Why do some schools thrive when similar schools fail? On the next Your Call we talk with a range of educators and policy makers about what we're learning about how to teach. How do successful principals and school systems shift resources, motivate teachers and students and increase parent involvement? Send us an email at feedback@yourcallradio.org or join us live at 11 a.m. Can passion and best practices make up for low education funding? It's Your Call with Rose Aguilar and you.
Guests:
Kimi Kean in Oakland
Principal of ACORN Woodland Elementary in Oakland, one of the state's five highest-improving schools. They raised their API, or Academic Performance Index, 120 points in one year and nearly 300 in five. Kean, a former Skyline High School dropout, taught at Acorn Woodland before talking over as principal in 2006.
Robert Manwaring in Washington, DC
Senior policy analyst for Education Sector, a left-leaning but independent national education policy think tank. Before joining EdSector, Mr. Manwaring was the director of policy for the Governor's Committee on Education Excellence, a committee California Governor Arnold Schwarzenegger appointed to develop a comprehensive long-term reform strategy for improving K-12 education in the state. Manwaring served as the K-12 education director of the California Legislative Analyst's Office.
Merril Vargo in Santa Rosa
Executive Director of Pivot Learning Partners, a nonprofit organization that works in nearly 50 school districts statewide, nearly all low income or low performing. Pivot trains and coaches teachers and administrators to transform broken school systems.
Click to Listen: Why do some schools thrive?
I am a retired teacher, both in the UK and San Francisco School District. When I arrived some 15 years ago, I was shocked at the physical state of the buildings and at the lack of teacher training. I gave up on teaching foreign languages, because my methods were about 20 years ahead of the present teaching style here! The teachers do a great job in San Francisco, but are so under-resourced. In the US a national curriculum is needed and complete overhaul of teaching methods, at least in the domain of world languages.
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