PrincipalÕs Message
April 28, 2005
Dear Parents,
Throughout the year I have been hearing from parents regarding issues related to homework. The conversations have been emotional, thoughtful, and reflective, demonstrating an intense interest from parents concerned about the academic and emotional well being of their student(s). In talking with teachers, I have listened to their challenges and struggles working with students as they attempt to meet homework demands and lead a balanced home and school life. We have discussed the topic at PTSA, Parent2Parent, department chair, and faculty meetings. The one clear and apparent message I have heard from all of these different gatherings is that the issue of homework is complex and defies a simple solution. I argue that the notion of ŅsolutionÓ is inappropriate, but rather communication and setting limits on this aspect of learning are critical behaviors when helping our students negotiate their habits as students. What I hope to present here is a synopsis of what I have heard and reflections on the issue that I hope parents find helpful. In short, I hope to add to the continuing dialogue of this complex issue.
I have an important caveat to what follows. Every issue or concern is not shared by all parents or applies to all teachers. It is disingenuous to apply all of what is said Ņacross the board.Ó Rather, this summary should be considered in terms of an open and honest dialogue between a wonderful school and the community it serves. Being able to wrestle with challenging issues is an important feature of a successful school.
In listening to parents, I attempted to capture their concerns and suggestions regarding homework practices. Parents expressed concerns that teachers donÕt always provide feedback, return, or validate work done by students. Parents encouraged us to ensure that assigned work be aligned to what is assessed on tests and quizzes. WeÕve been encouraged to make homework conducive to student learning. Parents questioned whether some teachers have a realistic idea of how long homework takes for most students. They questioned whether there is disconnect between how long teachers think homework should take and how long it actually takes students to complete. We were also reminded to remember who wonÕt make it Š some students struggle more than others and we need to remember that some work is very hard for some students. There were three points that were stated repeatedly. First, make homework meaningful and purposeful. Second, emphasize quality not quantity. Lastly, a theme of consistency emerged prominently in the discussions. Teachers of the same course should be giving comparable amounts and types of homework. In other words, the experience of students in one course with one teacher should not be dramatically different than the experience of a student in the same course with a different teacher.
These issues raised by parents were shared with teachers and department chairs. They heard what parents said and contributed their own thinking to the conversations. Teachers shared feeling pressured by increased accountability (local and state assessments). They reported that increased accountability to State standards and trying to cover a large curriculum (sometimes at the expense of depth) has added to the homework load of students. This is also true of increased academic expectations. Being competitive for college admissions has pushed more students into taking a more rigorous academic program, thus resulting in more homework. Furthermore, teachers (and parents) note that students are taxed physically and mentally because of their increased participation in co- and extra-curricular activities that narrow their timeframes for completing coursework. Teachers also questioned some studentsÕ practice of enrolling in courses that exceed their present abilities to do the work. They encouraged parents and students to make course selections carefully considering factors such as adequate preparation, outside activities, and whether some students are being pushed too hard too early. Teachers commented that there are students who spend more time on assignments than necessary. They acknowledged that many teachers do a good job of coordinating their work with their peers and that concerns raised by parents donÕt apply to all teachers. They hoped parents would communicate with them when they see their student having difficulty managing their work. Communicating directly with teachers emerged is an important theme.
As I struggled to understand the lens of parents and teachers, I reflected on my own knowledge and beliefs about homework. First, I know that homework matters. Students should be given homework, but amounts should be managed as to allow for balance in a young personsÕ life. To matter, although, the purpose for homework must be identified and articulated. When its purpose is practice, there must be a reasonable expectation that students are familiar with the work and will succeed when working alone. Often homework is used to prepare for or to elaborate on new content. In this case, it is important that students wrestle with the new ideas as a means for beginning to understand what will be taught in class. I also know that parents should facilitate homework rather than do homework. Students must be the ones who wrestle with the work, not parents. Parents can make sure that students have time, space and resources to do what they need to do with their work. Lastly, feedback is important. Managing homework is a lifetime challenge for teachers (speaking from experience), yet following up on assigned work makes a difference with regard to the meaning students make from homework and its effectiveness as a learning tool.
There are things parents can do to help students manage homework. Help set up a consistent organized
place for homework to be done.
Help students establish a consistent schedule for when homework is done
or help them set up a schedule that reflect the weekÕs activities. Encourage, motivate and prompt your
student but do not do the work for them.
Help them eliminate distractions such as music, video games, instant
messaging, cell phone, and television.
Sometimes you have to encourage your student to stop and get the sleep
they need. Healthy living enhances
their ability to manage the work that they have. Encourage them to communicate with their teachers about
whether they are successfully negotiating their homework. Self-advocacy is one of the most
important skills we can teach our young people.
On the surface it might appear that issues raised by parents and teachers differ. In reality this is not the case. Issues attributed to one group were often raised and acknowledged by the other. This tells me that there is a richer understanding of the complexities related to homework than might initially appears to be. To move forward we need to continue this conversation as a collaborative dialogue and partnership. As a school our immediate step is to ensure consistency between courses and to coordinate efforts as a school to manage homework. We all work hard for our students and we all want to ensure that they are negotiating their schooling in a manner that is emotionally and academically sound. Hopefully, I have illuminated some of the issues and set us on a path of collaboration that puts our studentsÕ needs first.
Please read the important special testing message to parents and students in this newsletter regarding upcoming STAR testing.
There are open seats for the MHS Governance Council. The Governance Council is comprised of MHS parents, teachers, staff, and students examines achievement data, discusses issues that come up at school, and makes recommendations for the directions and betterment of the school. We have two parent positions open for next year. The election for these seats will take place at our Open House on Thursday, May 26th. Parent representative serve for two-year terms. If you would like to nominate yourself please mail or email a 75-word description of yourself and your qualifications to Lisa Andersen at andersen@smmusd.org. The last day to submit your self-nomination is Tuesday, May 24th at 4:00 p.m.
Once again the History Department is celebrating past decades. Every 11th grader will complete at decade project that includes a display of their topic and a Ņmuseum pieceÓ that enhances their presentation. This yearÕs Decade Day will take place on Friday, June 3rd. The History Department is looking for parent volunteers to grade the Decade Projects. Please contact History Department Chair, Andy Meyer at ameyer@smmusd.org.
Please join us for MHSÕ production of Beauty and the Beast, which begins on Thursday, May 12th and runs through May 21st (check the schedule for exact performance dates). On Friday, May 13th, The Shark Fund and Arts Angels invite you to attend An Enchanted Evening of the Arts and Gala Performance of Beauty and the Beast. The evening starts with a reception at 5:00 p.m. followed by the performance at 7:30. Tickets are available at malibuhigh@smmusd.org. I want thank in advance all of the parent volunteers, teachers and students who will make this a very special evening and I encourage the community to come and celebrate the artistic talents of our students.
Sadly, I close my newsletter remembering Dr. Louis Leithold who passed away on April 29th. Dr. Leithold taught Calculus and PreCalculus at Malibu High School for several years. He was loved by students and highly regarded by parents. He will be remembered for his passion for mathematics and his ability to transfer this love to his students. Several years ago I was a student of Dr. Leithold when I attended one of his advanced placement workshops for teachers. He was an incredible teacher and our students were fortunate to be his students. He will be missed but remembered with great love and admiration.