PRESIDENT CLINTON'S CALL TO ACTION FOR AMERICA'S EDUCATION IN THE 21ST CENTURY

I think that step 1 is a wonderful idea. Don't we all like to be rewarded for our efforts. I'm not so sure that I care for the competition strategy for teacher-of-the-year awards. Competitions do have their place and value, but I feel that just like we do for the children, rewarding positive behavior or work habits can prove more advantageous.

Step 2- Starting early to recruit young people is a good idea. Providing tax benefits and providing student loans is great too. But first there has to be a DESIRE to teach before any or these extras will "jump start" anyone into teaching.

Step 3- Providing the funding for professional development works for me!

Step 4- Expanding the use and knowledge of technology is already underway in the Worcester Public Schools system. Many schools, including Chandler Magnet School, have computers in each classroom or are being wired for computers. This endeavor has inspired many teachers to become computer literate.

Step 5- As a parent and a teaching professional, I agree that we need to set our standards high to povide the best teachers available for our children. However, finding ways to fairly and quickly remove teachers who don't measure up concerns me. I challenge the statements "quickly" and "fairly".

DEVELOPING EDUCATIONAL STANDARDS;OVERVIEWS

A very informative resource regarding national, state-wide and local standards. Of course with the Recertification Act of MA, all we as personnel hear about are the new state frameworks and guidelines. I agree that we need these guidelines, but too much too soon can be overwhelming!

ISSUES PAGE; PROFESSIONAL DEVELOPMENT

Schools are as only as good as their teachers is, I feel, a partial statement. The other element to good schools is their principal. A principal, effective or not effective, can make or break a school no matter how currently educated it's teachers may be. Many schools in the Worcester Public Schools are providing common planning time per grade level on a weekly basis. This helps to ensure that each grade level is covering the essential materials, provides time for newsletter writing, and time for grade level unit planning.

WHAT MATTERS MOST; TEACHING FOR AMERICA'S FUTURE

In response to the Commission's two-year based study regarding a number of barriers to excellent teachers in the classroom, I definitely agree with barrier number one. Teachers expectations can either motivate or diminish a child's desire for learning. Items 2-6, I feel, are being addressed through the recertification and reform act.

WHAT TEACHERS SHOULD KNOW AND BE ALBE TO DO

In responding to this article, I can't help but want to express my initial feeling that if the National Board has guidelines and certifications for teacher excellence in providing the most nurturing and proficient teaching strategies; then could we as teachers impose a similar guideline for parent and student goals for 2000! We as teachers will be ultimately prepared to share our extensive expertise on a population of "down-sized" pupils.

THE FIVE PROPOSITIONS OF ACCOMPLISHED TEACHING

I chose this article because I feel that most teachers intuitively possess these attributes. These are the five basic premises for entering and sustaining the teaching profession.

WHAT IS A PROFESSIONAL DEVELOPMENT SCHOOL?

In the Worcester area, we currently operate professional development programs between colleges and public school systems. Anna Maria College is partnered with the Calvin Coolidge School in Shrewsbury. Assumption College is partnered with Flagg St. School in Worcester. Clark University has a collaborative K-16 development school located at these sites: Goddard School (pre-K-6) Jacob Hiatt Magnet School (pre-K-6) Sullivan Middle School (7-8) South High Community School (9-12) University Park Campus School (7-12)

Worcester State College is partnered with Chandler Magnet School. It is in it's third year of operation, partly funded through a Goals 2000 grant. The program is based on three assumptions: 1) the quality education of prospective teachers is best achieved through partnerships between public schools and college Education Departments. (2) college faculty and public school personnel have an equal but different role to play in the examining, refining and enriching the preparation of teachers. (3) Professional Development Schools provide a vehicle for the professional development of school personnel.

The Worcester State College/Chandler Magnet Program has five major components: (1)Clinical Professor (2) Pre-practicum component (3)Elementary Science Methods Course (4) Student Teaching Professional Development Day and Learning Centers, Professional Development Day Programs (5) Concurrent Seminar. The most unique component being that of Student Teaching Professional Development day.

The Weekly Professional Development Days Program are based on the "Rounds" model to prepare pre-service teachers on-site just as doctors are trained by practicing physicians in hospitals. Rounds are prearranged visits to Chandler Magnet classrooms. In the past several years, these programs have addressed the following topics: Classroom Management, Assertive Discipline, Dimensions of Learning, Bilingual Education, Inclusion, Learning Styles, Learning Centers, Thematic Units, Alternative Assessment (including portfolios), Learning Disabilities, Hands on Math/Science, Technology, and other pertinent issues to today's schools. An interactive process, the "Rounds" model promotes community learning, encourages inquiry, reflection, and an analysis of the teaching learning process.

The professional development of Chandler Magnet teachers is also provided in a unique way through this program. The Chandler Magnet teacher and the Worcester State College student teachers are learning together how to implement certain skills, strategies, and concepts.