The NJSBA Ad Hoc Committee develops policies that foster effective teaching, extraordinary leadership, and community involvement. The idea is to develop policies that are inclusive and create a mutually beneficial relationship between traditional public schools and charter schools.
Over a decade ago the NJSBA adopted policies that outline their stance on charter schools. Over the next several weeks I am meeting intensively to ensure that the needs of the new educational landscape are reflected in the future policy. This is important because NJSBA utilizes these policies to lobby in Trenton.
The Delegate Assembly is comprised of one representative from each board of education throughout the state of New Jersey. Delegates receive one vote that represents their board of education.
]]>The bill is awaiting the Governor's signature.
One of the most unique aspects of the school budget process is that the community members have a voice. The ability to vote directly on a budget limited to school budgets.
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We're really onto something as a community and with continued support and hard word we'll see our standing continue to improve. Let's keep driving towards a common vision of scholarship and educational excellence as we prepare our students for a fast and ever changing world.
]]>“We can't solve problems by using the same kind of thinking we used when we created them.”
Thus, the move to solicit private sector help in turning around the public sector schools appears to be an attempt to do just that, use a new and innovative model to solve the problems of yesterday that exist today. One part of this legislation that I am happy to see is that the partnership requires local support. I think this is a vital part of the programs future success. Every community is unique and with this uniqueness comes a special set of strengths and challenges.
To read more visit: Gov. Christie introduces plan allowing for-profit companies to run 5 failing N.J. public schools
]]>]]>On May 26, Gov. Chris Christie signed into law A-444, which requires school board members and charter school trustees to undergo criminal background history checks and would disqualify board members who have been convicted of certain crimes.
Current school board members will have to undergo a background investigation within 30 days. When new members are elected or appointed to a board, they must undergo a criminal history background check within the first 30 days of being elected or appointed.
Who Pays The cost of the background investigation will be the responsibility of the school board member, but unexpended campaign funds may be used for this purpose. The law also allows local boards of education or charter schools to reimburse individuals for these costs.
NJSBA successfully advocated for the change to the bill that allows boards to reimburse members for these costs.
NJSBA has created a sample resolution for school boards that want to demonstrate its intent to reimburse for board-member criminal history background checks.
In addition, the NJSBA Legal & Policy Services Department has developed a sample bylaw that school districts may adopt to memorialize a reimbursement policy for the background checks. It is available upon request from Lisa Deon at (609) 278-5222 or via email.
Board Member Oath Under existing law, a candidate for election to a board of education, when filing a nominating petition, must certify that the candidate is legally qualified to hold that office. Making a false statement in connection with a nominating petition is a crime of the fourth degree.
The new law provides that the oath of office taken by a school board member before assuming office will contain a specific declaration that the member is not disqualified from holding that office due to conviction of one of those crimes or offenses. A member who falsely swears that he or she is not disqualified due to a conviction would be guilty of a fourth-degree crime.
The State Bureau of Identification will immediately inform the state commissioner of education of any new charges filed against any board member who has previously undergone a background investigation.
From this launch point we had volunteers come to the front of the room and act out number line counting by physically walking to the right of left on a large number line. The students’ actions were based on pre-written meaningful questions. The Introduction took about 15 minutes, a bit longer than I had anticipated. However, when we moved into the guided practice the students were eager to use their newfound knowledge.
Tomorrow starts ordered pairs…maybe a game of Class Battle Ship is in order?!
]]>Mastery: 100%
The day kicked off with a mini-lesson on Addition of Mixed Numbers. This lesson was a straightforward I Do, We Do, You Do format. From here we began the main objective, Subtracting Mixed Numbers. Four hours later today's objectives were securely under their belt.
Once I realized greater than 60% of the class had yet to master the day's objective scholars were encouraged to take a study hall in the classroom during lunch. We ate lunch and continued the day's lesson. The Independent Reading block rounded the corner and additional remediation was necessary. Scholars engaged in 30 minutes of reading which enabled me to individually tutor.
The greatest challenges posed in today's lesson:
Addition of Fractions: 100% of the class arrived at the correct answer but had difficulty converting the improper mixed number to a Mixed Number. For example, 2 5/3 = 3 2/5.
Subtraction of Fractions: Regrouping from the whole number - students had difficulty regrouping 1 whole as a fractional amount. For example: 1 = 3/3. Eating 1 Whole pizza is the same as eating 3 out of 3 pieces of a pizza.
A professional development goal for the next Unit is to do a better job at anticipating student misunderstanding. This will help to fulfill my goal of being a teacher who builds bridges that support student learning. I have to give a hand to the scholar's. Many of them requested problem after problem until they personally felt the concept was truly mastered.
I am committed to ensuring these students leave 5th grade with the skills necessary for a successful academic and professional future. Just because the clock runs out on the Math Block does not mean I am no longer responsible for teaching. Monday is our Unit 10 Assessment - Send warm thoughts!
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