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Sandy Levin |
Cathy Thurston |
Pat McArdle |
Kent Charlesworth |
The Fall Forum '97 was a huge success. Ted Sizer and Amy Gerstein opened the conference to a packed audience.
We asked students Jeff Anderson, Kari Erwin, Eric Jordal, and Eric Peterson from Malta High School to take a few snapshots to highlight Workshops and Roundtables presented by the Illinois teachers and administrators.
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A Special Thank You to the following students from Malta: |
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You were great photographers! Thanks for your help! |
The Coalition of Essential Schools' annual Fall Forum brought together a diverse group of colleagues for a "conversation" about the key issues facing all of us who are concerned with rethinking the asscumptions and practices of schooling using the Coalition's ten Comon Principles. Many came to San Francisco to meet, talk, and work with teachers, parents, and students who work and learn in CES schools. Representatives from our schools were able to engage with higher education faculty, representatives of teacher professional organizations, school board members, administrators from all levels of the education system, policy makers, business and community leaders - all interested in or involved with Essential schooling. Several IAES schools presented at the conference or led roundtable discussions. These presentations and discussions were an excellent example of the outstanding work our schools are doing to promote reform in the middle and high schools. Thank you to all who contributed to the Fall Forum, and see you next year!
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Sandy Levin |
Cathy Thurston |
Pat McArdle |
Kent Charlesworth |
This workshop dealt with historical background about the Illinois Alliance of Essential Schools' electronic network and engaged participants in discussions regarding lessons learned. In addition, the presenters demonstrated their Web server and walked participants through the basics of what is needed to start their own electronic network. Participants learned about different types of Internet connectivity and how to set up a group e-mail list. They saw firsthand the many possibilities available to educators who "get connected".
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Carletha Hughes |
Ivan Thaxton |
William Smith |
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This provided an opportunity for students actively involved in the CES Process, to voice their choice on how students should be assessed. The student facilitators and the workshop participants examined the first, third, and fifth Common Principles. Then the student facilitators showed how these concepts have helped them demonstrate their understanding of goals and outcomes through the use of technology -- a digital portfolio. Participants explored different forms of assessments and technology in order to create and share a blueprint of their digital portfolio.
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Eileen Barton |
Mimi Neamen |
While equity has long been an issue in standardized testing, it generally has not been a major concern in teacher-made assessments. Instead, practitioners have worried about validity and rigor. This workshop explored the problem of equity in designing student demonstrations of mastery, and developed strategies for ensuring that assessments are equitable as well as valid and rigorous.
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Tom McGreal Sandy Levin |
Jack Mitchell Jacqueline Simmons |
Tom Gunning |
Dyanne Alexander |
Constantine Kiamos Eunice Madon |
Participants walked through the process of developing a CES center that frames its work through the lens of democracy and equity. Presenters discussed issues such as answering the demand of schools to establish a center, using the support of CES, staffing a center, establishing and maintaining relationships with all constituents, and securing initial funding. They discussed how to support and define the work of schools while establishing the center, and how to assess, define and refine the center's work with schools. Two Coalition Centers combined their expertise and experience in this interactive workshop, and participants were able to select workshop stations that address specific issues.
This workshop addressed the void of leadership education available for adults. Today, most schools spend much more time educating their students about the art of leadership than they spend educating their adult leaders. This presentation addressed the "nuts and bolts" of Essential Leadership for adults through the eyes of a building administrator and the eyes of a teacher/leader. The presentation addrssed the area of leadership, change and success, team work, ethics, motivation and communication, setting and achieving goals/action plans, effective problem-solving, conflict management and creating a shared vision, and keeping the dream alive. Practical tips allowed the participants to immediately begin utilizing the Tools for Essential Leadership.
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Cheryl Rutherford |
Rhenette Preston |
Presenters began with a brief history of the initiation and development of alternative assessment programs at Lindblom Technical 7-12 in Chicago. They then provided participants with handouts that delineated the process of planing and implementing freshman portfolio presentations and senior exhibitions. Participants observed demonstrations of freshman and senior portfolio presentations and were given assessment rubrics to score the students' performances. In conclusion, facilitators helped participants generate ideas for using portfolios as an alternative student assessment at their own schools.
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Betty Despenza-Green |
San Diego Doris Alvarez |
Vonnelle Middleton |
Barbara Roche |
Why is it that a society we isolate adolescents from adults and the real world precisely when they are looking toward adulthood? This was the fundamental question that drove the education reform efforts of five schools that are part of a multi-year effort called the New Urban High School Initiative. These schools have successfully merged what are often considered separate and distinct reform strategies--school-to-work transition and the nine Common Principles--and, in so doing, have enhanced the power of both. Participants of this session saw how school-to-work makes the adult world of work and learning both visible and accessible to students in a way that is consistent with CES principles. Participants also learned how to merge these reform educators who are focused on whole-school reform.
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Sandy Levin |
Cathy Thurston |
Pat McArdle |
Sue Halle |
Elmwood Jr/Sr High School |
This workshop involved participants in interdisciplinary units and lessons that have successfully integrated technology and content areas. Integration of technology involves multimedia, use of the Internet and basic productivity tools. Subject areas included business education, social studies, language arts, mathematics, journalism, biology and chemistry. Participants rotated through a series of lessons that included plans, materials and student work.
Phillip Perry, mathematics teacher at DuSable High School, and
Anne Horn, staff developer from the University of Illinois at
Chicago, showed how the Interactive Mathematics Program (IMP), an
integrated, standards-based curriculum, is being implemented at
DuSable. Participants experienced activities from the curriculum, and
then engaged in a discussion of the equity and learning issues that
emerge. IMP focused in heterogeneous groups of students working on
rich, long term problems with multiple entry and exit points. The
activities are a microcosm for larger issues of equity in schools.
This highly student-centered approach empowers students to take pride
and responsibility for their own learning.
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