And Now for Something Completely Different: The Finnish Approach

During the holiday break, two different colleagues e-mailed me a link to an editorial piece in the Boston Globe regarding the most recent PISA (Program for International School Assessment) results. The PISA is a standardized test in reading, mathematics, and science literacy that is administered every 3 years to 15-year old students in 65 nations worldwide by the OEDC (Organization for Economic Development and Cooperation). There has been more national hue and cry since the most recent results (from 2009 testing) were released last November. Below are the results from the NY Times:

As you can see, the US results (23rd in science, 17th in reading, and 32nd in math) aren't quite exactly stellar, and in the case of math, are below the average international score. But something also stands out about these results. Notice that Finland is near the top of the list for each test. Why is this? What can we learn from this Scandinavian nation of 8 million people?

For starters, the educational system is structured slightly differently, as compulsory education is mandated for all children from the ages of 7 to 16, as nearly all public school students spend 6 years in primary school and 3 years in secondary school. Their school day and year is very similar to those in the US (approx. 6 hours, 180 days). It should be noted that 97% of school-age children attend public schools, and Finland has 5th highest high school graduation rate in the world at 91%. Furthermore, 95% of these students go on to post-secondary study, many of whom go on to a state-supported university system. A world-high 30% of Finnish college students major in a science-related field.

The above statistics- enviable by most nations- were not always the case. In fact, a mere 25 years ago Finland lagged behind most nations on most international benchmarks.

So how was the change made? The Finns carefully studied other nations' accountability systems (including our own) and adopted what works. The heart of the Finnish system is not based upon a philosophy of choice and competition that is in vogue today in the US. In contrast, Finnish students never take a standardized test such as the MCAS while in school. There are no rewards or punishments for schools and teachers based upon the results of testing. There are some sample-based tests that are administered to students. Those results are shared with parents, teachers, and researchers to refine the curriculum and improve instruction.

The key is in the cultural mindset. According to a 2008 report from the McKinsey Global Institute the Finns recognize first and foremost: there is nothing more important than teacher quality. Only the best and brightest university students are allowed into the teaching profession, as credential standards require that prospective teachers be at the top of their classes in content knowledge and pedagogical skill.

Finnish teachers are immersed in a professional culture that supports better teaching and learning. There is very little, if any, teaching in isolation. Teachers typically visit each other's classrooms and plan lessons together in a system called "lesson study" that includes "rounds" just like the medical profession. Teachers also get an afternoon off per week for professional development. During these regular and ongoing sessions teachers collaboratively improve the curriculum and refine their assessments. As a result, the professional skills of teachers may grow.

The bottom line is that teaching is a highly respected profession in Finland, much like the medical profession. Finns trust the public schools more than any public institution with the except of the police. As a result, going into the teaching profession is highly desirable to young, talented people.

Couldn't the US take some lessons from Finland?

Beyond the Lab Report

First off, Happy New Year! May 2011 be a year filled with happiness, good health, and prosperity for you and your family!

I'd like to highlight some of the fine work that is presently being done by members of the MHS Science and English Departments. Their interdisciplinary collaboration is so timely and relevant that they had the opportunity to present it at the annual National Science Teachers Association (NSTA) National Convention in Baltimore a few weeks ago.

Here's the rub: Most science educators will tell you that the biology MCAS test is largely a reading and writing test. To be sure, students must have content knowledge. However, equally important is the ability to critically read a passage, analyze the facts, and then structure a reasonable written argument based upon analysis for an open response test item. Thus, the challenge is to ensure that all students have sufficient opportunities in their coursework to engage with this type of writing.

