Saturday, October 30, 2010

Troubleshooting plone 3.2.3 k-12 buildout

Of course at first I didn't know that the problem I was having was due to the buildout.  It sure was great having a professionally constructed buildout, but open source is also synonomous with DIY so...  The following are excerpts from e-mails I had sent out to plone supporters of GCoS.

I thought I'd let you know about an issue I've been struggling with for a few days.  In my new 3.2.3 plone site from the buildout I can add all content types available, BUT users with member status can only see 9 of the 14 content types, including they can't see Vee's.

Another issue is that even though I explicitly give permission to logged in users to edit pages (vee pages) in a folder, they can't edit them. While I googled and went on #plone, I wasn't able to get anywhere.

I created a fresh site at root level.  I then created a 'member' level user.  I then went to Add Products in Site Setup and added (just) the Vee product--nothing else.

When I logged back in as a member, I was able to add Vees, showing the problem wasn't with the Vee's product, or at least, not totally.

I then Added all the 3.2.3 products from the buildout, some 20-30 of them.  Again logging back in as a member I tried to add a Vee and saw that the Vee had disappeared from the list of available content types.

I then went through a process of uninstalling all the products, several at a time, each time loggin out afterwards and re-logging in as a member to check if the Vee product was available.  It never was.  Even when I had uninstalled all products except the Vee, it still was unavailable.  I even then reinstalled the Vee but it was still unavailable as a content type.

Conclusion, some one (or more) of the add on products that are on the buildout messes around with content type adding for members (not for managers as I could always add it).  I also guessed that the issue may well be connected with the permissions issue I was having.
 A couple days later...
Well, I just finished a good bit of testing and found that I could add literally every product in the add-on section in site setup EXCEPT uwosh.timeslot.1.4.7 and all content types would be 'addable' by member-level users.  BUT, upon adding uwosh.timeslot.1.4.7, not mattering if it was the second addon (after adding the Vee product) or as the very last addon (after adding all 30 some products), several content types would immediately go missing (including the Vee).
And several hours later...
Good News!  By comparing the security settings between a good site and affected site, esp. paying attention to the timeslot column, I found that the row, "add portal content" was checked in the uwosh_timeslot_ScheduleManager and not checked in the Contributor, Manager and Owner columns.  So I reversed that on the 'broken' site and things instantly... work again add Vee's

I haven't checked the permissions issue yet but I'll let you know as I find out more.
And finally a bit later (post midnight...)
Couldn't resist testing permissions issue :)  sharing a folder now works properly :).

Ah... the taste of success :)

Sunday, October 17, 2010

Superman--the silver bullet for education?

About 21 years ago I learned that teaching was A LOT harder than it seemed.  Over the next 5-10 years I learned convincingly and in detail that there is no secret, clever, innovative or 'we should just...' solution to the complex challenges of education.  I've been there and tried a lot :) and learned some of the complexity on different levels of analysis.

Generally I don't post other peoples writing even if it's great stuff because well, it's out there already.  However, I'm entering the fray over this new movie, "Waiting for Superman" though I'm well into my second decade battling to 'improve' education.  The topic of education in general and perhaps especially public education is a political football and part of that has to do with there being such a widespread state of  'not-knowing-that-we-don't-know' about teaching and therefore about education. 

Most of us know that we can't fix a modern car, we can't take a computer apart and fix the components, decompile a computer program and improve it, design and build a house, make a great perfume, carve a sculpture, etc.  But, the funny thing about teaching is that, in our private hearts, many of us believe we can teach OK with just a bit of practice.  OK, so maybe it was just me before I started teaching (but there is the saying that 'if you can't do, teach').

A good teacher makes teaching look just like smiling, talking, pulling out the occasional evil eye, directing people, answering some questions and calling on people and telling people to 'turn to page...'.  Most of us can do that.  But, of course, 'the man behind the curtain' is busy!  It's a well documented fact that the profession of teaching requires more decisions-per-day than practically any other profession.  And every decision a teacher makes in (and out) of the classroom has it educational consequences, good or bad...

