Boston Public Schools: Professional Development Teacher Leadership and Education Policy Teachers and Education Policy--Challenges and Opportunities for Participation (Class #2)

Opening/Introductions I. Welcome back! Introducing who’s new to the group... II. Checking in with course website access Class #1 Assignments-- Posting a response and responding to other comments... how did we do? How did the conversation develop? Is the organization and functionality intuitive? III. New documents posted on website

The Course Website

Agenda/Goals for Today’s Class: I. What We Know: Educational Policy and its Players a. Examining 4 questions... carousel activity and discussion. II. Teachers and Education Policy a. What is education policy? b. Introduction to education policy and possible teacher roles of engagement III. Looking ahead a. Action research (and action!) process b. Preliminary brainstorming: Policy areas of concern and action c. Next class: Structures to support action research planning... d. Class website: Next assignment! (A. Biography/picture and B. Policy focus)

I. What We Know: Education Policy and its Players

Questions to Consider: What resources or information do you currently access from the U.S. Department of Education? From your SEA or LEA? What is your understanding of NCLB (or ESEA) as an example of federal policy, and what is its effect on your role as a teacher? What is working or not working with that law? What is your understanding of the differences in the roles of local, state and federal educational agencies/depts in developing and implementing policies and practices? What are ways that teachers can communicate with the U.S. Department of Education and impact educational decisions at the federal level? How about at the state, district and school level? How might these communication systems be improved?

II. Teachers and Education Policy

What is Education Policy, anyway??

What is Education Policy? Turn to the person next to you. Discuss and write down your best definition for “education policy.” Also, write down those people who you believe are education policy makers... Some questions to get you thinking... How would you define “policy” in your own words? What is the difference between “policy” and “law”? What is an example of a policy in education?

Policy Makers = Decision Makers Much of what a teacher does in his/her own classroom stems from a decision made by someone or some group. Those collective decisions are what make up policy. These decisions can be made by people and groups at every level…

Take a moment to write down at least three (3) different ways you think education policy affects you as a teacher How does policy affect teachers? Then talk to a different person (not next to you) and share what you’ve written down * Are there common themes? * What questions do you have?

What Effect Does Policy Have on Your Classroom?

Federal Policy

U.S. Federal, State, & Local Financial Contributions to Education

Basic U.S. Policy Structure

Teachers and Federal Policy

Teachers and State Policy

Teachers and Local Policy

Are you a policy maker already? Can you think of instances when you have been involved or had input in policy? What was the level of your involvement?

How can teachers affect policy? In order to affect policy, you need to go to the right place to get your voice heard. So, what is the right place? How can you make your voice heard?

Finding the right place… Where do you direct your efforts if you want to… Make autism a national priority Lobby to create national academic standards Give input on high stakes testing Get more money allocated for technology Ensure a consistent health curriculum in your school? Implement a team teaching model for your classroom?

Where do we want to direct our efforts?...As a group of teacher leaders in BPS?...For your individual action research project?

III. Looking Ahead: Action Research (and Action!) Process

What is action research? Action research is a particular approach to research that aims to improve practice or have a real world application. In other words, it is research that aims to make a real change or impact in society, and is not simply research in and of itself. [Action research] aims to address both the practical concerns of people (in a community, organization etc) and the goals of research through people working together on projects. Practitioners are responsible for making more and more decisions in the operations of schools, and they are being held publicly accountable for student achievement results. The process of action research assists educators in assessing needs, documenting the steps of inquiry, analyzing data, and making informed decisions that can lead to desired outcomes.

Initial Planning for Action Research.. Preliminary Brainstorming: --What questions do we have? What do we want to learn more about? --What policy areas do we want to address? A. As an entire group? B. As individuals or in small groups?

Next class session: (Tuesday 4.28) Structures to support our action-research planning... Your assignment? --Picture and Biography --Narrow down policy focus area of interest Have a good and well-deserved spring break!