With this mindset, science department chair Janet Hogan started to brainstorm with her colleague, English teacher Bill Sheehan. Bill, who teaches AP Language and Composition, is particularly passionate about the teaching of writing. He teaches his students the classic rhetorical triangle (pictured above) as the framework for structuring a written argument. Simply put, a rhetorical analysis is a written explanation about how a writer attempts to change the mind of his or her audience. An effective rhetorical analysis demonstrates a full understanding of the interplay of the rhetorical triangle. The writer must be cognizant of the purpose, audience, and most effective strategy to be employed to convince the audience of his/her argument. As Janet Hogan points out, "This is the perfect model for the type of writing we need to be asking kids to do- where they have to defend the way you think, as you must present your data to back up your thoughts."

Thus the science department has set out to create more assessments where the writing goes beyond the typical lab report and the rhetorical analysis is employed. With these new assignments, the teachers are aiming to cultivate students' higher order thinking skills where they explore, analyze, and evaluate concepts. Furthermore, the required writing demands that they apply the new skills and concepts in other contexts.

For example, in Debbie Fournier's biology classes, students perform a classic lab on dialysis where a plastic bag containing glucose and starch is placed in a beaker of distilled water and Lugol's solution. Students get their data, then apply their understanding in a writing assignment where they must write a letter to a local grocery store and make an argument about things such as produce bags and fold-top sandwich bags: do they have integrity and can they keep our food safe?

As another example, in Anne Carroll's classes the students read the work The Immortal Life of Henrietta Lacks by Rebecca Sloot. The recent work tells the story of Henrietta Lacks, an an African-American woman who 60 years ago was the unwitting donor of cells from her cancerous tumor, which were cultured to create an immortal cell line for medical research, research that has saved thousands of lives. This topic creates a rich forum for students to argue the bioethics of this situation. Again, the rhetorical analysis method is used, where students in groups start by brainstorming interests, experiences, previous knowledge and questions. They rank the list according to interest, expand the list to two or three topics, expand each topic by listing knowledge, terms to be defined, questions about topic, contrary opinions, journalist’s questions, causes and effects, etc. and then research by reading, generating questions, finding answers, generating new questions, synthesizing and developing a position.

The science department will be working to implement this type of writing not only in biology classes but in all classes. It is certainly timely work as the newly adopted Common Core Standards in English language arts detail specific literacy skills that all students in grades 6-12 should possess as a result of their study in other core subjects such as science and social studies. In other words, the teaching of reading and writing should not solely be the responsibility of English teachers: it should be taught and reinforced across the curriculum.

This work is challenging, but the science department is off to a great start!

Life-long Lessons of Team

Let me throw a few words at you. (P.S.- They're not mine...)

Unbeaten... gritty... solid... smart... hard-nosed... dedicated... aggressive... unheralded... tough... Herculean... stellar... clutch... game-changing... talented... electric... swift... sportsmanship... poise... camaraderie... commitment... and, MIRACULOUS.

These are all words that have been used by the Sun-Chronicle's Mark Farinella in articles, columns, and blog postings during the last six weeks to describe the actions and characteristics of the 2010 edition of the Mansfield High School football team. Mark is a talented guy (and a proud MHS alum) who I consider to be a friend to our school community. Most importantly, he has aptly captured the incredible run of this team which culminated in last Saturday's 29-26 Division II Super Bowl victory over Reading. And what a run it has been!

Over the course of this season I have heard more than once that this Hornet squad was not the biggest- and maybe not the most naturally gifted. However, any shortcomings were always made up with their hard work, heart, and character. Granted, there have been some big time performances by some prime time players on this team... but different students have stepped up at key moments in critical games. You could see this squad's intelligence and confidence build as the season progressed, particularly after that critical North Attleboro game. They had the character to set goals, persevere through practice, and as the motto has been for years, "never surrender"! And that is the very definition of what team is all about, as the whole became greater than the sum of the parts.

I would urge all of these fine students- particularly our seniors- to savor this championship for the coming months, for there is plenty to be proud. Well after you graduate the years will pile up and some of the memories may fade a bit, but never forget the life long lesson of the value of being part of a successful team. Never forget the careful mentoring from this great coaching staff. Never forget the attention to detail that you put into your practices and game preparations. Never forget how you pushed but also supported one another. Never forget the lessons of true sportsmanship that you've learned both on and off the field.

