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					Associated

Administrators of Los Angeles

UPDATE
Week of December 15, 2008

MAGNET SCHOOLS, WASC AND STULL EVALUATIONS
What do magnet schools, Western Association of Schools and Colleges (WASC), and Stull Evaluations have in common? They are all key elements in LAUSD that can be expanded and more fully utilized at minimal cost. When Superintendent David L. Brewer III was hired, one of his first pronouncements was the need to duplicate successful programs or solutions. During the past two years, both in print and at several District meetings, various representatives from AALA have brought forward magnet schools, WASC accreditation and Stull evaluations as prime examples of successful programs with creditable accountability. To date, AALA has seen very few examples of duplicated successes. For years, magnet schools have demonstrated that choice matters in the education of children. A review of API scores would indicate that success. Therefore, AALA is unsure why magnet schools, which are LAUSD schools, are not viewed in the same successful light as many charter schools, which are not LAUSD schools. When underutilized school sites are available, why are these sites not fully used to establish magnet programs? WASC accreditation is universally recognized as a prime means for determining the success of a school by universities and parents. A graduate from a fully accredited school has the ability to matriculate to any university in the country. Peer evaluations of the school programs are inherent in the accreditation process. Therefore, AALA is amazed that LAUSD spends millions of dollars on school accountability and evaluation systems that do not work, when for a few thousand dollars per school, every school in the District, especially middle and high schools, can go through the WASC accreditation process. WASC was included in the Superintendent’s High Priority Task Force plan, but, to date, AALA has not seen any effort to bring it to fruition. Stull evaluations of teaching and administrative personnel have never been fully utilized for accountability. The Superintendent has rightly expressed concerns regarding the inability of students to read at grade level, but never has any Superintendent put that focus to the Stull evaluation process.
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MAGNET SCHOOLS, WASC, AND STULLS (Continued)

Traditionally, three objectives are stated in an initial Stull evaluation plan. One of the objectives could be the Superintendent’s objective, one could be a school-wide plan objective, and one could be personal to the teacher or administrator. AALA wonders why this evaluation process for personnel is not fully utilized to focus performance on meaningful objectives. Also, the current Stull evaluation forms are essentially pass/fail with no options to demonstrate professional growth. Rather than spending millions of dollars on new systems, AALA is in awe that the existing certificated personnel evaluation system has not been properly utilized and improved. The District should provide administrative training to maximize this process for the good of students and staff. AALA sincerely hopes that successes will truly be rewarded. Let’s start with WASC, magnets, and a much stronger implementation of the Stull Evaluation process.

ACADEMIC DECATHLON VOLUNTEERS NEEDED
The 2009 LAUSD Academic Decathlon competition, the 28th annual, will be held on Saturday, January 31, 2009, at Bravo Medical Magnet High School and Saturday, February 7, 2009, at UCLA. Past support by administrators and teachers for this competition has been outstanding, and that support is needed again this year, especially at Bravo for the Speech and Interview events. Volunteer applications are available at all participating high schools, Local District offices, and at www.acadecala.net. Contact Cliff Ker at 818.654.3714 or at cliff.ker@lausd.net if you have any questions.

SAVE THE DATE
MONDAY, JANUARY 26, 2009 – Women in Educational Leadership (WEL) will be hosting its Winter Social and Scholarship Recognition dinner from 5:30 – 8:00 p.m. at the Kyoto Grand Hotel and Gardens, 120 South Los Angeles Street, Los Angeles. Honored guest and speaker is LAUSD Board Member Tamar Galatzan. Validated self-parking at the hotel is $8. For additional information contact Penny Sommers at psommers@collegeboard.org or 323.463.3077.

