To coincide with the end of the school year, the Principals’ Office editors are taking a summer hiatus. But feel free to peruse the archives and make sure to check back in the fall for new posts and series.
According to a recent The Miami Herald, principal Larry Feldman recently decided to postpone his retirement and offer his services to the cash-strapped Miami-Dade School District for an annual salary of $1 plus benefits.(Now that's what you call commitment.) The district declined Feldman’s proposition because it would be too difficult to replace him, considering his budgeted $1 salary, should he decide to leave before the year was over. Still, some parents have launched an e-mail campaign, and are considering a petition in favor of the popular principal's offer. Stay tuned.
Washington Post education columnist Jay Mathews recently addressed the issue of how public schools can best serve talented and gifted children. He published a number of insightful reader comments from parents and educators that illuminate the concerns of helping these students reach their highest potentials. One reader suggested that parents should home school gifted children. What do you think? Can public schools accommodate gifted children?
The May/June 2009 issue of Principal will be dedicated to talented and gifted children, focusing on what schools are doing to support these students and, in the wake of No Child Left Behind, whether or not schools are meeting their needs. For information about how to submit an article about this or other topics, visit the Principal Web page.
The School Leadership Grant program helps local districts develop, enhance, or expand programs to recruit, train, and retain principals. The U.S. Department of Education's Office of Innovation and Improvement (OII) is seeking peer reviewers for the School Leadership Grant program. No travel is required and reviewers will receive an honorarium. For more information, visit http://web.naesp.org/misc/SLP2008CfR.pdf. The deadline to apply to be a reviewer is May 4.
NAESP's executive director Gail Connelly announced the launch of the National Elementary Honor Society (NEHS) at the Opening General Session during NAESP's annual convention. Connelly was joined onstage for the announcement of this new program by Gerald Tirozzi, the executive director of the National Association of Secondary School Principals (NASSP). Connelly and Tirozzi presented the first NEHS charter to Shepardson Elementary School, where NAESP President Mary Kay Sommers is principal.
"Whole child development is imperative for our schools to be successful," said Connelly. "The National Elementary Honor Society is a great way for schools to focus on this development and to recognize our young students for their accomplishments in leadership and service. We are excited about providing schools with the opportunity to participate in such a prestigious program and to help develop our nation's future leaders."
NASSP administers the National Honor Society™ (NHS) and the National Junior Honor Society™ (NJHS) and the NEHS was created to help schools give students in grades 4-6 national recognition for their accomplishments.
"The National Honor Society and the National Junior Honor Society have done a tremendous job of giving outstanding students the recognition they deserve for excellence in some of the most important aspects of their lives," said Tirozzi. "We are confident that the National Elementary Honor Society will enrich the education and the educational experience of younger students as well."
Incidentally, a study commissioned by the Girl Scouts of the USA found that young people ranked "being a leader" behind other goals such as "fitting in," "making a lot of money" and "helping animals or the environment." The results were published in a recent issue of The Washington Post. What do you think? How important is it for students to see themselves as leaders? How do these findings measure up to the leadership potential among students at your school? What can schools do to increase leadership skills in their students?
Have you read the Speaking Out article from the newly released May/June issue of Principal magazine? In it, author Mike Connolly argues that principals should be more forthright and talk more openly with their colleagues about the tests of courage they’ve had to face. “It is not hubristic to recognize and celebrate courage in education; it is inspirational,” Connolly writes.
Why don’t many school leaders recognize and celebrate more often the courage demonstrated by their colleagues? Is courage truly an important quality principals should have? Let us know what you think. Do you agree or disagree with Connolly?