Issue link: http://digital.copcomm.com/i/48237
WE ARE AEA! • WE ARE AEA! • WE ARE AEA! • WE ARE AEA! dards with cultural learning carefully crafted with engag- ing visuals from the creative minds of these animated films. With my new ActivBoard, we will be viewing clips of the movies, reading books, identifying settings (compar- ing them to the actual sites in my photos), describing characteristics of the masters and villains in the story, and a whole lot more. The colorful animated films will hopefully spark students to write about their surroundings and use their imaginations to tell stories and transform common events into tales of whimsy and intrigue. I can't wait to challenge my students with attention deficit to a staring contest with Po. What a fun way to teach the importance of eye contact when communicating and letting an opponent or friend know your intent without words. Vital lesson many of my students need to learn! ✒ MY convErSation With SuPErintEndEnt huPPEnthal By Rae Ann Rumery Prior to my excursion to China, the Arizona Superintendent of Public Instruction John Huppenthal had been on TV telling of his visit to China schools. I tried to get with him before leaving but was unable. I perse- vered upon returning and was able to set a breakfast meeting with him last Tuesday. We had an interesting conversation sharing our perceptions and perspectives on the Chinese education system. The Chief State School Officers (CSSO) visited universities and high schools so I was able to tell the elementary and middle-school view. We discussed their intensive focus on "the test" while seeing evidence of teaching to the whole child and keeping value and instruction in the arts and sports. This was juxtaposed to U.S. focus on constant testing and disregard for maintenance of music, art, and P.E. programs. Huppenthal was very keen on learning more about the protocols they use for evalu- ation since students evaluate teachers and teachers evaluate principals. This is a hot topic in Arizona as a result of the release of a new Framework for Teacher and Principal Evaluation that encompasses 33-50 percent of performance based on student achievement or growth. He talked about an administrator who was challenged with moving the practice of mul- tiple schools forward because of his expertise at another. This allowed me to cite a similar movement within my district (my principal for the last 3 years) who accepted the challenge to transform another K-8. This was not a forced move by the state (which is mandated for "failing" schools) but the result of calcu- lated enlistment of qualified personnel to step-up their leadership expertise before state takeover might be imposed in a year or so. The most positive and hopeful point of communication between us was an invitation for the two of us to meet again with the chair of the Asian Language and Cultural Studies program at Arizona State University. I said resoundingly "yes" and hope to be a voice for quality education with the state superin- tendent and be able to examine the higher ed perspective of practices in China and their implications to U.S. schools. ✒ OPPOSITE PAGE: Rae Ann Rumery (left) col- laborating with other teachers on the Great Wall of China. TOP LEFT: Rae Ann with an aspiring teacher from Shanghai. RIGHT: Rae Ann at the Palace Museum at the Forbidden City. AEA Advocate ❘ Winter 2011/12 37