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Hoàng Thùy đi Catwalk cực đỉnh trong vòng loại Hoa Hậu Hoàn Vũ Việt Nam 2017 - Duration: 10:21.
For more infomation >> Hoàng Thùy đi Catwalk cực đỉnh trong vòng loại Hoa Hậu Hoàn Vũ Việt Nam 2017 - Duration: 10:21. -------------------------------------------
Kylie Minogue présente son album "Kylie Christmas" - Duration: 2:17.
For more infomation >> Kylie Minogue présente son album "Kylie Christmas" - Duration: 2:17. -------------------------------------------
'Meu teto voou': os desesperados apelos no Facebook do premiê de país devastado por furacão Maria - Duration: 6:30.
For more infomation >> 'Meu teto voou': os desesperados apelos no Facebook do premiê de país devastado por furacão Maria - Duration: 6:30. -------------------------------------------
S. Korea's exports grow fastest among world's top 10 exporters - Duration: 0:42.
South Korea's exports grew at the fatest pace among the world's top 10 nations in this category.
The welcome trend is fueled mainly by brisk sales of semiconductors, petrochemical products
and automobiles.
According to the World Trade Organization,... Korea was the world's sixth-largest exporter
with outbound shipments of some 3-hundred-twenty-eight billion U.S. dollars... up more than 16 percent...
in the first seven months of this year.
The leader of the pack:China... saw an 8-point-3 percent spike to record over 1-point-2 trillion
dollars.
The combined exports of 70 major economies in the January to July period rose by almost
9 percent... to over 9 trillion dollars.
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la reportera de Bekia aspirante a ser concursante de 'Gran Hermano Revolution' - Duration: 4:12.
For more infomation >> la reportera de Bekia aspirante a ser concursante de 'Gran Hermano Revolution' - Duration: 4:12. -------------------------------------------
Aishwarya rai family Photos and video with Aaradhaya, abhishek & amitabh bachchan family - Duration: 3:00.
Aishwarya rai family Photos and video with Aaradhaya, abhishek & amitabh bachchan family
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[ENG] Face Time with #LuHan - vivo X20 - Duration: 0:25.
Hello, I am LuHan
Can you see me?
Now, I am at the shooting venue of vivo
We took lots of back-lighting videos
Would you come to take a picture for me instead?
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The Division - BEST Classified Final Measure PVP Build?! Darkzone Patch 1.7 Classified Gear Gameplay - Duration: 10:37.
The Division - BEST Classified Final Measure PVP Build? Darkzone Patch 1.7 Classified Gear Gameplay
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Myanmar's leader Aung San Suu Kyi addresses nation over Rohingya crisis - Duration: 2:04.
Aung San Suu Kyi says she is not turning a blind eye to the violence against Muslims
in Myanmar, that her government is ready to start work on repatriating refugees who've
fled Rakhine.
The country's de-facto leader is under extreme scrutiny for her lack of action over what's
been called a "textbook example of ethnic cleansing."
Lee Jeong-yeon has the full story.
Myanmar's de facto leader Aung San Suu Kyi gave a nationally televised address on Tuesday
afternoon in response to the ongoing crisis of the Rohingya Muslim minorities fleeing
from violence in Myanmar.
She said Myanmar is "not afraid of the world's scrutiny" and that the government is not trying
to abdicate its responsibility.
(English) "We condemn all human rights violations and
unlawful violence.
We are committed to the restoration of peace, stability and rule of law throughout the state."
She added that she understands the concerns of the international community regarding reports
of arson and the mass exodus of refugees... and that she too, is concerned... saying that
in order to find out what the real problems are, all allegations must be verified with
solid evidence before the government takes action.
The State Counselor also said the government is ready to start the "verification process"
of repatriating the refugees at "any time" but did not specify details,... raising questions
over the feasibility of this promise, as the Rohingyas have been denied citizenship by
Myanmar for decades.
The televised speech came in response to heavy criticism by human rights groups who claim
the State Counselor is "doing nothing" to tackle the violence that began last month
against the Rohingyas, something the Myanmar military referred to as a "clearance operation"
to battle rebels seeking a foothold in the country.