I truly hope you can apply it to other aspects of your lives well after MHS... and there too you will be champions.

Congratulations!

Accountability Redux

This past week the New York Times ran two columns by Thomas Friedman dealing with the current state of affairs in American education. I found them filled with insight, particularly as we inch toward the implementation of the reforms of Race to the Top. A major portion of these reforms deal with standards and accountability, as they mandate that principal and teacher effectiveness be in part judged by student assessment results. Furthermore, results of standardized tests such as the MCAS will now be "drilled down" to the teacher level. Therefore, within the next year you will be able to access the aggregate results and Student Growth Percentile median values for a specific teacher. According to Race to the Top guidelines, these figures must be used for a portion of each teacher's formal evaluation. The intent behind this new system is to recognize and reward effective teachers and to weed out ineffective ones. The RTTT Program provides competitive grant money for districts who take it one step further and implement a merit pay system to reward the most effective teachers.

The challenges of implementing such a system will be great, as is always, the devil is in the details (which still have not been unveiled by the Massachusetts Department of Elementary and Secondary Education). To be sure, all of us working in schools should be held to the highest standards of accountability, as the bottom line is student achievement. If our kids are successful, so are we. In that sense, I applaud RTTT for bringing data and transparency to a new level. However, as Friedman's column, "Teaching for America" points out, is there faulty logic in some of the philosophical underpinnings of RTTT? Some notions worthy of consideration:

• There are presently 3.2 million active teachers in the U.S. Within the next ten years it is estimated that nearly one half will retire (the baby boomers). There clearly will be teacher shortages. If the premise of RTTT is to get rid of ineffective teachers, where exactly are all of the candidates waiting in the wings to take the place of all of the bad teachers? I know from personal experience that there are presently a dearth of high quality candidates in certain content areas, particularly in the critical STEM-related (science, technology, engineering and mathematics) fields. Friedman makes the case that teacher training programs need to be made more rigorous, and perhaps like nations that outperform us on international tests- such as Singapore, South Korea, and Finland- only the best and brightest should be permitted to enter the teaching profession. In these nations only graduates who finish in the top third of their class are allowed to become teachers. If the U.S. adopted such a system, teacher compensation would have to be much greater than it is today.

• In today's knowledge economy, all graduates must possess essential skills such as the ability to problem solve, critically think, effectively communicate, and collaborate. This point is consistently driven home in the research and is highlighted in Tony Wagner's recent work, The Global Achievement Gap. However, as rigorous of a state assessment the MCAS may be, does it measure all of these skills in a comprehensive manner? Therefore, should teacher effectiveness be confined to just this assessment? Or should we be using multiple measures of learning, some of which are performance-based in nature (e.g., portfolios, senior projects, exhibitions, etc.)? Wouldn't these better get at the heart of these essential skills?

• The push for greater teacher effectiveness is only one side of the coin. We should do everything to reform our practices and ensure that all kids reach the highest standards. All of our schools should strive to be creative and do whatever it takes. Anything less is unacceptable. But this will get us only so far.... Part of the accountability dialogue must be around how ready to learn our students come to school. It is hardly a surprise that the annual Boston Globe Listing of District MCAS Performance is usually in the same rank order of the socioeconomic status of the 351 cities and towns in the Commonwealth. It has been well documented since the federal Coleman Report of 1966 that home-related factors, such as socioeconomic status, access to health care, stable housing, etc., are the greatest factors in predicting a child's academic success, far outweighing school-related factors. Furthermore, how the parent supports the school and his child's learning, effort, and habits of mind is also paramount. As Friedman concludes his column:

"... If we want better teachers we also need better parents — parents who turn off the TV and video games, make sure homework is completed, encourage reading and elevate learning as the most important life skill. The more we demand from teachers the more we have to demand from students and parents. That’s the Contract for America that will truly ensure our national security."

