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JohnNorton

May 8, 2007

How to really leave no child behind

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In an article published on May 2, the weekly magazine The Nation invited education research and policy expert Linda Darling-Hammond to examine the effects of the No Child Left Behind Act and to reflect on its consequences and prospects for improvement. Darling-Hammond's incisive and insightful review includes a closing section subtitled 'How to (Really) Leave No Child Behind,' in which she says, in part:

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Bill Ferriter

April 30, 2007

Just another debate....

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One of the teachers that I most admire is a woman named Mary who works with some of the highest needs students in one of the poorest counties in her state. She is at once passionate and intelligent, understanding the complexities of issues that other teachers rarely work to tackle. More importantly, Mary is an outspoken advocate on what it takes to help restructure schools in high needs communities.

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Bill Ferriter

April 30, 2007

Bringing Miles the beef on teacher pay....

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Having spent the past year working with a group of highly accomplished teachers studying the issue of professional compensation for educators as a part of the first TeacherSolutions team, I was bothered by comments made by Miles Myers---a Senior Researcher at the Institute for Standards, Curriculua and Assessment---in the latest issue of Education Week

Mr. Myers wrote:

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Bill Ferriter

April 27, 2007

The nation's cudgel....

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As a classroom teacher, I often struggle to keep my spirits high under the constant barrage of criticism leveled at the work done by public school teachers. Typically, glaring headlines like "American Students Don't Make the Grade," and "Stupid in America" trumpet what polemics believe to be the complete failure of our system to educate children. 

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Bill Ferriter

April 9, 2007

You kid are an A+...or are you?

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Grading has been something that I've wrestled with as a teacher for the better part of my fourteen-year career.  Teaching Language Arts--a subject that is highly subjective in nature--has made it difficult to feel as if I'm accurately assessing the true abilities of my students.  Determining the finer shades between "A" work and "B" work has been a constant battle. 

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