Download Workshop 3 PDF
Principle: Principal as Reality Checker
Focus question: With the political, social, and educational demands, how can a school
do it all?
There has been
a lot of public discussion about how well prepared students leaving
the public schools are for higher education or for entering the work
force. In this workshop, principals examine what teachers, college
and business leaders, and parents believe children should know and
be able to do to be successful in math and science. Video segments
examine a number of ways to reach these goals.
We suggest that
you read the following article, included in the Appendix at the back
of this Guide, prior to viewing Workshop 3:
"What do colleges and employers want?"
At Bates College,
a liberal arts college in Lewiston, ME, President Don Harward describes
what he is looking for in students and why his college dropped the
SAT and ACT standardized tests as an admissions requirement.
High School/CVS Pharmacy Partnership
"Building organizational, cooperative, and communication skills
through business/school partnerships"
School 11th graders work collaboratively to design and build a simulated
CVS pharmacy retail store and present their plans to CVS corporate
management. Current and former Fenway students reflect on their experiences
in the CVS/Fenway partnership.
High School/Museum of Science Partnership
"Collaborating with institutional partners"
set of Fenway High School 11th graders are engaged in a partnership
with the Boston Museum of Science. Each week, Fenway students spend
an entire school day at the Museum where they take regularly scheduled
classes taught by Museum staff and Fenway teachers. They are also
engaged in programs in the Museum's labs and work areas, and they
participate in an active volunteer program. In this segment, Fenway
students in the volunteer program share their "insider's knowledge"
of the Museum with Boston 2nd graders.
BergerShutesbury High School
a small rural town in western Massachusetts, Principal Laura Baker
leads a K-5 school where all the teachers base their curriculum on
long-term projects. 4th/5th grade teacher Ron Berger is conducting
a year-long intercurricular unit on water. Until now, no one has researched
patterns in the geographical distribution of pollutants such as heavy
metals in the town's drinking water. His students have taken water
samples from private wells across the town, worked in collaboration
with Hampshire College to identify trace metals in the samples, and
used Microsoft Excel to analyze and graph their results. Afterwards,
the class will report their results and interpretations to the public.
Site Discussion Questions
(remember to choose a Structure from those listed on pages 12 to 14)
- How do you
say out loud "we can't do it all"?
- Who gets to
decide what's important to learn?
- If we can't
teach it all, how do I know if we're making the right choices?
- How can we
include the voices of business and the community without having
them take over?
- How can we
use community partnerships to improve the quality of learning in
- How can we
teach skills and still have project-based work?
- How do we
reconcile the process vs. skills debate?
- What needs
to happen to get all voices heard in the conversation?
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Our Work: NSF Teacher Enhancement in K-6 Mathematics. Eds. S.N.
Friel and G.S. Bright. Lanham, MD: U P of America, 1997: 173-77.
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M. Industry Internships and Professional Development. Professional
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Aichele and A. F. Coxford. Reston, VA: The National Council of Teachers
of Mathematics, 1994: 276-85.
Renewing America's Schools: A Guide for School-Based Action. San
Francisco: Jossey-Bass, 1993.
S. et al. Continuing to Learn: A Guidebook for Teacher Development.
Andover, MA: The Regional Laboratory for Educational Improvement of
the Northeast and Islands and Oxford, OH: National Staff Development
of Teachers of Mathematics. Curriculum and Evaluation Standards
for School Mathematics. Reston, VA: NCTM, 1989.
of Teachers of Mathematics. Professional Standards for Teaching
Mathematics. Reston, VA: NCTM, 1991.
Council. Reshaping School Mathematics: A Philosophy and Framework
for Curriculum. Washington, DC: National Academy, 1990.
Teachers Association. Scope, Sequence and Coordination of Secondary
School Science: The Content Core. Washington, DC: NSTA, 1991.
M., W.G. Secada, and G. G. Wehlage. A Guide to Authentic Instruction
and Assessment: Vision, Standards and Scoring. Chapters 1 and 2.
Madison, WI: Wisconsin Center for Education Research, U of Wisconsin,
Parent Involvement and the Political Principal. San Francisco:
Task Force on
K12 Science and Mathematics Education. In the National Interest.
The Federal Government in the Reform of K12 Science and Math
Education. New York: Carnegie Commission on Science, Technology
and Government, 1991.
statistics regarding SATs: Internet Address: http://www.fairtest.org/optstat.htm
List of sites
regarding standards by state, subject area: Internet Address: http://putwest.boces.org/Standards.html
Internet Address: http://www.nasa.gov
(complete digest). Internet Address: http://www.academicinnovations.com/report.html
Leadership Institutes. National Science Resources Center, Washington,