One Month Completed

Four weeks ago today, I arrived in Helsinki -- time is just flying by.

Progress
We have all the logistics done and in place for the family (apt, schools, transport, etc). It is very impressive how expeditious registering with the city, opening bank account, getting IDs, and receiving mail are already in place. There are numerous educators I have already met at the University of Helsinki, the National Board of Education, Center for International Mobility, OAJ-National Teachers Union, and the Fulbright Center. There is a common thread with each educator that I meet: they are always interested in my project and they invite me to return to share what I learn from my school visits.

Next Steps
I am networking with my advisor Heidi, my Fulbright buddy Eija, American Fulbrighters, and the teacher's union to identify schools to visit. I continue to make my classroom observation lens and interview questions more concise. I should prepare potential presentations - both about me and some mathematics from Chicago - in case the opportunity presents itself for me to teach. In early March all the Fulbright participants will present their projects at the University of Tampere. Time to start to draft the outline for next month's session. I look forward to spending more time and exchanging ideas with the other 30+ Fulbrighters currently in Finland.

Educa 2012 - National Training Conf for Teachers

I attended a national teachers' conference on Friday. There were numerous vendors represented and a variety of sessions for teachers to attend. There was even an "international strand" of sessions in English. One of the interesting sessions I attended was lead by Susan Hopgood, President of Education International.

Ms. Hopgood listed many industrialized nations' primary policies to address the concerns of education through privatization (voucher systems, charter schools, and the shift of funds from public schools to private schools). As she added, Finland probably has not heard of performance management, standardized testing, school ranking, ranking of students, incentivizing teachers with bonus (merit) pay, competition between schools, and restricting entry to some schools. This raised a red flag for me because Chicago has tried most of the strategies on her list. For those that do not know reading this...Finland has been deliberate, transparent, and successful implementing a system with policies to ensure quality education for all and thus, has not done the aforementioned policies.

Ironically, as Ms. Hopgood stated, the data shows internationally these referenced policies have actually resulted in the narrowing of the curriculum and less student learning. Countries need to take a closer look at how Finland has been able to provide a quality education for all and lift both the preparation and the prestige of teachers.

It seems to me that nations, including the U.S., choose these policies for either their perceived expediency or less use of public funds or both. We keep choosing these quick, sometimes radical approaches, that are not building the capacity of teachers nor the learning of kids.

Meeting author Pasi Sahlberg

Did not anticipate this, but following yesterday's CIMO presentation, I met Pasi Sahlberg, author of the recently released "Finnish Lesson: What can the world learn from educational change in Finland?"

I purchased this book shortly before leaving Chicago -- it is a concise read about the important levers schools and districts should consider (embrace?) moving forward: (1) Excellence by Equity (2) Teaching Less so Students Learn More, (3) Test Less so Students Learn More, (4) Trusting Teachers with Autonomy for Planning & Instruction.

Pasi shared with me that he is going to the U.S. monthly to help school districts and elaborate on the aspects of his book. He actually was in Chicago in December at UIC's World Class Education Colloquim series. After he signed my copy of his book, he offered to meet with me in a few months after my project has progressed.

Once again... Finland shows me it is a small place with welcoming access and dialogue opportunities with decision makers.

Academic Bilingualism

Dr. Nancy Commins, Fulbright Scholar at Finland's University of Turku, presented at CIMO (Center for International Mobility) today about "Crafting a Comprehensive Response to Cultural and Linguistic Diversity: A Perspective from the U.S." Nancy provided some insights and recommendations (from her work the past 30 years) as Finland prepares to have a more comprehensive strategy to meet the needs of second language learners.

I was asking myself the whole time... hmm how could Nancy's insights help with teaching and learning at my CPS school with 40+ languages?! I am intrigued to get her book: "Restructuring Schools for Linguistic Diversity: Linking Decisions to Effective Programs." It provides individual schools with ways for teachers to collaborate (without the district) to meet second language learners' needs.

Following Nancy's presentation, a commentary, and Q & A, I joined Nancy, her husband Ken and Fulbright Grad Student Joan Lee for a drink to share our Fulbright experiences thus far... I plan to stay in touch with them during my time in Finland.

Narrowing Project Focus

Heidi, my advisor, took another chunk of time today to discuss the focus of my Fulbright project. The more narrow the focus, the more doable the school visit/data-collection, and thus, the more attainable the goals.

Two of the dilemmas for me as a Chicago Public School (CPS) teacher are the ever increasing number of assessments CPS district leaders have added to the instructional school year and, now, the amount of time that CPS plans to lengthen the school day in 2012-13 (7.5 hours!).