So far, more than 410,000 minority Rohingya have fled to Bangladesh from Myanmar's Rakhine
State, seeking shelter at refugee camps from what the United Nations has described as 'ethnic
cleansing'.
Lee Jeong-yeon, Arirang News
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Seal présente son album "Seal 7" - Duration: 4:28.
For more infomation >> Seal présente son album "Seal 7" - Duration: 4:28. -------------------------------------------
NO BAKE CHOCOLATE GRANOLA BARS - Duration: 10:09.
- Hello, and welcome to My Virgin Kitchen.
I'm Chloe and today we are making gro-lo bars.
- [Barry] No, granola bars.
- Oh, yeah. - Can you say gra?
- Gra-no-lo bars.
- Gra. - Gra-no-lo bars.
- [Barry] No, just say gra.
- [Chloe] Granola bars.
- [Barry] No, just say gra.
- [Chloe] Gra.
- [Barry] No.
- No.
- [Barry] La.
- La. - Now put it together.
- Gra-na,
gru-no,
I can't say that bit.
Can you stop it, because it's quite tricky.
- [Barry] She's making granola bars.
- I'm making granola bars today.
I really hope you try and have a go with them,
and have a try, they have chocolate in them.
(laughs)
Gonna bring the ingredients in.
- Rice Krispies.
Block of butter.
Chocolate chips.
Honey.
Oats.
- [Barry] What're they?
- Oats.
- Light brown sugar.
Vanilla extract?
- [Barry] Yes.
- Yes!
Ginger?
- [Barry] Cinnamon.
- Cinnamon. - Oh, cinnamon.
- So, I've got all of the ingredients
that you need to make granola bars.
First step, we put the butter in the bowl
with the brown sugar.
(laughs)
- [Barry] Well, that was a bit risky.
(laughs)
- Now we pour in the honey.
- [Barry] What does it smell like?
- It smells a bit like, honey.
Make sure you get it all in.
Scrape it with your spoon, if you like.
- [Barry] Show 'em the empty bowl.
- It's not empty. (laughs)
- [Barry] So keep going then.
- Finished.
Just got a little bit of honey on my fingers.
Ah.
Next step, you put this in the oven, the microwave.
My sister's going to help me and do it for me.
- It goes in there with little bursts.
Just about 15 seconds.
(laughs)
Very carefully take it out.
Now give it a stir.
Now put it in for another 15 seconds.
Just keep doing this until the butter
and the sugar and honey are melted.
- [Barry] Is she doing all right?
(laughs)
- Just looking at the old cookbook.
- [Barry] You're just looking at my cookbook, oh, thanks.
Do you want one one day yourself?
- Yeah.
- [Barry] Is she doing good?
- Yeah.
- [Barry] Is that your melting assistant?
- Yeah.
- It's nearly there now.
- Don't leave your metal spoon in the microwave,
otherwise, you get electric shocked.
- [Barry] You'll get electric shocked.
- Is it ready yet?
- Almost.
It's all done.
- Mmm, ahh, that smells nice.
- [Barry] Does that look good?
- Yeah. - You happy?
Just wanna play with it.
- Yeah.
Next we add in the vanilla.
- Vanilla. - Thank you.
Now shall I pour it in?
- [Barry] Yeah.
And say now stir it through with a spatula.
- Now it stir it through with a spatula.
- [Barry] What does it smell like?
- It smells like a strong something.
- [Barry] It smells strong?
Are you okay?
- It smells strong.
- [Barry] It smells strong, okay.
- And it smells hot.
- [Barry] That wasn't vodka, was it?
- No.
- [Barry] Okay.
- Next get the biggest mixing bowl in the whole world.
Now put in the porridge oats.
Now the Rice Krispies.
And now the cinnamon.
Shall I sprinkle it or just put it all in?
- [Barry] All of it.
- Now mix it.
Make sure it's mixed together all nicely.
- [Barry] You okay?
- No.
- [Barry] No?
- My arms are tired, even though I just started.
