Workshop 1 in PDF
Principal as Articulator of Core Values
Focus question: What is the national picture and what happens if it
doesn't connect with the our personal visions?
The national picture for science and math education reform provides
a backdrop for principals whose responsibility is forming and articulating
a collective vision. In this workshop, principals examine the implications
of TIMSS, state testing, and standards, and look at authentic student
work in classrooms. The workshop profiles two ways of implementing
standards in a lessonimplicitly and explicitlyand features
a high school that has raised standards across the board, resulting
in increased transfers of students who can't complete the requirements
Workshop 1 Preparatory Readings
suggest that you read the following articles, included in the Appendix
at the back of this Guide, prior to viewing Workshop 1:
Massachusetts Governor's Press Conference
have set high standards . . ."
In a scene echoed across the country in the 46 states that currently
require high stakes testing, Massachusetts Acting Governor Paul Cellucci
presents his reaction to the results of the statewide testing program
in a State House press conference. The politicians' views contrast
with those expressed by educators opposed to the testing program.
Gerald Bracey (author of "The Bracey Report" and other books and publications
refuting the commonly held view that public education is in crisis)
discusses the disconnect between the political implications and the
scientific implications of TIMSS and other standardized tests.
Donna Vigneau-CarlsonCoventry Middle School
"Build standards into every lesson"
Coventry Middle School, in the suburban district of Coventry, RI,
has 950 7th and 8th graders. The principal, Donna Vigneau-Carlson,
presents her school's approach to implementing standards: build them
into every lesson in a conscious way that lets the students know what
they are expected to learn. Deborah Jervis, an 8th grade math teacher,
provides an example from a unit on probability.
Larry MyattFenway High School
At Fenway High School in Boston, MA a pilot public school of
250 students grades 9 through 12 first-year teacher Eileen Chen and
principal Larry Myatt illustrate a different approach to standards.
In a biology unit of an integrated sciences curriculum, Eileen asks
her students to make predictions and pursue an open-ended investigation
in work with fruit flies.
Sam ButscherThurgood Marshall High School
Thurgood Marshall High School in San Francisco, CA an inner
city school of approximately 900 students is raising achievement
to the same level as the district's selective admissions high school
by developing their own set of rigorous standards, and raising expectations.
By requiring 280 credits for graduation instead of 220, and by providing
individualized support for students that need it, Principal Sam Butscher
has achieved a college acceptance rate of over 95% at the cost
of a large attrition rate of students who drop back to their former
high schools when they fail to meet the graduation requirements. Conceptual
Chemistry teachers Laurel Reitman and Nicole Nunes provide a look
at how this plays out in the classroom.
1Site Discussion Questions
(remember to choose a Structure from those listed
on pages 12 to 14)
- What is the relationship between testing and standards?
- What message are we sending to parents and teachers about what
- How is it possible to truly have rigor without losing students
in the process?
- How can I be true to my own values, especially if they are sometimes
different from what is being asked of me?
- How different are the visions, standards, and expectations in
the three classrooms featured in this workshop video? What core
values are evident in each?
- How should a teacher actually use the standards in the classroom?
Is it valuable to articulate them?
- How does the principal reckon with all of the conflicting points
- How do you establish a balance between a policy directive and
Association for the Advancement of Science-Project 2061. Benchmarks
for Science Literacy. New York: Oxford UP, 1993.
Bracey, Gerald W."Tinkering with TIMSS." Phi Delta Kappan.
Sept. 1998: 32-34.
Herman, J. L., P. R. Aschbacher, and L. Winters. A Practical Guide
to Alternative Assessment. Alexandria, VA: Assoc. for Supervision
and Curriculum Devel. 1992.
Kendall, John S., and Robert Marzano. Content Knowledge: A Compendium
of Standards and Benchmarks for K-12 Education. Aurora, CO: Mid-continent
Regional Edu. Lab., 1996.
Newmann, F. M., M. B. King and M. Rigdon. "Accountability and
School Performance: Implications from Restructuring Schools."
Harvard Educational Review 67.1 (1997): 41-74.
Newmann, F. M., W.G. Secada, and G. C. Wehlage. A Guide to Authentic
Instruction and Assessment: Vision, Standards and Scoring. Madison,
WI: Wisconsin Center for Education Research, U of Wisconsin, 1995.
Schmidt, W. H. "Facing the Consequences Using TIMSS for a Closer
Look at United States Mathematics and Science Education."Press
Statement by Mr. William H. Schmidt, U.S. TIMSS National Research
Coordinator, Michigan State University.
Aubrecht, G.J. "What Lessons to Learn?" 1999. Internet Address: http://www.physics.ohio-state.edu/~aubrecht/TIMMS.html
Knowledge: A Compendium of Standards and Benchmarks for K-12 Education.
Internet Address: http://www.mcrel.org/
and Curriculum Frameworks for Math. Internet Address: http://putwest.boces.org/StSu/Math.html
Standards and Curriculum Frameworks for Science. Internet Address:
of America. Internet Address: http://www.maa.org/
Goals: By the Year 2000. Internet Address: http://www.nd.edu/~rbarger/www7/goals200.html
in Math and Science Testing Confirms Need for Concerted Effort In
School Reform" 24 February 1998. Internet Address: http://www.sciencedaily.com/releases/1998/02/980226075145.htm
Internet Address: http://www.projectzero.harvard.edu/Research/SmartSch.htm
and Standards. Internet Address: http://www.ccsso.org/
Studies of Education
Reform (1991-1995) 3 vol. and "Fitting the Pieces". Internet Address:
on TIMSS and the Resource Kit Attaining Excellence: A TIMMS Resource
Kit. Internet Address: http://timss.enc.org/TIMMS/timss/index.html