LETTER TO EDUCATORS

 By: Dr. Armãndo R. Tolliver | EDUCATOR | August 31, 2014

Dear Colleagues,

As the first day of classes rapidly approaches, let us all take time to rededicate ourselves to a shared mission and positively focus on what truly matters –providing an exceptional educational experience that prepares, ensures, and empowers all students to be successful members of society despite the incessant cultural and economic transitional world we inhabit. This mission entails strong instructional leadership, delivery of innovative relevant curriculum by a proficient and supportive teacher in every classroom, and high levels of learning for ALL students, alongside accommodations and modifications that enhance comprehension and independence. Accordingly, we must also engage with constituents to ensure high-quality education.

Facing the future, it is important to remember that there are times in life when something constructive is born out of adversity, and every success in life and in learning is mostly a matter of expectation. In other words, if we want to succeed, we must believe and expect that success is a reality. Authenticity is the daily practice of not entertaining pessimistic hypotheticals rather embracing endless possibility. Therefore, we need to set our goals high, expect greatness, and keep faith that it will happen. Among the many things I have learned over the past several years is that high expectations embody a sense of empowerment. They often times energize our classrooms and give momentum to learning. Simply stated, when we believe that something good can happen, it happens, because life responds to our outlook. Robert Stevenson implied, "Don't judge each day by the harvest you reap, but by the seeds you plant." 

Rita Pierson, a teacher for 40 years, reminds us to also believe in our students and actually connect with them on a real, human, personal level. Connections are huge and play an integral part in our ability to plant seeds as teachers. How do you facilitate being a TEACHER? The answer is best explained by spelling out the term, T = Take time, E = Explain, A = Assure, C = Care, H = Help, E = Encourage, and R = Reward.

As we power through a difficult economy with diminishing resources and budget shortfalls, let us not look for less challenge, only more wisdom and positive outlook and commitment to helping promote the success of youth in this environment, as befits a caring community of stakeholders. Similarly, as we strive to be successful and overcome the obstacles we may encounter, we must accept the things we cannot change and have the faith to keep moving. Not because it is practical to do so, but because it is what we must do. Above all, remember only sorrow looks back, worry looks around, but FAITH looks up. The past is behind and we ought continue to learn from it. The future is ahead so we must prepare, but the present is here, and we must live in it.

The important work that lies ahead is to sustain and accelerate student performance. Let us work together to encourage, challenge, teach, support, inspire, and celebrate OUR STUDENTS. May you continue to enjoy a restful Labor Day weekend and refreshing nights' rest as together we stand on the brink of a bright and productive future and prepare to welcome another new school year with great expectations. 

Respectfully,


Dr. Armãndo R. Tolliver
Education Practitioner
The School District of Philadelphia

THE IMAGE OF PUBLIC SCHOOLS

 By: Dr. Armãndo R. Tolliver | ADVOCATE | August 26, 2014

What is the purpose of public schools? 

          Amid widespread concern that schools are failing to prepare students for workforce participation, higher education, and the economic and technological challenges of the twenty-first century, has increasingly focused much of the nation’s public school reform efforts on standards, performance, and accountability. The focus on American schools has been on achievement, particularly on standards of performance dictated by states and tested through state mandated examinations. What is the purpose of a public school? Is it really a place to promote the success of all students, or an expensive and mostly ineffective and inefficient institution to house children until they reach adulthood? Is it a more caring and productive place for students and teachers, or are students and teachers dehumanized in an uncaring and insensitive bureaucracy? Perhaps it is a place where the goals and purposes of the community are inculcated in the children of the community, or a place where special interests perpetuate their special beliefs and interests? What are your thoughts?

IT IS A PUBLIC OPTION, NOT A PUBLIC MANDATORY, HENCE OPTIONAL

 By: Dr. Armãndo R. Tolliver | ADVOCATE | August 5, 2011

One writer wrote, “It should be instructive that the children of the upper and upper-middle classes are not typically counseled into vocational education curricula, for such curricula are not considered by members of those classes to be adequate for their children, even if their children are not particularly strong academically.” What criteria should be used to make the vocational education decision? One can argue that vocational education is irreducibly education for the pursuit of an occupation. This would entail that education could prepare students for their particular niches they were destined to fulfill as adults. A counter argument would be that vocational education has as its regard the development of intelligent initiative, ingenuity, and executive capacity that makes workers the masters of their own industrial fate. Therefore, the criteria that should be used as to whether or not to use vocational education is something that should be based upon the individual student.