- [Barry] Your arms are tired already?
- Yeah.
Next we pour in the butter sugar.
- Now, that's gorgeous.
- Now mix it through.
Make sure you get it nice and crunched.
(groans)
Wow.
Look at that spoon.
(chuckles)
That's all nice and mixed together now.
Phoebe, pass me the chocolate chips, please.
These are chocolate chips.
Mix it through.
(sighs)
I reckon this will be tasty when I try this.
Looks a bit like chocolate crumble.
(laughs)
- [Barry] What are you doing?
- I mixing it.
That tastes nice already.
Next we need to do is press the chocolate chips
and we'll add this in here, to put it in here.
(laughing)
I'm gonna get my spatula to press it down
really, really flat.
Ah.
(laughing)
Need some more over there.
Phoebe's helping me press it down,
because I'm a big baby.
- [Barry] What's happening, Chloe?
- Sun's coming out.
(laughs)
- [Barry] Don't need a weather report, mate.
- The weather report is it's gonna be rainy and sunny today.
- [Barry] Nice one, Phoebe.
- [Phoebe] Yes, I'm gonna have 'em all.
- We moved because there's too much sun over there,
and there's no sun here.
Last thing, put your chocolate chin.
Chin? - Chocolate chin?
- No, you put your chips one at a time
on here, then pat it down.
♫ Do do do, do do do do
I got one in my mouth already, too late.
(laughs)
- [Barry] What're you doing, Phoebes?
- I'm sprinkling your chocolate chips.
- I came to help Chloe press all the chocolate chips in.
- [Chloe] Raining chocolate chips!
- Whoa, let's just scatter them.
- [Chloe] It's raining chocolate chips!
- I'm pressing the chocolate chips into the granola.
- I think I need to wash my hands now.
It's now ready to go in the fridge.
I got some chocolate chips over, yummy.
Dad's gonna put it in the fridge
and I'll see you in two hours.
It just got out of the fridge
and it's firmed up as you can see,
and Dad's gonna slice it up
so I can eat it,
and all friends and family, and,
I'm gonna eat it at the table.
Hello!
Ooh, that's looking good, my friend.
(gasps) Oh, my word.
Look at that.
Daddy, slice it up, please.
Remember, if you got a really sharp knife,
don't cut your,
don't cut your child.
(laughs)
- [Barry] Yeah, don't cut a child.
- Yeah.
(gasping)
I think I wanna taste it now.
- Let's taste it. - Let's taste it.
- [Barry] In the wild, the rare children,
they know to forage for granola bars.
(giggles)
Are they nice?
- Mm. - Mm-hm.
It tastes like chocolate chip--
- Chocolate oatsies.
- Yeah, and chocolate rice crispy and whatever's in it.
- [Barry] Was it easy?
- Yeah. - Yeah.
- [Barry] Do you think other kids should do it,
and big kids as well?
- Yeah. - Yeah.
- Thanks for watching my video.
Ascribe if you wanna see more.
Take a picture, please.
Bye!
- Bye.
(crunching)
Mm. - Mm.
That is so good.
-------------------------------------------
Αυτές είναι ειδήσεις - Μαύρα τα μαντάτα - Duration: 1:00.
(Titles music)
Hello ladies and gentlemen!
Now, that's news, and we prove it!
We will talk to the minister of Shipping
on the subject of the Saronic pollution.
Minister, what you have to say about the pollution?
What pollution;! I do not see any pollution!
As you see, I swim just fine in the sea.
Eh ... You've dived into the fuel oil Minister ...
You just want to give a bad image for the government!
The opposition calls for your resignation.
What is your answer?
Of course! As long as PAOK wins the final game of the Europa League!
Things are quite dark as you can understand, my dears!
In other news:
The leader of the opposition
"corrected" the wrong request of the French revolution
for social equality ...
(Music).
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Bad Baby Are you Sleeping Learn colors with Children Songs Nursery Rhymes Kids Song. КУКЛА ЖИВАЯ! - Duration: 2:46.
Look, your favorite cartoon
Did you do that ?!
