Cooperative Education: Experience for Everyone

I remember my very first teaching interview.  Actually, it started about a week before the interview.  I was driving in the car and my phone rang.  It was the principal of a school who had a 5th grade math teacher opening.  I student taught in that exact environment and made sure to sell my skill set accordingly in my resume.  The principal told me on the phone that he'd already gone through one round of interviews when he came across my resume and application.  He was so impressed that he wanted to interview me during the second round.  I was thrilled.  I just knew this had to be the perfect job for me.  I went through the interview process, convinced myself that the teachers on the interview committee weren't as unfriendly as they seemed, and waited to hear back.  I received the call from the principal informing me that while I had a great interview and a strong knowledge base in mathematics, they were going with someone who had more experience.  I couldn't blame him.  He had explained to me previously that test scores in his school were poor and math was an area in which his students were significantly under-performing, so he needed someone with a proven track record of making that happen.  I couldn't exactly argue, though I was discouraged.  I wanted to teach fifth grade, but with the testing pressure, would any school ever hire me because I had no experience? 

Photo Courtesy of Cooperative Education & Internship Association

Where Does One Get Experience?
I'm sure we've all been in the situation where we are turned down for a job because we don't have experience; yet the only way to get experience is to get a job.  Many people try to go the internship route, but often those are unpaid, which many people cannot afford to take.  Even then those internships happen because of a course of study through a university.  What about those who choose to forgo college and enter the workforce?  What options exist for them? 

Cooperative education is an option for many high school students across the country, but few take advantage of all it has to offer.  In the late 90s, less than ten percent of high school students were enrolled in cooperative education programs.   The Florida Department of Education describes cooperative education as a combination of traditional classroom techniques with practical work experience.  This on-the-job (OTJ) training serves as a bridge for students, schools, and the business community.  Since businesses are reliant upon local workers to maintain their business, they are stakeholders in local schools.  It only makes sense that they would want to train workers in their methods, scope out local talents, and help the community. 

Benefits of Cooperative Education
People often assume that cooperative education is solely for those who are not planning to attend college.  While my high school offered cooperative education programs, I can't remember a conversation with my guidance counselor about having the opportunity to take those classes.  I recently heard about a young man in Valparaiso, Indiana who worked for a heating and air conditioning company during his senior year in a cooperative education program.  After graduation he was not only offered a full-time position with the company upon his graduation, but the company is also going to be paying for him to get his degree in heating/air conditioning management. 

Students benefit from cooperative education by being able to utilize educational theory in real life work experiences, try out possible career opportunities, and enhance their 21st century skills through problem solving and critical thinking on the job.  They're even able to build a work experience portfolio for future applications and job opportunities.  A frequent aspect that is often forgotten in the job search is having references to back up one's character and abilities.  Cooperative education provides those references with business contacts and the teacher supervisor who observes the student at work.  The work experience problem is solved!

For More Information
The following sites provide valuable information on cooperative education programs and internships. 
http://www.ceiainc.org/home.asp
http://www.waceinc.org/
http://www.cafce.ca/

Pay it Forward
From an employer standpoint, it's giving back to the community.  Why not help out youth and keep them involved?  We never know when we'll need these newly experienced workers to take over.  In August, I'll be starting my new job as a 4th grade teacher at another school in the district.  The principal specifically requested me for his building.  He had openings in third and fourth grades.  I told him I preferred third grade.  His response?  "I need you in 4th grade.  I'm not happy with our test scores and I need someone strong and with experience to get the scores up."  Seven years after that first interview, a principal is seeking me out for my experience and track record.  I'm looking forward to it for sure.  I'm sure it'll be an "experience"!

What's the Attraction of Magnet Schools?

A couple years ago, the school district where my dad teaches (Michigan City Area Schools, Michigan City, Indiana) hired a new superintendent.  The superintendent came from Chicago Public Schools with lots of vision and a track record to back it up.  She vowed to get the school district back on the right path.  I'm a firm believer in giving people the benefit of the doubt and I was interested to see what her plans entailed.  After all, the school corporation had been in decline for years and it seemed that they were behind the learning curve, so any change would surely be a positive one, right? 

 

Students at Lake Hills STEM Magnet  (Courtesy of Betsy Kohn, Director of Communications for Michigan City Area Schools)

Enter the Magnet School
I first read about the superintendent's initiative to start two magnet schools at the elementary level.  One was going to be the newly constructed elementary school and the other was at a traditionally mid range socioeconomic school.  There was going to be a STEM magnet school and a visual and performing arts school.  As I read the articles, I admit that I was biased and thought that the magnet schools would further separate the 'haves' from the 'have nots'.  I assumed that they would only be for accelerated students or those already in attendance at those schools.  Ignorance on my part was rampant. 