From the Finnish perspective, both of these decisions are the total opposite to the successful policies and frameworks Finland has thoughtfully and incrementally implemented over 20+ years. Finland has been deliberate not to impose frequent standardized tests and, thus, so much more time can be devoted to instruction. The classroom teacher has the responsibility (and support) to conduct diagnostic, formative, and summative assessments. The schools each design and implement their own comprehensive end-of-semester evaluation. The third type of assessment is a random sample assessment conducted annually by the National Board of Education. About one fifth of the students per grade level take the national exam to gauge learning in reading, mathematics, and science. (Instructional time & schedules for another day.)

So... this disparity with assessment... I am going to dive deeper into the Effective and Efficient use of Assessment to Inform Mathematics Instruction with my school visits. How are they doing so well internationally with so few assessments? (Hmm, for science fair project colleagues and students out there... my hypothesis is: More time for instruction. Now I need to fine tune "my procedure" for the experiment.) Among the elements I plan to include are various school types, classroom observations, principal interviews, teacher interviews (before & after a lesson), and student interviews (after lessons).

Any thoughts or suggestions?

Bureaucracy - here too, but LESS

So.. in just a few weeks... I have secured my bank account, my Finnish ID number, my public library card, my University ID, my University of Helsinki library card, my post office registration, but my university computer account... avades me... To expedite my work at the university I need an AD account, but the powers that be first required another form, then a return visit (when they were closed) and finally, I got it! I have taken bureaucracy for granted in Finaland because I have lost count with the numerous, welcoming & helpful friends who have expedited my requests and taught me in the process. I am not complaining, but starting to realize that there are some areas that could be improved in Finland too.

Fulbright Buddy: Eija

Today was a special day -- met "my buddy" Eija Kauppinen at the National Board of Education (NBE). Eija went to the U.S. last year with the Fulbright Distinguished Awards in Teaching program so she can understands better than most what I will try to accomplish. Eija is a counselor with music education with Finland's NBE. We had lunch at the NBE, Eija shared her experiences in the U.S. and I had a chance to explain my goals and plans for my project in Finland. After lunch, Eija took me upstairs to meet Leo Pahkin, Counsellor of Mathematics Education at the Finnish National Board of Education. Leo recommended some schools to visit and also welcomed me to return and discuss my experiences visiting mathematics teachers in Finland. Another great day with access to important, collaborative decision makers with education in Finland.

My Capstone Project

For the Distinguished Fulbright Award program, each teacher proposes an action-based research project known as the Capstone Project. My project (which could be tweaked moving forward) is: Building on Best Practices of Mathematics Teaching and Learning.

The three components of the project as I visit mathematics classes:

1. What type of mathematical task(s) does the teacher assign the students?
2. How do the students discuss the mathematics as they solve the problem(s)?
3. How do the students demonstrate or represent their conceptual understanding?

Any thoughts or suggestions from you?

Meet the Department

Today was my opportunity to meet all the lecturers of the department, introduce myself, provide background on the Fulbright Center, present my Fulbright Capstone Project, and propose collaboration opportunities. Since these are the lecturers who effectively prepare future teachers in both mathematics and science, I predict numerous partnerships and new friendships over the next six months...

Met My Advisor: Dr. Heidi Krzywacki

I must have the best advisor a Fulbrighter could have. From Day #1, Dr. Heidi Krzywacki (mathematics lecturer with the Department of Teacher Education at the University of Helsinki) has been helpful, insightful, and encouraging -- not to mention my teacher. She has already made it possible for me to meet professors, department heads, the dean, an assessment director, and numerous grad students. Heidi also offered to share her office space at the university and had already secured my own keys for the duration of my project. Kiitos Heidi!

Fulbright Orientation

Met the Fulbright Center (FC) team and learned about both the project expectations and the available supports to have a productive, positive experience. I had forgotten about the extensive, collaborative Fulbright history that Finland and the U.S. have had -- 60 years and going strong. I was also reminded of the fact that 75-80% of the funding to support the American or Finnish Fulbrighters comes from Finland.

We were also welcomed to Finland and our Fulbright experience by the public affairs specialist for the U.S. Embassy. Thank you so much! There we were able to meet 6 Fulbrighters from various programs most of whom are in the greater Helsinki area.

NOW to get to work preparing our home for my family's arrival...

Arrival in Helsinki, Finland!

I am here! My family follows me in one week which could work out to our advantage. I am able to attend the orientation at the Fulbright Center -- meet two fellow Fulbrighters (and their families) and also meet the Fulbright Center team! Each and every Finn I have met in Helsinki has been incredibly welcoming, helpful, and friendly. If this is any indication of the next 6+ months -- this will be an awesome sabbatical.