GeorgiaScholars

Mastery vs. Exposure

In this corner, weighting 225 pounds, Mr. Mastery Number 1 and in the other corner, weighting 230 pounds, Mr. Exposure Number 2.  The match tonight is a cage match and the last person standing is the winner.  Now let the match commence, Bing!

 

 

In a meeting with educators, a conversation between mastery and exposure was contentious and fierce.  After reading an article that posted scores related to the end of course test, my colleague stated that the information in the paper was misleading for his focus his instruction on mastery of the curriculum instead of pacing based on the curriculum map.  His point was that it is more important for the students to gain mastery of the material prior to moving ahead to expose the students to the entire curriculum. 

 

 

My position was that if this theory is practiced in all schools, many students will continue to suffer on the end of course test because they lack the exposure.  We clearly understand that each student is different but we own them the opportunity not to rob them of the exposure to the curriculum.  As a social studies educator, we are required to exposed all sixth grade students to eleven units, from

Europe

to Personal Finance.  It is critical that students have the opportunity to see the world even though they may not fully understand or appreciate the trip.

 

 

 

 

For too long, many schools and parents in minority and low social economic communities have committed a crime by reproducing the community.  The task for the school and parents is to enhance the learning of each child daily.  We need to develop students who are productive, critical and creative thinkers, collaborators and know how to make excellent decisions. These goals can only be met when students are expected and demanded to achieve through a rigor and vigor curriculum. The argument of mastery is valid (only in theory) but will present frustration and low esteem for many students who fail to catch up. Our purpose as educators is to teach the curriculum the school district deemed necessary and if we dislike the curriculum our task is to change the curriculum not short-change our students.  We welcome all opinions to determine the winner in the cage match between Mastery vs. Exposure 

Making Georgia the "Intellectual Capital" in the World

The Biggest Loser in the Education bonus plan appears to be more than 2,500 national board certified teachers who now recieve a 10 percent salary bonus from the state.  House Education Committee Chairman Brooks Coleman (R-Duluth) is sponsoring a bill that would swap the 10 percent salary bonus from national certified teachers to about 350 educators who have earned the state sponsored certification designating them "Master Teachers".  This is not right and must be stopped!

I beseech Governor Perdue and other top Republicans to revisit their position on this issue.  Our recommendation is to award teachers for earning either the national board certification or the state sponsored "Master Teacher".  Our task in Georgia is to have a competent and exemplary teacher in every classroom for our goal is to become the "Intellectual Capital" of the world. 

 

By carefully developing, implementing and evaluating excellent soil treatment, the state of Georgia produces more peaches, pecans and peanuts than other state or country in the world.  Furthermore, Hartsfield-Jackson International Airport, the banking industry, the highway system and companies such as Coca-Cola and Home Depot has made the city of Atlanta the "International City".  We cannot continue to enhance our economy if we do not have an excellent teacher in every classroom.

 

Therefore, let us not divide ourselves on quality but let us embrace all educators who go beyond "adequate" to achieve "excellence".  This in turn will enhance student achievement and with prudent analyze, implementation and evaluating, Georgia can and will become the educational envy of the world by being designated as the "Intellectual Capital" of the world.

 

We would welcome the opportunity to meet and interview Governor Perdue, House Education Committee Chairman Brooks Coleman and State Superintendent Karen Cox.  We believe that Georgia can and must award excellence and not gravel over which one just award "excellence"!

Integrating Academic Discourse with Human Development

In Sunday’s Atlanta Journal-Constitution, 2-1-09, the Georgia Department of Education listed the education cuts to each school district.  However, each school must perform more with less support from the state.  The lack of funding from the state translates into addition local funding, property taxes, from each school district. 

 

Commencing in 2003, when the state economy was booming and tax breaks were given, Governor Perdue and the General Assembly reduce funding to each school district by 134 million dollars.  Furthermore, the state has made educational cuts commencing 2003 to 2010.

 

Year	Quality Basic Education cuts in millions
2003	$134
2004	$283
2005	$332
2006	$332
2007	$169
2008	$142
2009	$278
*2010	*275 (proposed)
Total for 8 years	1.948 billions cut to education in Georgia

 

 

 

 

Under this plan, Georgia's schools districts recieved less funding to maintain facilities and transportation even though both items are characterized as basic needs under QBE.  Georgia has roughly 1.6 million students and based on the results of the CRCT last year, the students do not need or deserve a reduction of support from the state.

 

 

 

We agree that the funding given to school district is to be given directly to regular instruction (all students), exceptional children and the ESL students.  The implication of after school programs is not equitable for all students for some students must go home at 3:00pm.  Therefore, my school has implemented team time, with a 20 minutes focus on mathematics and remedial courses during the day to address the needs of the children. 

We also have after-school program that focus on mathematics, reading and writing each Tuesday and Thursday.  Moreover, we have teacher led tutorial Monday-Thursday.

 

 

 

 

However, I want to initiate a program where we could extend the day to engage all students in human development.  Schools focus so much on academic discourse that we devalue human development.  My school would start at 7:30am and conclude at 5:00pm.  All students will have the opportunity to take courses such as chess, debate, sculpture, drama, dance, animation, and character education.  These classes in addition to the core classes will allow students to express themselves creatively and critical. These classes will supplement the connection classes already in place such as music, PE, technology and consumer science.  Students will have the opportunity to engage in collaboration, decision making and reflect on the lesson learned.  We cannot continue school as normal for our students need more that academic discourse for they need to know how to think deeply and broadly.  My school is to address the need of the whole child through a challenge and rigid curriculum that values all course of learning.