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Administrators of Los Angeles

IN MEMORIAM – Fred Dumas
FREDERICK "FRED" DUMAS––former Assistant Superintendent, Administrative Area E and Administrative Area I; District Administrator; and Principal, Elementary––passed away on Monday, December 15, 2008. He retired in August 1977. Fred was a member of the Founders Group and the first President of the Council of Black Administrators (COBA). He was the first African American male in LAUSD history to be assigned as an Elementary Principal (Nevin Avenue, 1952), as well as the first African American male in LAUSD to be assigned as an Area Superintendent (Area E, 1970). In 1965, while on loan from LAUSD to the Economic and Youth Opportunities Agency (EYOA), he established the Head Start Program for the County of Los Angeles. Fred was honored by COBA in January 2008 in recognition of his contributions to the education of LAUSD students, especially African American students, and for the mentorship of the many African American administrators who followed him. Everyone who knew Fred appreciated his professionalism and kindness. Our sympathy is extended to his family and many friends. Expressions of sympathy may be sent to his daughter Diann Dumas, 5274 Village Green, Los Angeles, CA 90016.

RETIRED ASSOCIATES CORNER
AALA has been informed of a special employment opportunity for a retired principal who is looking for something different to do with some of that wonderful spare time… The American Education and Cultural Exchange Foundation focuses on developing relationships between American and Chinese educational institutions, and they are looking for a local person to help develop some of these contacts. Duties would include: • • • Recruiting teachers in the Los Angeles area who might consider teaching AP courses for a period of time in China. Helping to coordinate a “buddy” program for student exchange. Assisting with local education seminars/conferences to support mutual exchanges of education ideas between the two countries.

This position is compensated at approximately $ 20,000 per year, which would NOT count against STRS limits since the Foundation is not a public agency. There is also the opportunity of a free trip to China once a year. If you would like more information on this intriguing possibility, contact Mike O’Sullivan at 213.484.2226 or by e-mail at michael.osullivan@lausd.net. 5

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Administrators of Los Angeles

POVERTY DRAMATICALLY AFFECTS CHILDREN'S BRAINS, AS IN STROKE, STUDY FINDS
Certain brain functions in some low-income nine- and ten-year-olds show patterns equivalent to the damage from a stroke, according to a new study to be published in the Journal of Cognitive Neuroscience, USA TODAY reports. The study adds to a growing body of evidence that poverty afflicts children's brains through malnutrition, stress, illiteracy, and toxic environments. Research shows that the neural systems of poor children develop differently from those of middle-class children, affecting language development and "executive function," or the ability to plan, remember details, and pay attention in school. For the new study, researchers used an electroencephalograph to measure brain function of 26 children while they watched images flashing on a computer. The children pressed a button when a tilted triangle appeared. "It is a similar pattern to what's seen in patients with strokes that have led to lesions in their prefrontal cortex," which controls higher-order thinking and problem solving, says lead researcher Mark Kishiyama, a cognitive psychologist at the University of CaliforniaBerkeley. "It suggests that in these kids, prefrontal function is reduced or disrupted in some way." Research also suggests that these effects are reversible through intensive intervention such as focused lessons and games that encourage children to think out loud or use executive function. Read more: http://www.usatoday.com/news/health/2008-12-07-childrens-brains_N.htm

GETTING STRATEGIC WITH BUSINESS-HIGH SCHOOL PARTNERSHIPS
U. S. News & World Report has printed the transcript from a panel on the role of businesses in high school at its first education summit, which was sponsored by Intel and held in October. Topics under discussion ranged from American training in science and math to corporation-designed curricula. Said Susan Zelman, senior vice president of education and children's content at PBS: "The reality is that in this new economy, it's not only a knowledge-based economy, but it's going to be a creative, innovative economy. And so, academics alone won't do it. Our students really need the partnerships with the business community to learn how they apply their knowledge to the real world." Also participating in the discussion were Anne Bryant, president of the National School Boards Association; Geno Flores, chief academic officer of the Prince George's County (Md.) school system; and Will Swope, corporate vice president and general manager of Intel's corporate affairs division. According to Will Swope, "We're not educators. The government is the educator. The teacher is the educator. We're not trying to take that over at all. We're trying to help; we're trying to assist." Read more: http://www.usnews.com/articles/education/high-schools/2008/12/04/the-role-of-businessesin-high-school.html 6

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Administrators of Los Angeles