Where are these ideas in the accountability dialogue?

Happy Thanksgiving.... Mansfield 32, Foxboro 12

Congrats to the Mansfield Hornets, who were 32-12 winners over rival Foxboro in the annual Thanksgiving tilt. The win, which was the fourth consecutive one on Turkey Day, left little doubt who was the Hockomock League champion. Stalwart tailback Jamal Marshall (pictured above) gave a gritty effort with 78 yards rushing on 12 carries while battling bronchitis. However, the Don Currivan MVP Award was presented to junior QB George Busharis (pictured below with his parents) for his outstanding performance (9 for 11, 223 yards, 3 TDs). Congratulations!

The Hornets finish the regular season with a 10-1 record and a perfect 9-0 mark in the Hock. They next face Walpole in the Division 2 playoffs this Tuesday night, 11/30 at 7:45 pm at Weymouth High School.

Strike Up One for the Band!

The MHS Band marching down Fifth Avenue, NYC on St. Patrick's Day, 1957

If you know MHS Band Director Peter Conti, you know he is a talker. Big time. I cherish our nearly everyday chats where he fills me in on the latest on his family, the band, and what's happening in the community. I also value his institutional knowledge, as Peter is a lifelong Mansfield resident and a proud member of the MHS Class of '76. On many occasions he has shared anecdotes about the halcyon days of the band in the 50's, 60's, and 70's when it dominated the social landscape of our school. These were the days when one-third to one-half of the student body was a member of the band, drill team, or colorguard, and there was a very real sense of cache in being part of it. (Mind you, the sports teams weren't exactly championship caliber in those days.) Additionally, when the band performed in competition, from Boston to Disneyworld to Ireland, it always outshined the other schools. To say the least, Peter's descriptions of the band's accomplishments are epic in proportion.

This point came clearer to me with last weekend's MHS Band Reunion, where members of the band from the years 1950 to 1980 gathered in Mansfield not only to reminisce but to also pay tribute to band director Jim Gallo, who served MHS for 29 years during that era. As part of the weekend's events, last Saturday over 200 band alumni marched down Main Street with our current band, led by Jim and Peter. That evening over 300 gathered at the Holiday Inn for a banquet in Jim's honor. Many had traveled great distances to participate, as far as Washington state and Alabama. As I had the pleasure of attending, I was struck by the deep fondness and gratitude that our band alum had for their experiences and their teacher, Jim Gallo.

Like all great programs in any school, the MHS band had great leadership. Along with the late, great Bob Dolan (who served as the drill team and colorguard director), Jim built up the program from the ground. From speaking with the alumni, it is clear that Jim's passion and commitment were the driving force for such success. Jim ate, drank, slept, and breathed MHS Band, Drill Team, and Colorguard. He had the vision of what it could be and then applied 29 years of hard work to see it though.

But perhaps the greatest measure of Jim's greatness as an educator was his ability to connect with all of his students on a personal level. Not only was Jim a teacher but a mentor to thousands of MHS students. He had that perfect blend of being an authoritative role model that demanded excellence and a caring adult who consistently communicates genuine concern. Although I never worked with Jim or even observed him, this fact was clear from hearing from the alumni individually and during the banquet's presentations. He touched so many lives, and this is the essence of his success. This was true 60 years ago when Jim started... and it is true today.

I am happy and proud that Jim's legacy lives on today in so many ways with his outstanding student, Peter Conti. Many thanks to Peter and the Band Reunion Committee (Chaired by Barbara Kudzol, '62) for putting on a great event!

Jim Gallo leads the alumni and band down Main Street, Saturday November 6

The mentor (Jim Gallo) and his student (Peter Conti) on the town common, November 6

Foreign Language Honor Societies Induction 2010

It was a great night last Thursday as the 24th annual Foreign Language Honor Society Induction Ceremony at Mansfield High School was held in the MHS Auditorium. Seventy-four French and Spanish students were inducted into the Société Honoraire de Français sponsored by the American Association of Teachers of French and the Sociedad Honoraria Hispanica sponsored by the American Association of Teachers of Spanish and Portuguese.