No, it's not me
Maybe the doll is evil?
Can not be!
She is alive!
Do not lie
Here she is!
Live puppets do not happen
Are you really alive?
You can not indulge!
Sofina I caught her
I told you she was alive!
Do not forget to put it and subscribe to the channel
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Arabic Verb Conjugation || Beginner Arabic Lesson - Duration: 5:25.
good day to you all welcome to this lesson where I'm going to teach you how
to conjugate Arabic verbs - I'm bringing you this lesson from San Francisco
California USA now - conjugating verbs is a very important skill to have
because it's very easy to spot somebody whose English isn't particularly good if
they can't conjugate their verbs what is conjugating a verb - why don't i patronize
you for the next few seconds and explain to you what that means
a verb like for example to study
we change the word study depending on who is doing the
studying so if I say I study it just stays I study if I say you study you
study we study we study but if I say he studies see I change the study to the
studies I've just conjugated that verb in the third person so the he or she
in Arabic it's very similar -we do the same kind of thing but actually it's slightly
more complicated I'm going to teach you eight different ways of conjugating an
Arabic verb. I nearly fell off this little bench there - eight different ways of
conjugating an Arabic verb I'm gonna go I you masculine you feminine you plural he
she we they okay now I'm going to use the example 'darasa' which means to
study so first of all I - I study: ana adrus - ana adrus. We put an alef at the front
simple: ana adrus. You study: this is you masculine now anta tadrus
anta tadrus - okay anta tadrus - we put a 'ta' at the
front of the verb 'darasa'. You feminine we put anti tadruseen
anti tadruseen - I'm covering my my my Mike just because it's
a little bit windy you can probably see from my hair it's windy af
there's somebody watching me over there that's okay
anti tadruseen okay that's the feminine (you) so when I'm when I'm
conjugating hello when I'm conjugating the verb to say anti tadruseen I'm
actually going to add the ya and the noon on the end of that verb 'anti tadruseen'
so we've done you masculine we've done you feminine you plural antum tadrusoon
antum tadrusoon antum tadrusoon - that means you all study so
if I'm a teacher we're talking to a class / group of people I say 'antum tadrusoon'
you you you he she okay he/she - huwa yadrus, huwa yadrus
we add a ya to the front: huwa yadrus - he studies or he is studying
huwa yadrus. She is a difficult one interesting one because
actually: hiya tadrus - hiya tadrus means she studies it's the
same conjugation as you masculine but it's hiya tadrus
so anta tadrus, you masculine (study) - hiya tadrus - she studies so: hiya tadrus
we / they: naHnu - naHnu nadrus, with a we, we conjugate it with a noon and we make it
into a naHnu nadrus naHnu nadrus okay naHnu nadrus - we put a noon at the front
and they: humma yadrusoon
ana adrus, anta tadrus, anti tadruseen, intum tadrusoon, huwa yadrus
hiya tadrus, and naHnu nadrus and humma yadrusoon - you can see
what I mean now about when the verb conjugation gets quite complicated
in Arabic a lot more complicated than in English okay I hope that's helpful
I'm in San Francisco at the moment I'm not sure why people started taking
photos of me just there but - they probably think I'm famous - I'm not and I
actually - I've been traveling across America for the last 10 days I
flew from New York to Texas I picked up a car and then I drove from Dallas
across like Albuquerque Grand Canyon and then down across to California LA and
San Francisco I took loads of photos and took some videos on the way and I've
actually made a video about my trip which you can watch here
much colder than LA you get kind of stuff like this happening where people
just cruise around on these kind of 'mobiles - I'm not really sure what that is
is it a segway? not really sure and yeah they've spotted me
I've been spotted and yeah you can see the Golden Gate Bridge over
there so it's kind of a pretty attractive scene I think I'm gonna
- either my battery's gonna die or I'm gonna run out of space
or I'm gonna kind of fall off this ledge in a minute so I'll leave it there thank
you all for watching - shukran 3ala mushaahidatakum wa ma3 as-salaama
ila-al-liqaa
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La sorprendente vuelta de María José Campanario a las redes sociales - Duration: 2:57.