All I'm trying to say is that when/if you watch "Waiting for Superman" please add some background knowledge/alternative perspectives to their story. I hope  you find this long but interesting letter worthwhile.

This was written by Rick Ayers, a former high school teacher, founder of Communication Arts and Sciences small school at Berkeley High School, and currently adjunct professor in teacher education at the University of San Francisco.  It's posted on different parts of the web such as at the Washington Post.

"What 'Superman' got wrong, point by point. 

By Rick Ayers
While the education film Waiting For Superman has moving profiles of students struggling to succeed under difficult circumstances, it puts forward a sometimes misleading and other times dishonest account of the roots of the problem and possible solutions.

The amped-up rhetoric of crisis and failure everywhere is being used to promote business-model reforms that are destabilizing even in successful schools and districts. A panel at NBC's Education Nation Summit, taking place in New York today and tomorrow, was originally titled "Does Education Need a Katrina?" Such disgraceful rhetoric undermines reasonable debate.

Let's examine these issues, one by one:

*Waiting for Superman says that lack of money is not the problem in education.
Yet the exclusive charter schools featured in the film receive large private subsidies. Two-thirds of Geoffrey Canada's Harlem Children's Zone funding comes from private sources, effectively making the charter school he runs in the zone a highly resourced private school. Promise Academy is in many ways an excellent school, but it is dishonest for the filmmakers to say nothing about the funds it took to create it and the extensive social supports including free medical care and counseling provided by the zone.

In New Jersey, where court decisions mandated similar programs, such as high quality pre-kindergarten classes and extended school days and social services in the poorest urban districts, achievement and graduation rates increased while gaps started to close. But public funding for those programs is now being cut and progress is being eroded. Money matters! Of course, money will not solve all problems (because the problems are more systemic than the resources of any given school) - but the off-handed rejection of a discussion of resources is misleading.

*Waiting for Superman implies that standardized testing is a reasonable way to assess student progress.
The debate of "how to raise test scores" strangles and distorts strong education. Most test score differences stubbornly continue to reflect parental income and neighborhood/zip codes, not what schools do. As opportunity, health and family wealth increase, so do test scores. This is not the fault of schools but the inaccuracy, and the internal bias, in the tests themselves.

Moreover, the tests are too narrow (on only certain subjects with only certain measurement tools). When schools focus exclusively on boosting scores on standardized tests, they reduce teachers to test-prep clerks, ignore important subject areas and critical thinking skills, dumb down the curriculum and leave children less prepared for the future. We need much more authentic assessment to know if schools are doing well and to help them improve.

*Waiting for Superman ignores overall problems of poverty.
Schools must be made into sites of opportunity, not places for the rejection and failure of millions of African American, Chicano Latino, Native American, and immigrant students. But schools and teachers take the blame for huge social inequities in housing, health care, and income.

Income disparities between the richest and poorest in U.S.society have reached record levels between 1970 and today. Poor communities suffer extensive traumas and dislocations. Homelessness, the exploitation of immigrants, and the closing of community health and counseling clinics, are all factors that penetrate our school communities. Solutions that punish schools without addressing these conditions only increase the marginalization of poor children.

*Waiting for Superman says teachers' unions are the problem.
Of course unions need to be improved - more transparent, more accountable, more democratic and participatory - but before teachers unionized, the disparity in pay between men and women was disgraceful and the arbitrary power of school boards to dismiss teachers or raise class size without any resistance was endemic.

Unions have historically played leading roles in improving public education, and most nations with strong public educational systems have strong teacher unions.

According to this piece in The Nation, "In the Finnish education system, much cited in the film as the best in the world, teachers are - gasp! - unionized and granted tenure, and families benefit from a cradle-to-grave social welfare system that includes universal daycare, preschool and health care, all of which are proven to help children achieve better results in school."

In fact, even student teachers have a union in Finland and, overall, nearly 90% of the Finnish labor force is unionized.