These honor societies are national organizations and the criteria for selection is uniform, mandated, and of the highest caliber. Each inductee has maintained at least a 90 average in his or her respective language for two years prior to consideration. In addition, the inductee must have a cumulative scholastic average of 80% or above in all other subjects.

As I am asked to do every year, I gave some opening remarks, striving to even give a few words of wisdom in French (thank you, Mrs. Gildersleeve and Mr. Benoit!). I congratulated the inductees and current members, reminding them that they were well on their way to acquiring a 21st century skill, the ability to speak another language. This is a skill that I believe will soon be a necessity in our global economy, as I have recently read of the emergence of more English speakers in China than in the United States within the next twenty years, underscoring the need for a second or even third language acquisition.

Senior members of each society, David Brown, Matthew Cioe, Bridget Davis and Maura Harwood conducted the ceremonies in the target languages. Walter Xu, Co-President of the Sociedad Honoraria Hispánica, and Jonathan Paz, member of the Société Honoraire de Français, opened and closed the ceremony, marked by the passing of the candle of knowledge and presentations by both societies. French Vice-President Kevin Sankey introduced the French song, “Un p’tit air de 1925”, reminding the students of times where having fun did not need to involve iPods or Playstations. The Spanish song, “El Universo Sobre Mi” ably introduced by Spanish Co-Secretary Kirby Viera, reminded us to be happy to be alive and to enjoy all that life has to offer.

The seniors who participated in 2010 Spanish exchange program with the town of Aranjuez, Spain were the guest speakers. Kristina Ivas, Faye Harwell (SHH), Catherine Hamel (Co-President, SHH) and Kylie Nelson (SHH) shared their personal experiences and photographs with the inductees and the audience. Their presentations all reflected on both hosting the Spanish students here in the United States as well as their experiences in Granada, Madrid and Aranjuez.

A reception in the main lobby of the High School followed the ceremony.

The following students are the 2010 inductees:
Société Honoraire de Français
Krishna Bandi , Lindsay Beise, Medha Biswas, Michael Blackman, Laura Burnham, Lauren Connors, Brent Doherty, Taylor Donnelly, David Elofson, Brett Fortin, Carlos Gómez, Ashley Goverman, Katherine Hogan, Amanda Iandoli , Thomas Joncas, Sowmya Kuruganti, Marielle Lajoie, Andrew Marcaccio, Ennya Monestime, Meghan Parrett, Joseph Presentato, Kristina Rothchild, Michaela St. Jean, and Christopher Walsh

Sociedad Honoraria Hispánica (pictured above)
Micaela Allen, Joshua Bayliss, Michaela Bowes, Joshua Buonpane, Brianne Burke, Meghan Carroll, Milena Casamassima, Megan Cole, Anna Craft, Catherine DeBruyn, Richard Erickson, Brian Ferreira, Michelle Flynn, Andrea Gemme, Kevin Giffels, Melissa Godfrey, Anne Claire Grammer, Morgan Grant, Matthew Harris, Katherine Hrach, Michelle Ivanoski, Elijah Karpf, Joshua Lampron, Nicholas Leonard, Patrick Maloney, Aubrey Matthews, Paige MacPherson, Victoria Mello, Nathaniel Michener, Colleen Moore, Hanna Nash, Allison Neenan, Mitchell Negus, Christopher Nugent, Gabriel O’Connor, Terrence O’Mara, Nicole O’Neill, Ariana Pasquantonio, Luke Pastor, Kailee Paulson, Kenneth Ratliff, Colleen Riley, Cori Roach, Nathaniel Somes, Theresa St. James, Andrew Sullivan, Jessica Todesco, Guy Vareewong, Jack Vultaggio, and Laura Whalen

To these fine students, felicidades and bonne chance!