For more infomation >> La sorprendente vuelta de María José Campanario a las redes sociales - Duration: 2:57. -------------------------------------------
Education reform In DC (Part 1) - interview with Kaya Henderson | VIEWPOINT - Duration: 21:34.
Kaya: We also knew very clearly, from years of work, that it was critically important
to tie teacher performance to student performance.
There's no way you can tell me a teacher is amazing, and their kids are not performing.
Rick: Hi, I'm Rick, cast director of Education Policy Studies here at the American Enterprise
Institute.
Delighted you can join me today.
Honored to be with my friend, Kaya Henderson.
Kaya started out by teaching middle school in the South Bronx back as a member of one
of the early Teach for America cohorts in 1992.
She spent time with Teach for America.
She along with Michelle Rhee helped launch in a very influential effort called the New
Teacher Project known as the TNTP.
And she later went on to be Deputy Chancellor and then Chancellor of the Washington DC Public
Schools.
She now mentors coaches and shares some of the wisdom learned over lots of years of doing
the work.
Kaya, thanks so much for joining me today.
Kaya: Thank you for having me, Rick.
Rick: So that brings us to really what I would love to talk about with you today, which are,
what are some of the things you've learned over time?
What can young reformers take away from some of your experiences?
And what do we have to share?
Well, let's start with that.
You spent close to a half dozen years as Chancellor of Washington DC Public Schools, getting a
lot of recognition for some of the, you know, widely recognized improvements in play place.
What are a couple of things that surprised you that you learned in the course of those
years?
Kaya: I learned a lot, and was surprised by quite a bit as DC Public Schools.
I think going in, we knew that talent mattered, right?
And initially, when we got there our theory of action was just get great people.
And that led to a lot of the reforms that DCPS has known for, human capital reforms,
teacher evaluation, pay for performance, you know, a revised union contract, all of those
kinds of things.
But as we get...as we got an uncapped great talent, it became clear that that wasn't enough.
Those great people needed support and resources and development.
Those great people also needed to be engaged with students and families in ways that I
think big systems don't contemplate.
And so, we saw our theory of action evolving really based on the feedback and responses
that we were getting from our most valuable commodity, which were our teachers and leaders.
And I think, you know, lots of times when I look at young reformers, one, young reformers
think they have all the answers.
And lots of times they think that the people in the field just don't...either don't know
the answers or can't figure out how to get to success.
But what I found is people in the field have tremendous, tremendous expertise.
But these big systems actually impede them from doing the things that they know are good
and right for kids.
And so, I think young reformers need to enter this work with much more humility about the
people that are working in districts, and about what they have and haven't been able
to do.
I think you know, a big key to our success at DCPS is we're in constant communication
with our teachers, with our principals, and later with our parents and our students, to
figure out what it was they wanted, what they needed to be successful.
And our job as policy makers or as stewards of financial resources, was to really enable
folks on the ground to be successful.
And I think we enter the reform space believing that, you know, the folks who are there just
don't know what they are doing.
And I think that that's a terrible mistake to make.
Rick: So let's unpack that a little bit because there's a lot there, obviously.
So one part of it is, you know, when Michelle Rhee was brought into DC as chancellor by
Adrian Fenty and you went with her as her number two, there was certainly a sense at
least I think out there that this was you guys against the teachers.
Was that how you initially thought about it?
Was that people misreading how you guys were going about the work?
Kaya: I think that was people misreading how we were going about the work.
So a little-known fact is that I had been working in DCPS for seven years before we
got there as...before I got there as the deputy chancellor.
I had a contract with DC Public Schools through The New Teacher Project where I was managing
all of teacher recruitment for the district, all principal recruitment for the district.
I had negotiated successfully a memorandum of understanding to change the hiring timelines
with the Teachers Union.
And so, part of the reason why we were able to be so successful, was because we had positive
relationships with teachers and the union and principals when we walked into DCPS.
Now, we knew that we...because we had this experience in DCPS, we also knew that there
were lots of things to clean up.