The demonization of unions ignores the real evidence.

*Waiting for Superman says teacher education is useless.
The movie touts the benefits of fast track and direct entry to teaching programs such as Teach for America, but the country with the highest achieving students, Finland, also has highly educated teachers.

A 1970 reform of Finland's education system mandated that all teachers above the kindergarten level have at least a master's degree. Today that country's students have the highest math and science literacy, as measured by the Program for International Student Assessment (PISA), of all the Organization for Economic Cooperation and Development (OECD) member countries.

*Waiting for Superman decries tenure as a drag on teacher improvement.
Tenured teachers cannot be fired without due process and a good reason: they can't be fired because the boss wants to hire his cousin, or because the teacher is gay (or black or.), or because they take an unpopular position on a public issue outside of school.

A recent survey found that most principals agreed that they had the authority to fire a teacher if they needed to take such action. It is interesting to note that when teachers are evaluated through a union-sanctioned peer process, more teachers are put into retraining programs and dismissed than through administration-only review programs. Overwhelmingly teachers want students to have outstanding and positive experiences in schools.

*Waiting for Superman says charter schools allow choice and better educational innovation.
Charters were first proposed by the teachers' unions to allow committed parents and teachers to create schools that were free of administrative bureaucracy and open to experimentation and innovation, and some excellent charters have set examples. But thousands of hustlers and snake oil salesmen have also jumped in.

While teacher unions are vilified in the film, there is no mention of charter corruption or profiteering. A recent national study by CREDO, The Center for Research on Education Outcomes at Stanford University, concludes that only 17% of charter schools have better test scores than traditional public schools, 46% had gains that were no different than their public counterparts, and 37% were significantly worse.

While a better measure of school success is needed, even by their own measure, the project has not succeeded. A recent Mathematica Policy Research study came to similar conclusions. And the Education Report, "The Evaluation of Charter School Impacts, concludes, "On average, charter middle schools that hold lotteries are neither more nor less successful than traditional public schools in improving student achievement, behavior, and school progress."

Some fantastic education is happening in charter schools, especially those initiated by communities and led by teachers and community members. But the use of charters as a battering ram for those who would outsource and privatize education in the name of "reform" is sheer political opportunism.

*Waiting for Superman glorifies lotteries for admission to highly selective and subsidized charter schools as evidence of the need for more of them.
If we understand education as a civil right, even a human right as defined by the U.N. Convention on the Rights of the Child, we know it can't be distributed by a lottery.

We must guarantee all students access to high quality early education, highly effective teachers, college and work-preparatory curricula and equitable instructional resources like good school libraries and small classes. A right without a clear map of what that right protects is an empty statement.

It is not a sustainable public policy to allow more and more public school funding to be diverted to privately subsidized charters while public schools become the schools of last resort for children with the greatest educational needs. In Waiting for Superman, families are cruelly paraded in front of the cameras as they wait for an admission lottery in an auditorium where the winners' names are pulled from a hat and read aloud, while the losing families trudge out in tears with cameras looming in their faces - in what amounts to family and child abuse.

*Waiting for Superman says competition is the best way to improve learning.
Too many people involved in education policy are dazzled by the idea of "market forces" improving schools. By setting up systems of competition, Social Darwinist struggles between students, between teachers, and between schools, these education policy wonks are distorting the educational process.

Teachers will be motivated to gather the most promising students, to hide curriculum strategies from peers, and to cheat; principals have already been caught cheating in a desperate attempt to boost test scores. And children are worn out in a sink-or-swim atmosphere that threatens them with dire life outcomes if they are not climbing to the top of the heap.

In spite of the many millions of dollars poured into expounding the theory of paying teachers for higher student test scores (sometimes mislabeled as 'merit pay'), a new study by Vanderbilt University's National Center on Performance Incentives found that the use of merit pay for teachers in the Nashville school district produced no difference even according to their measure, test outcomes for students.