Magnet schools are not necessarily separate schools like I initially thought.  They frequently operate as schools-within-schools, which is what's happening in Michigan City.  Typically, the only entrance criteria is an interest in the school's theme, like STEM (Science, Technology, Engineering, and Math) or visual and performing arts.  In Michigan City (MCAS), the schools chosen to be magnet schools had lower enrollments and were seen as underutilized.  Traditional subjects are still taught with the same focus given to core subjects like reading and math, but the focus area allows students to engage in centralized themes in which they have expressed an interest.  At Pine and Lake Hills Magnet Elementary Schools, extended opportunities for after school clubs, field trips, and summer school activities are available.

   


Students at Pine Magnet Elementary School (Courtesy of Betsy Kohn, Director of Communications for Michigan City Area Schools)



Why Magnet Schools?
There are many benefits to choosing a magnet school for elementary children.  Magnet schools are often made up of more diverse populations because students attend according to interest not residence.  Students are also able to explore their interests at an earlier age.  While there is much research on magnet school students' achievement and performance at the secondary level, little research is available about elementary magnets especially as they relate to non-academically gifted students.  According to a study comparing different types of magnet and non-magnet elementary schools in Wake County, North Carolina, students achievement was nearly identical after adjusting for socioeconomic and racial factors.  However, students at magnet schools tended to have a higher growth expectancy long term.  Chicago Public Schools, which offers a wide array of magnet schools, shows similar scores comparing magnets to non-magnets.  While student performance is consistent regardless of school, students have the opportunity to further study themes that are of interest to them or in areas in which they already excel.  Student attitudes and motivation would likely be higher in magnet schools because students have already expressed an interest in the content area. 

Increased Attraction
The two magnet elementary schools in Michigan City, which began enrolling students for the 2011-2012 school year, have paved the way for a magnet middle school beginning during the 2013-2014 school year.  Clearly something is working if MCAS is expanding its magnet offerings.  Lake Hills STEM Magnet Elementary School is one of roughly fifty schools in the country to pilot a new STEM program through Project Lead the Way.  While a magnet school might not provide a program guaranteed to significantly raise student achievement, they do guarantee to provide an educational experience based on a specific theme.  If a child enjoys those activities or subjects, it makes sense to look into a magnet school.  It's the simple laws of attraction. 

Can Elementary Students Really Learn in Virtual Schools?

"Ok, this might be a weird question, but do you think my daughter could be a genius?  I mean, look at her!  She's not even two and she can work my iPhone.  Watch!  She knows exactly how to use the 'home' button and can find the folder where I have the games for the kids.  I never taught her how to do that.  Do you think other kids can do that at her age?"
 
(Photo courtesy of Jason D. O'Grady from The Apple Core, Parenting by iPad; Godsend or iBribery?)

That's just a snippet of a conversation I recently had with a close friend, who also happens to be a teacher.  I think I let her down by explaining that in my opinion (and from research I've read) most kids who are exposed to technology early on are able to manipulate it with ease and little direction.  This led us into a discussion of teaching methods today.  Playing the devil's advocate, I asked my friend how often students use technology in her classroom.  Knowing that the answer was about sixty minutes a week tops, I proposed that if her daughter had an aptitude for technology like she thought, would an hour of technology usage a week be enough?  I suggested that we're not fully utilizing our students' interests and skill sets because we're still teaching them with 20th century methods.  She and I began to debate if virtual or online schools are really appropriate for elementary age students.  Obviously we're suspicious of students learning how to read without being taught by a teacher, but can an online reading program composed of balanced literacy techniques really replace a traditional classroom? What about math or science or gym?

Where's the Data?
Unfortunately, there is little data on elementary students enrolled in virtual schools.  As of the 2010-11 school year, no more than six percent of elementary students "attend" virtual schools.  Though for those that do, many parents are pleased with the quality of education that their children are receiving through these online schools.  Elizabeth Friscia, who has two daughters enrolled in online schools, commented that it took one of her daughters a year and a half to realize that she was fully in charge of her own work.  A concept, Friscia noted, that students don't often understand until college. In an article on Parents.com, the online form of the popular Parents magazine, parents are expected to play a larger role in online education than they would in a traditional school.  Because elementary students need more guidance, parents must play the role that a classroom teacher would in a traditional school by keeping up with assignments and providing assistance.  Virtual schools were originally designed to reach populations that traditionally are seen as having less access to a quality education like students in rural locations and minorities.  Though, it's these groups that are experiencing the least success.  Minorities are less likely to enroll, but more likely to drop out.  In fact, research shows that advanced students tend to do better with virtual schooling.  I can't say that I know of many elementary students that drop out of school, but the premise is parallel to "checking out" during the school day.  Clearly, there must be more research on virtual elementary schools in order to fully compare the traditional school experience to online schools.  Like the old adage of a tree falling in the forest, does a quality education exist if students aren't there to experience it? 