It was never about us against the teachers.
We knew that there was some segment of teachers who didn't belong there, but we also knew
that we needed to highlight and expand the span of control of our high performers, and
there were plenty of high performers in DC Public Schools.
And that we needed to figure out a really good mechanism for developing people because
when you come to an embattled school district like DC Public Schools, you don't always have
the kind of support and professional development that you need to grow.
And so, teachers feel like they're swimming against the tide.
And our entire orientation was, how can we make teachers better.
Because what we've known from doing nearly 15 years of work at The New Teacher Project
was the single most important in-school factor for moving student achievement is the quality
of the teacher.
And so, it couldn't be us against the leverage point, the lynch pin, right?
This is why we wanted to pay teachers more.
This is why we wanted to recognize and reward teachers with The Kennedy Center event.
We wanted to make DCPS the best place in the country for teachers.
We have some work to do to get there.
But it was never about us versus the teachers.
Rick: So obviously, that message didn't get out at least in the early years...
Kaya: You know, people need...people like drama.
People like good guys and bad guys.
People like, you know, Lone Rangers on white horses coming to save people.
And I think that we both benefited and were significantly hurt by the edgy liberty that
sort of surrounded the work that we were doing.
Rick: So talk about that a little bit, and especially what did you learn about trying
to make sure the message...because it seems like, over the years, that sense of conflict
between the leadership and the teachers changed.
Kaya: Yes.
Rick: So what did you guys learn to kind of...so that people saw more of the way that you wanted
them to see it?
Kaya: Yeah.
I, you know, I think that, one, we needed people to understand that we were serious
about change.
As I said, I had been working in DCPS for seven years directly in human resources department.
Before that, I was the executive director of Teach for America DC, so I had been working
with the district for close to four years.
And in that nearly 11 years, there were probably 9 or 10 different superintendents.
And so.
the posture when new superintendents came into the organization was for people to just
cross their arms and wait it out because inevitably, you, know that person would be gone in short
order.
And so, literally, we needed to come in with a different sense of momentum, a different
sense of urgency, to help people understand there is no waiting out.
Like we are moving, we're moving fast.
We're doing things very differently.
And I think that that sense of urgency was in some cases misconstrued, in some cases
sort of overblown.
But, you know, you can't fight your way to success, right?
I just have never seen an organization where the people who had to make the organization
work, like fought their way to a great outcome.
You only get success when people work together.
And so, I think what we were able to do and, you know, again the communication stuff really
I think hampered us in lots of ways.
We were able to change the narrative first by not talking to people outside of the organization.
When I became chancellor, I watched how bruised people were from all of the back and forth
in the press.And people felt like Michelle had really made her kind of fame on the backs
of this local context.
And I wanted people to understand coming in as chancellor, that they were my priority,
that local was everything for me.
And so, for the entire first year of my chancellorship, I would not attend any national conferences.
I wouldn't take press with any national reporters.
I only spoke to local reporters.
I only did things here in DC.
And for me, that was about making sure that people understood that my priority was nothing
but this city, these kids, these families.
And then when the sort of moratorium was lifted, I felt like it was really important for people
to hear and see a different story about DCPS.
People had decades worth of anecdotes and images about how terrible DCPS was.
And they hadn't seen much of the progress that we had begun to make.
And so, it became very clear to me when we started doing really positive things and had
good news, and nobody was covering it, that we needed to change how we were communicating.
And God bless social media, which allows us to go direct to consumer, right?
And not wait for the Washington Post to tell us tell our story or somebody else to tell
our story.
And it allowed us to tell our story the way we wanted to.
And so, it meant me opening up a Facebook account and a Twitter account and an Instagram
account and showing people the DCPS what I was seeing.
Showing the amazing teachers.
Showing the great new programs that we are putting in place.
Showing kids achieving at high levels.
And we asked all of our schools to think differently about how they told their story all of our
central office folks.
And so, you know, a couple of years ago, I was really excited when we won somebodies
award or another for having the best social media presence of any school district in the
country.
But we seized that to create a different narrative about DCPS and to help people get a different
level of confidence in the school system.