MATH TEACHERS IN MANY HIGH-POVERTY SCHOOLS A MERE "CHAPTER AHEAD" OF THEIR STUDENTS
A study by the Education Trust has found that NCLB requirements notwithstanding, in high-poverty schools, two in five math classes are taught by a teacher without a college major or certification in math. In schools with a high proportion of African-American and Latino children, nearly one in three math classes is taught by such a teacher, according to the Associated Press. Math is considered a "gateway" course that leads to greater success in college and the workplace, and the teaching problem is most acute in the middle grades (5-8), a crucial time for math. "This is a time when kids are making a really important transition from arithmetic to mathematics," said Ruth Neild, a research scientist at Johns Hopkins University who has studied the problem elsewhere but did not work on the report. "It takes careful instruction, and if kids can't get that, and really get it, they're not going to succeed in math in high school." The 2002 No Child Left Behind Act requires that all teachers in core academic subjects be "highly qualified" by 2006, but allows states to define “highly qualified,” with the result that most teachers in the country have the designation. Surveys of teachers suggest that so-called out-of-field teaching is more frequent than states are reporting. Read more: http://seattletimes.nwsource.com/html/nationworld/2008433438_apqualifiedteachers.html See the report: http://www2.edtrust.org/NR/rdonlyres/0D6EB5F1-2A49-4A4D-A01B-881CD2134357/0/SASSreportCoreProblems.pdf Related article: http://www.ajc.com/metro/content/metro/stories/2008/11/25/georgia_teacher_qualification.html

NOTE:
UPDATE will not be published during the WINTER BREAK. The final edition of UPDATE for this year (2008) is this week. The first edition of UPDATE for the year 2009 will be the week of January 5, 2009.
For updates on Positions Available, go to www.aalausd.com.
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POSITIONS AVAILABLE
Minimum Qualifications: Candidates are responsible for making sure all the District requirements for administrative positions have been met. AALA is not responsible for errors in publication. NOTE: Please do not contact AALA for information regarding administrative positions. Use the listed contact phone number, or contact LAUSD Human Resources Division at 213.241.6886 or via e-mail at http://certificated.lausd.k12.ca.us/admin_vacancies.

ASSISTANT PRINCIPAL, ELEMENTARY INSTRUCTIONAL SPECIALIST Lorne Street School (1) MST 37, 17440 Lorne Street, Northridge, CA 91325 Lorne is a B Basis Math/Science Magnet school. For information and application procedure contact Madelyne Coopersmith, Director, School Support Services, at 818.654.3614. Filing deadline is Friday, January 16, 2009. Colfax Charter School (2) MST 37, 11724 Addison Street, North Hollywood, CA 91607 Colfax is a B Basis Charter School. For information and application procedures contact Jack Bagwell, Director, School Services, at 818.755.5427. Filing deadline is Friday, January 16, 2009.

SPRING 2009 EXAM SCHEDULE
Additional information regarding the examination process and the revised RoR materials are available online at http://www.teachinla.com/AdminExamInfo.html.

REVISED:
EXAMINATION Assistant Principal, Adult Counseling Services Principal, Secondary Principal, Elementary ANNOUNCEMENT DATE Monday, December 8, 2008 Monday, January 5, 2009 Monday, January 26, 2009 APPLICATION DEADLINE DATE Thursday, January 22, 2009 Thursday, February 5, 2009 Thursday, February 26, 2009

All candidates applying for any of the above examinations must participate in the new Recommendation of Readiness (RoR) process. This RoR process includes the new Success Indicators that standardize criteria upon which supervisors make recommendations and facilitate candidate preparation for higher level positions. Candidates on an eligible list for Assistant Principal, Adult Counseling Services; Principal, Elementary; and Principal, Secondary, who have not been selected for a position by the expiration date, will be merged onto any newly established list on a one-time basis. If a candidate is not selected by the expiration date of the merged eligible list, he/she is required to reapply and participate in the next examination process in order to be on a subsequent eligible list. Candidate Examination information is available at: http://teachinla.com/research/exam_announcements.html. 8


				
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