*Waiting for Superman says good teachers are key to successful education.
We agree. But Waiting for Superman only contributes to the teacher-bashing culture which discourages talented college graduates from considering teaching and drives people out of the profession.

According to the Department of Education, the country will need 1.6 million new teachers in the next five years. Retention of talented teachers is one key. Good teaching is about making connections to students, about connecting what they learn to the world in which they live, and this only happens if teachers have history and roots in the communities where they teach.

But a recent report by the nonprofit National Commission on Teaching and America's Future says that "approximately a third of America's new teachers leave teaching sometime during their first three years of teaching; almost half leave during the first five years. In many cases, keeping our schools supplied with qualified teachers is comparable to trying to fill a bucket with a huge hole in the bottom."

Check out the reasons teachers are being driven out in Katy Farber's book, "Why Great Teachers Quit: And How We Might Stop the Exodus," (Corwin Press).

*Waiting for Superman says "we're not producing large numbers of scientists and doctors in this country anymore. . . This means we are not only less educated, but also less economically competitive."
But Business Week (10/28/09) reported that "U.S. colleges and universities are graduating as many scientists and engineers as ever," yet "the highest performing students are choosing careers in other fields." In particular, the study found, "many of the top students have been lured to careers in finance and consulting." It's the market, and the disproportionately high salaries paid to finance specialists, that is misdirecting human resources, not schools.

*Waiting for Superman promotes a nutty theory of learning which claims that teaching is a matter of pouring information into children's heads.
In one of its many little cartoon segments, the film purports to show how kids learn. The top of a child's head is cut open and a jumble of factoids is poured in. Ouch! Oh, and then the evil teacher union and regulations stop this productive pouring project.

The film-makers betray a lack of understanding of how people actually learn, the active and engaged participation of students in the learning process. They ignore the social construction of knowledge, the difference between deep learning and rote memorization.

The movie would have done a service by showing us what excellent teaching looks like, and addressing the valuable role that teacher education plays in preparing educators to practice the kind of targeted teaching that reaches all students. It should have let teachers' voices be heard.

*Waiting for Superman promotes the idea that we are in a dire war for US dominance in the world.
The poster advertising the film shows a nightmarish battlefield in stark gray, with a little white girl sitting at a desk in the midst of it. The text: "The fate of our country won't be decided on a battlefield. It will be determined in a classroom."

This is a common theme of the so-called reformers: We are at war with India and China and we have to out-math them and crush them so that we can remain rich and they can stay in the sweatshops.

But really, who declared this war? When did I as a teacher sign up as an officer in this war? And when did that 4th grade girl become a soldier in it? Instead of this new educational Cold War, perhaps we should be helping kids imagine a world of global cooperation, sustainable economies, and equity.

*Waiting for Superman says federal "Race to the Top" education funds are being focused to support students who are not being served in other ways.
According to a study by the Lawyers Committee for Civil Rights under Law, NAACP Legal Defense and Educational Fund, Inc., and others, Race to the Top funds are benefiting affluent or well-to-do, white, and "abled" students. So the outcome of No Child Left Behind and Race to the Top has been more funding for schools that are doing well and more discipline and narrow test-preparation for the poorest schools.

*Waiting for Superman suggests that teacher improvement is a matter of increased control and discipline over teachers.
Dan Brown, a teacher in the SEED charter school featured in the film, points out that successful schools involve teachers in strong collegial conversations. Teachers need to be accountable to a strong educational plan, without being terrorized. Good teachers, which is the vast majority of them, are seeking this kind of support from their leaders.

*Waiting for Superman proposes a reform "solution" that exploits the feminization of the field of teaching; it proposes that teachers just need a few good men with hedge funds (plus D.C. Schools Chancellor Michelle Rhee with a broom) to come to the rescue.
Teaching has been historically devalued - teachers are less well compensated and have less control of their working conditions than other professionals - because of its associations with women. For example, 97% of preschool and kindergarten teachers are women, and this is also the least well-compensated sector of teaching; in 2009, the lowest 10% earned $30,970 to $34,280; the top 10% earned $75,190 to $80,970. () By comparison the top 25 hedge fund managers took in $25 billion in 2009, enough to hire 658,000 new teachers.