Rick: One piece of this, especially the professionalization of teachers, is the DC impact program.
Teacher evaluation that a lot of folks have pointed to as a model that states have tried
with mixed success to benefit.
Can you talk a little bit about why you guys think it worked?
And a little bit how it's evolved over time?
Kaya: Sure.
So we went into this work in 2007 thinking, again, human capital just get and keep great
people.
And that meant three things.
That meant recognizing and rewarding our highest performers.
Developing our mid-length performers.
And moving out are low performers.
But when we got to the District 90 something percent of teachers were rated as meets or
exceeds expectations, when only 20 some percent of kids, 23% of kids were meeting or exceeding
expectations on the statewide test.
So there's a huge disconnect.
We literally could not tell who the good teachers were because the evaluation system, which
was a one page checklist that maybe were observed and got that feedback and maybe you didn't,
it was so ill conceived and inconsistently implemented that we knew that we needed to
create a baseline and set expectations around what teaching would look like in DC Public
Schools.
And the way to do that is through a teacher evaluation system.
It lays out very clearly what you want to see, how you want teachers to teach.
And by providing them with observations and feedback they get they have a clear understanding
of where they are and where they're struggling, where they're excelling, and you can move
from there.
We also knew very clearly from years of work at TNTP, that it was critically important
to tie teacher performance to student performance.
There's no way you can tell me a teacher is amazing and their kids are not performing.
And state tests are part of that, but only 13% of teachers teach in tested grades and
subjective.
Rick: Can you explain when you say only 13%, what do you mean?
Kaya: So I mean teachers who teach grades three through eight...3 through 8, 9, 10 and
11, English, language arts, and math for the most part.
And then there are all of these other teachers pre-K through two, and then up the grade span
that don't teach in those major subject areas.
And those people need feedback and growth and development as well because developing
kids artistic talents is as important as developing their test scores.
And so, we needed an evaluation mechanism for art teachers and music teachers and PE
teachers and, you know, science teachers and social studies teachers.
And so, we designed a system that took into account how teachers were teaching through
observations.
And we hired expert teachers in those content areas to provide good feedback for teachers.
We also looked at student performance.
In some cases test scores and other cases goals that were set with the principal and
the teachers.
A set of goals that we pre-approved because we wanted them to be rigorous.
But, you know, we created a system that had multiple metrics so that teachers had different
opportunities to show where they were against our expectations.
And it was, you know, it was pioneering at the time, but I think the most important thing
that we did when we started impact, was we called it impact 1.0 to signal to people that
were putting a stake in the ground around teacher evaluation in ways that had never
been done before.
But we were also...we knew that we were gonna have to iterate on this, right?
Because, you know, our best first guess was, could it be perfect?
And so, we wanted to create the space and teachers said ''Why?
Are you gonna change this every year?"
We said, ''No'' because we don't want you to feel like the goalpost is moving every
year.
But every three years.
Every year we will tweak in ways that, you know, might improve but wouldn't radically
change what you're trying to do.
But every three years we'll do a big kind of refresh.
And I think that gave teachers a level of stability and confidence in the system.
The same way we started impact is the same way we iterated which was talk about talking
to lots and lots of teachers.
And we held 140 listening sessions with teachers, groups of teachers, before we even put pen
to paper.
And throughout the process through every three years in terms of the evolutions of impact
from, you know, teachers saying ''Five observations is too much.
If I'm good can I go down to three?''
Or teachers saying, ''You know what?
This one score was an anomaly.
Do I have the ability to drop a score?''
And all of the things that teachers asked us were quite reasonable.
They weren't trying to game the system.
They literally brought good thoughts to the table, and we engaged with them as co-creators,
I think, of the system.
And so, when the park was coming for example, and none of us knew what our scores were gonna
look like or...
Rick: So this is the new Common Core aligned test.
Kaya: New Common Core aligned tests.
Our teachers were very nervous about how this would impact their evaluation scores.
And so, I decided to waive teacher...student test scores in the evaluations for two years.
Year one just for us to sort of see what the test was, and see how we were doing.