Taking on an Active Role in Schooling
Many parents today are passive when it comes to their child's education.  It's sad to see kindergarteners come to school each morning with their backpacks still filled from the day before.  When a parent is too busy to help a five year old with a school project, there is a disconnect between school and home.  The family below discusses how they have decided to use the virtual school in their state to give them extra time with their children during their formative years. 

 













Yet, if parents aren't involved, the online school model will probably not be as effective as it should be for most students.  Along those lines, internet and computer access may not be consistently for parents and students with financial constraints.  As mentioned above, it's these students that are being targeted for online school enrollment, but these are often those who do not have the access. 

Solutions?  No, but alternatives!
A year ago, I interviewed the Assistant Superintendent for Curriculum in my school district.  We discussed the possibility of 1:1 access for our students in the future.  When I questioned the lack of internet capabilities for many of our district's population, he explained that they were currently working with local businesses, the community, and technology companies to provide optics that would enable all our students to be able to connect to the internet at home with their devices.  Not only would the schools be connected, but so would the local hospital and other businesses from in town and all the way to Chicago (about 40 miles).  I saw this as an opportunity for my students in a traditional setting, but I hadn't considered it from a virtual schooling standpoint.  As pointed out by Aaron Goldberg, virtual school environments can connect special needs' students, those needing homebound services, or even a flu outbreak. 

I'm still not sold on elementary students trading in traditional schools for an online school, but given more data, I'll reconsider.  After all, if a two year old can work an iPhone, a five year old might be able to email his homework to the teacher. 

Are Charter Schools Really an Enemy to Public Schools?

Up until about a year ago, my knowledge of charter schools was incredibly limited.  I had done little research on them, but frequently heard about how the charter school movement was killing public schools in Indiana.  I can admit that I believed what I was hearing without bothering to fact check.  When discussing charter schools with a relative who lives in another state, I realized that not all charter schools are created equal.  In Georgia, most charter schools work with local county Boards of Education to present another option.  All students stay within the same corporation, which is a more correct way of saying that the money stays within the the corporation.  It's quite different in Indiana.  The majority of charter schools there are not affiliated with local school districts.  They operate as separate entities.  Unlike Georgia, the money isn't staying within the district, which causes a lot of anger, frustration and anxiety for the school districts.  Then Governor of Indiana, Mitch Daniels, and former Superintendent of Public Instruction, Tony Bennett, played a large role in advocating for charter schools.

While Daniels' terms were up, Bennett was not reelected last fall.  Their popularity among teachers and many parents waned as changes to public schools went into effect.  In my opinion, Bennett and Daniels made the same mistake I did.  They were only listening to one side and didn't do their research.  It appeared they neglected to understand why the people were questioning charter schools.  I failed to consider what charter schools actually do.


What's Best for Students
On the last day of school last year, I sat down with a colleague who was leaving to become an assistant principal at a charter school in our county.  I had heard many people suggest that he was making the wrong move by leaving the district and going to work for a charter school.  Though the word 'traitor' was never uttered, it was obvious that was how many people felt about him.  We talked at length about our educational philosophies, our coworkers' philosophies, and future goals.  Something he said stuck with me and since then, I have looked at charter schools in a different way.  He said he'd hope that if some of his teachers were struggling teaching a concept, that he could email me (or anyone else) and ask for suggestions.  He doubted many teachers would be willing to help.  Yet he went on to say that if we, as teachers, say that we want what's best for students, would refusing to help really be what's best for children?  I thought long and hard about that question.  I came to the conclusion that I can't advocate solely for the students in my class or in my school, but all students.  After all, I became a teacher to make a difference.  Does that difference only occur for the twenty to thirty students who enter my classroom each day?

The Facts
So here are the facts...or at least the facts as I see them.

• Charter schools ARE public schools.  They are held to many of the same regulations as traditional schools. 

• Charter schools may be a better alternative for some students, just as traditional schools might work better for others.  

• Charter schools are not necessarily better nor are they necessarily worse than traditional schools.

• Charter schools are not always successful, but neither are their traditional counterparts.  The opposite is also true. 

• Students and their parents have a right to demand a quality education.  A quality education can occur in either setting. 

Charter schools can't be the enemy of public schools if they are public schools, can they?  It's my opinion that the enemy is being uninformed and biased without basis.  If we really want what's best for our students, shouldn't everyone be informed to determine what is best for all students, not just select groups?