WEEK 2 EDEM 628

I was ready to join in on Live Classroom on Monday the 14th, however I was left out in the cold. I could not hear anybody nor could I write any text. The next day I called an EMSB techie and he explained that my problem was the dial-up internet that I have at home. I tried the set up wizard at my office using high-speed and things seemed to go well. To test it out, Sam and I did a test run and things checked out okay. After going through the in's and out's (breakout room, etc. ) I feel comfortable with this format (it's my first time) and look forward to joing the group on Monday, 21st.

Although I did not participate in last week's class, I did read the article by Jane L. David. What I found interesting about the article is the fact that site-based management and cite-councils, as they are referred to in the U.S., are called Governing Boards in Quebec. I am pretty sure that this would be the equivalent of what she describes.

What I enjoyed about the article was how she pointed out the contradictions and problems inherent in such organizations. In the case of Governing Board, the idea is that the democratization of decision making will effectively engender greater student achievement. However, what this greater success for students means is never really articulated, nor is it explored in the article. When we say increased student achievement are we only referring to higher grades? Do we factor in other things llike increased self-confidence or the general social-developmental aspect of the child? This is important if we are going to measure (if that is at all possible) long-term effects of student achievement.

My own experiences with Governing Boards reinforce an important point addressed by David: broadening the decision-making base does not necessarily yield greater student achievement. I think this is true especially if the decision-making body is bogged-down by trivial issues and self-congratulatory items like fund-raising targets and field-trips. One of the most frustrating aspects of Governing Board is the desire to tackle money issues and fund-raising. Everybody is fundrasing for this and that and all schools are pressured to follow. Money is often raised and the most popular item on the wish list becomes computers. The idea that greater access and time spent on computers is tantamount to increasing student achievement is a very common one. I don't believe that more computers or books for the library or newer textbooks, in and of themselves, will generate greater success. Very little or no time is spent tying to figure out what we will do with the students in the fourth grade that are reading at a first-grade level. How will more books and a lap-top help such a child? The bigger and more fundamental questions are often pushed aside.

That is it for now.