Skip Maine state header navigation
Attending: Phyllis Brazee, Aileen Fortune, Sharon Wilson-Barker, Cheryl Brown (Mary Madden's graduate assistant at UMO), Harry Osgood, Diana Doiron, Rob Pfeiffer, Joan McDonald, Rebecca Sockbeson, Susan Corrente (facilitator).
WELCOME: Susan welcomed everyone and offered Patrick Phillips' apologies for not being able to join us today. NOTE: Later in the meeting, the group expressed their thanks and very best wishes to Rebecca Sockbeson, who is leaving shortly with her family to pursue her doctorate at the University of Alberta; she'll be away for two years. Rebecca expressed her appreciation to the Task Force for all she had gained from participation, and the members thanked her for the very important contribution she has brought to us. Rebecca is hoping that another representative of the Penobscot Nation will be able to take her place as the Task Force finishes its work.
APPROVAL OF MINUTES OF APRIL 14, 2005 MEETING: Approved by consensus.
LENDING LIBRARY TRANSACTIONS: One book requested. NOTE: WOULD YOU PLEASE RETURN ANY DEPARTMENT BOOKS THAT WERE BORROWED BEFORE APRIL, 2005? If borrowed in April or thereafter, please return the books at the August meeting. Here is the record we have at the Department (please correct our records for us if the information is incorrect). Thanks.
Beyond the Gender Wars: Michael Montagna (borrowed 3/24/04); Phyllis Brazee (borrowed 9/17/04)
Can We Talk: Lisa Plimpton (borrowed 10/12/04); Elizabeth Fisher (borrowed 3/10/05)
Gender Gaps: Michael Montagna (borrowed 3/24/04); Elizabeth Fisher (borrowed 6/3/04); Aileen Fortune (borrowed 9/21/04)
Failing at Fairness: Michael Montagna (borrowed 3/24/04); Diana Doiron (borrowed 10/14/04); Craig Haines (borrowed 10/14/04); Rob Pfeiffer (borrowed 4/14/05 - so not due yet)
Reading Don't Fix No Chevys: Lyn Brown (borrowed ?)
Women's Growth in Diversity: Mary Madden (borrowed 1/18/05 - but not due yet as needed for drafting of report)
Preventing Girls' Aggression: Phyllis Brazee (borrowed 11/17/04)
UPDATE ON EVENT PLANNING TEAM: Susan shared the outline of the rollout and training event that the Team developed at its April 25, 2005 meeting. The Team will be meeting again on May 23, 2005 and throughout the summer, with the finalized proposal will be brought to the Task Force in August for their consideration. Members suggested that the teams that are invited to participate in the proposed event include other community resources, not just schools, that may be involved at either the elementary, middle or secondary level. Rob Pfieffer's video production is underway and he will use today's discussion to inform that but would also again invite Task Force members to participate in the video itself. Some members did schedule directly with Rob, and all are invited to do so.
DISCUSSION OF DRAFT REPORT (facilitated by Sharon Wilson-Barker and Aileen Fortune): Susan briefly set the broad context of today's discussion by revisiting the charge of the Task Force. Aileen then spoke to the more specific activity for today's meeting - namely, reviewing what we have actually gathered so far, to see what comments/questions it generates among us, and what implications it has for what we'll recommend and how we'll deliver it to our audience. Sharon added that the focus of the day's discussion is two-fold: content and structure; she then distributed copies of the PowerPoint presentation she, Aileen and Mary had prepared to guide the discussion. Mary's graduate assistant, Cheryl, took notes for Mary on the discussion and the notes on that discussion follow:
Research to specific concerns for the state of Maine - identify factors or correlates of these issues? What do we see? And what are some strategies for addressing those issues? What are we hearing that works, and what does the research show us? Think of this as an event that needs to be changed?
How to format research for usefulness to the state. Recommendations at a big picture level, as well as system level.
Sharon - Power Point - C-attached
Discussion: Boys and identity: tape? When does it happen? Boys don’t want to be smart - what grades? Research when and which grade? What does it mean to be male and female? Masculine and feminine feelings? How to get males to read and emote?
Karl Covert? recommended that teachers share emotional vocabulary with the students, also social literacy - words to associate w/feelings, but it’s developmental
One of the recommendations is to remembering their full humanity.
Differences in males and females brain - males and females prefer to be?
Culture and societal influences?
How do we piggyback from totally ignoring emotions, how to look at details for girls?
Moral development - how to grow and be flexible and look at differences with respect, not just flexibility but the need to respect those differences -
Modeling and permission - and be emotional beings, and share the living challenges
Females: Issues of compliance, and whether that contributes to “being in the box” and self-efficacy and being compliant.
Recommendations for girls in math/science - what are we going to look at to see how are the girls doing and how are the boys doing? Data only shows one picture -
Support the nurturance of the boys, and the empowerment of girls (the equity issue)
Research on the likelihood of women to go into the sciences if their parents are in the sciences?
NAEP is a survey, or a sample of the kids in the school - no school or district results, a different format or different level of assessment, be careful on how we present that data.
Idea for the structure of the report:
a profile or a snapshot of a girl or of a boy during 20 years of educational - contextual, cultural, etc. “a day in the life” - what is our world that we are creating, go into college, and then what? The progression of a young girl to womanhood, and a young boy to manhood - these are the probabilities. Where and at what age do you intervene? Dominant cultural norms? Milestones where certain things are in play -
Looking at exceptions to the rule
Challenge that engineering and pre-med is harder than humanities - look at emotional intelligence as emerging issue that affects girls and boys
Rigor in different ways - a key point to tie in practice/curriculum/methodology
Report to build a shift in thought - how will we convey what we’ve learned so that it shifts people, how can we have that effect on people, they way we think and feel? Try not to priv. One way of thinking over another -
How to integrate the head and the heart? Case studies with data to support them, report has to center on:
What is true for all Maine kids? Goes beyond ability to share the data?
Who is the audience?
How do make sure that this is captured beyond the numbers?
Look at emotional intelligence? Present the concept.
Make sure race and Native American children are represented in the study?
Policy issues? The findings can drive policy implications, the prescriptive vs. non-prescriptive - implications for the reader to stimulate discussion, implementation, etc. What are some policy implications - the critical core?
How are we gauging the success of our youth today? Need more than scores?
Look for balance - social-emotional and academic achievement?
Who are the kids in our schools?
Why are we losing kids?
Redefine success - and redefine accountability?
Using case studies, or developmental framework for report?
College enrollment - expand report to preK-16
A shift in thinking - a hidden curriculum in thought about our schools and our children.
Highlights of the discussion include the following questions/comments:
1. Who is included in the audience for the Report?
2. We must capture today's conversation in the report, as it is critical for understanding both the scope and the complexity of the issue.
3. We must recognize that we are in an "age of accountability", but may need to redefine "success".
4. Policy recommendations should help to regain the balance between accountability and educating the whole student.
5. The Report should help encourage new thinking, and not more things for educators/communities to do, but "different ways of doing".
NEXT MEETING: August 25, 2005, 9:30 AM - 12:30 PM, Cross State Office Building, Room # 105.