Waiting for Superman could and should have been an inspiring call for improvement in education, a call we desperately need to mobilize behind.

That's why it is so shocking that the message was hijacked by a narrow agenda that undermines strong education. It is stuck in a framework that says that reform and leadership means doing things, like firing a bunch of people (Rhee) or "turning around" schools (Education Secretary Arne Duncan) despite the fact that there's no research to suggest that these would have worked, and there's now evidence to show that they haven't.

Reform must be guided by community empowerment and strong evidence, not by ideological warriors or romanticized images of leaders acting like they're doing something, anything. Waiting for Superman has ignored deep historical and systemic problems in education such as segregation, property-tax based funding formulas, centralized textbook production, lack of local autonomy and shared governance, de-professionalization, inadequate special education supports, differential discipline patterns, and the list goes on and on.

People seeing Waiting for Superman should be mobilized to improve education. They just need to be willing to think outside of the narrow box that the film-makers have constructed to define what needs to be done.

Thanks for ideas and some content from many teacher publications, and especially from Monty Neill, Jim Horn Lisa Guisbond, Stan Karp, Erica Meiners, Kevin Kumashiro, Ilene Abrams, Bill Ayers, and Therese Quinn.

Tuesday, October 12, 2010

Scaffolding for teachers: Managing Progressive Inquiry possible--V2

Here is an improved version of a process to make practical a scientific-inquiry-based unit in science class.  Please add comments or thoughts at the bottom of this post.

Saturday, October 09, 2010

#plone helps solve user import issue.

One of the key functionalities I need from plone is to be able to import a batch of users as at the start of each year I've go a fresh crew to install (3-4 hundred users this year).  While I wish there were some way that I could set my authentication to the district AD servers and when someone logged in for the first time it would set up new local accounts on my plone server, able to be managed locally, it doesn't look like that functionality is around.

So, I went on #plone at the suggestion of my WebLion friends and I've gotten some good direction.  The dialog below shows the second time I visited the chat room for help on this topic.  In the end (now almost 2 weeks after the below dialog) I've given up on this for a variety of reasons related to my lack of knowledge and time to gain it (couldn't get a fresh install with same buildout to work).

So, over this last week I have had students join as 'new users'.  This is always a painful process with incorrect login names (though of course I liked that God became a user on my site ;)) but now have my students in my plone site.  They can now make and edit and review content...