And then a second year so that teachers had a little run up before it started to have
consequence for them.
And while I got my hands spanked from the US Department of Education, and I got lots
of flack from policy people who felt like we were softening our stance on teacher evaluation,
it was the rightest decision that I could have made for my school district, right?
My teachers felt a level of comfort and, like, we want people to do their best work and put
their best foot forward.
And so, they knew that for two years they had some grace period.
At the same time we used other student achievement metrics, so we were still incorporating student
achievement.
And then in year three, what we saw was incredible progress both on the park and on the nape.
And I think part of that is because we listen to our teacher's concerns, and then made the
appropriate adjustments.
And they knew because we said the whole entire time.
Year three it is back on.
People were like, ''That's cool.
I can I can do that.''
So I think, you know, when I think about what I would tell a young reformer, your policy
might be incredibly right, but you have to manage how people actually implement these
policies because you could, in fact, undo a really good policy because you didn't manage
the change appropriately.
Rick: And it just seems like that is something that in DC, you guys were positioned to do
well because you were working directly with the mayor.
There is not a state managing lots of systems.
And it seems like one of the things a lot of well-intended folks from states ran into
is they were trying to write statewide laws in lots of districts.
Kaya: Yes, districts are so different from one another.
And, you know, even within a district there are so much diversity around school type and
blah blah.
You know, I think we like the policy lever because it's a hammer, right?
And when you've got a hammer everything looks like a nail.
And so, we think by writing one law, like, everything changes.
And what I can tell you for sure and we've talked about this in cage busting, right,
is that there are easy ways to get around policy.
There are easy ways to get around mandates and whatnot.
And so, I think just because you've written a policy or you've instituted a policy, it
doesn't mean that the implementation will go well.
And it doesn't mean that people won't work around it.
Rick: So let's stay with this cage busting point.
This is something, I think, you've always been incredibly thoughtful about.
Is as, you know, as we would talk during the years as chancellor before, you would talk
about ways in which you had figured out how to make things happen that folks frequently
said, ''Gosh there's no way to make that happen.''
Kaya: Yeah.
Rick: Can you talk...id there an example or two that comes to mind?
And you talk a little bit just about the habits of mind that help people and school systems
solve problems like that?
Kaya: So I'll be really honest.
I think that me never having sort of advanced through a school system, gave me a very different
perspective on the problems that school systems face.
And so, you know, lots of things that hamstring people, you know, people sort of run up against
these walls.
And my thing is, ''Okay if we can't go through it how do we go over it or under it or around
it?''
Part of that I think comes out of my time as executive director at Teach for America
where I had 50 kids to place.
And when the human resources department at DC Public Schools told me that they weren't
gonna place my kids, I mean, these were people's lives who were on the line.
They had moved to DC to teach and I had to get them jobs whether the district was gonna
cooperate or not.
And so, I hit the road and I went out and talked to principals and got them all placed
myself, right?
At TNTP, you know, where we were delivering for clients and they were paying us, if we
didn't do what we said no matter what the state regulations or whatever...So first I
had to go to the state regulator and say, ''Can we change this?''
And if they said, ''No'' I had to see if there was a loophole that I could drive a truck
through so that I could get my client what they needed.
I think that orientation, you know, is what took me to my cage busting this at DC Public
Schools.
May, shall does not mean must, right?
And, you know, just because you've been doing it these ways like what do you have to do
versus what do you not have to do.
And I just started asking lots of questions and challenging these notions of, you know,
must do or can't do.
And what we found where lots of opportunities that could be maximized.
Rick: Hey, everyone.
Thanks for watching Part one of our discussion with former DC schools Chancellor, Kaya Henderson.
If you enjoyed what you saw remember to like the video or leave a comment.
And if you want to see more, check out Part Number two.
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Rakhi bandhan Full Episode 19 Sep 2017 - Duration: 2:15.
Rakhi bandhan
Full Episode
19 Sep 2017
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Bald head razor Relaxing Head shave and Binaural ASMR no talking Full Compilation - Duration: 15:39.
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