(04:54:39 PM) dgroos: Anyone here have a not-too-difficult solution to batch-add about 350 new users to a plone site?
(04:55:04 PM) dgroos: I teach, don't code, sorry.
(04:55:30 PM) dgroos: Hi dahoste: I'm back for another try...
(04:57:45 PM) dahoste: dgroos, :) I did look over my stuff after we chatted, and I've factored it into like a dozen function calls and, and it's all pretty embedded into the custom policy product in which I'm using it. You'd be as well of (or better) starting from that tutorial blog post you mentioned as from anything I've got.
(04:58:57 PM) dgroos: dahoste: thanks for continued consideration on this need. :)
(05:02:31 PM) dgroos: Dahoste: Here's the page on the site:
(05:02:38 PM) Moo--__: dgroos: here is some more
(05:02:41 PM) dgroos: Would you take a quick gander and tell me if this is something that *should* be able to be adapted to plone 3.2?
(05:03:20 PM) Moo--__:
(05:03:37 PM) Moo--__: dgroos: it works on plone 3.x
(05:03:40 PM) dgroos: If it looks doable I'll see if I can get some enthusiasm going :D
(05:03:48 PM) dgroos: Hi Moo--_: :)
(05:04:06 PM) dgroos: I'll check it out, thanks.
(05:07:03 PM) dahoste: dgroos, that script is literally the bare minimum for making a new user account. The regtool.addMember() call. But yes, that call looks fine. The devil in doing robust batch processing is all the stuff that script doesn't do. Checking against existing userids, sending account notifications, etc..
(05:08:08 PM) dahoste: dgroos, but it would technically do the job, if you have a known good set of user data, and you were pushing it into a known clean plone instance (or you otherwise felt confident that the userids wouldn't collide). And you didn't need account notifications.
(05:09:00 PM) dgroos: Thanks for checking it. It's an almost empty site and I can be careful about the info I put into the csv AND I don't need account notifications so...
(05:10:14 PM) dahoste: dgroos, then it sounds like a match made in heaven. :)
(05:10:24 PM) dgroos: Are you saying that it looks like it might work as is with a 3.2.x site? I'll make a new plone instance then and give it a try.
(05:10:27 PM) dgroos: :)
(05:11:09 PM) dahoste: dgroos, note that the little dictionary he uses to pass the other user properties in, can be extended with anything you see in portal_memberdata/Properties in the ZMI.
(05:12:00 PM) dahoste: dgroos, sure, the only Plone piece is really that regtool call. And that function signature likely hasn't changed.
(05:13:24 PM) dgroos: Are you saying that it might not be too hard for *someone-in-the-know* to make it so that it also adds people to a particular plone group?
(05:14:19 PM) dgroos: In the article that Moo--__: referenced, there is a section about adding users to a group...
(05:15:05 PM) dgroos: Thanks dahoste--I'll be giving this a try :D
(05:17:13 PM) dgroos: (getting out my note sheet...) Thanks!

(05:18:24 PM) dahoste: dgroos, have fun storming the castle. If it's a new plone instance, just wipe it and try again as you're vetting the script.
(05:19:11 PM) dgroos: Great, will do. I'll let you know next week or sooner how it goes.
(05:19:17 PM) dahoste: partial success of the batch will have created as many new users as it gets through, so you can't just re-run the batch without taking that into account (or wiping things first).

Now to get back to the irc and let them know and maybe get some help with the javascript error.

And thanks again to Jamie

Jamie Miley arrived at Roosevelt at 6:30 AM on Sept. 2 to help set up SAMBA sharing and make it so that the printers on my sub LAN got published to the building level LAN.  This was necessary so that I could print in my room, from the laptop I often use, that is connected to the building's network.  Somehow it just worked last year, but this year I couldn't get it to work, so after some hours trying to make it work I e-mailed Jamie.  He had offered to help again and had said, 'Just let me know...'

He did several things (the details which I've lost!) and it worked!

It sure is nice to be able to print from any computer.

Friday, October 08, 2010

Framework to teach a topic via dialogic/trialogic scientific inquiry.

So much has happened--Updates will occur in over the next few days in random order...

Today I was at the North Central Regional Association of Science Teacher Educators and met Morgan Yarker and Matt Benus from the University of Iowa.  Their research along with their advisory, Brian Hand, is about helping in-service science teachers teach through inquiry methods.  I really liked what they were doing since dialog is central to their approach.  Seeing the words, "Claim and Evidence" on their poster shown above is what first caught my attention.

Matt helped me think about how to structure a unit so as to maximize student involvement, authentic inquiry and community meaning-making.  I've created a very rough flowmap with some questions using CmapTools.  Really, this is just the notes of what we talked about.  I'll be providing details on this as I progress in developing this unit.

I really REALLY appreciated his distinction between Testable Questions and Researchable Questions. Testable questions (TQ's) provide an in-road to student experimental activity, the latter providing centers of meaning making that we expand to encompass the Big Ideas.  I also like the idea of students assessing which TQ's would be most helpful to understand the Big Ideas of the topic.  It's obvious to me how FLE4 will help with the RQ's and the on line Vees will help with the TQ's.  I'll be developing how these tools/activities along with others will be integrated to provide a whole experience for the students. Here's the rough draft showing the development of the unit: