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Anthony Cody, national-board-certified teacher and peer coach
Anthony Cody taught science and math for eighteen years at Bret Harte Middle School, in Oakland, California. Cody became one of Oakland's first national-board-certified teachers in 2000 and served as a coach for certification candidates. He developed a teacher-led science-curriculum project in Oakland and is helping lead Project POSIT, a partnership funded by the state Department of Education that is helping teachers in grades 4-8 improve their science instruction through teacher research. Cody is active in the Teacher Leaders Network and was one of eighteen teachers who authored the influential TeacherSolutions report on performance pay for teachers.
Subscribe to this blogger's RSS feedAuthentic Assessment: New Ways to Measure Student Performance
By Anthony Cody
7/30/08
From an Edutopia reader comes this question: "With so many of today's schools focused on state achievement tests, many teachers are 'teaching to the test.' However, this does not adequately prepare students for life outside of school. Does anyone have any suggestions for the alternate assessment that this article was describing? I am looking for some way to increase student learning while maintaining state standards at the same time."
Higher Education, or Hire Education?: Questioning the Purpose and Value of College for All Students
By Anthony Cody
7/7/08Every once in a while, a contrarian appears and challenges some of our basic assumptions about schooling in today's society. One of the biggest assumptions we have is that it is the job of school to prepare all our students for college. The jobs of the future require a four-year degree, at least. Students who do not go to college will be unable to find decent paying jobs and will be unable to support their families.
Advocate for Education: How to Publish Your Opinions
By Anthony Cody
6/19/08Someone commenting on my last blog entry posed the following provocative question: "To really make a lasting difference, I think it will require that educators -- with or without unions -- put pressure on politicians and advocate for students and schools. Where do we start learning to be political?"
Who Speaks for Teachers?: Embattled Educators Must Unite Around a Common Vision
By Anthony Cody
5/22/08This is the second post in a two-part entry. Read part one.
One of my colleagues on the Teacher Leaders Network recently mused, "Have we abdicated our ability to speak for ourselves and to react? It's why I think policy makers may not listen to us. We have long relied on our unions to speak for us."
Class Struggle: Empowering the Teaching Profession
By Anthony Cody
5/16/08There is a lot of debate among educators about the lack of status for the teaching profession. A blogger named Matt Johnston has pointed out that if we teachers want to be treated as professionals, we can do something about it. We have the numbers and organization. If we have the will, we ought to stop griping and step up to make the changes we desire.
An Unfair Game: Standardized Testing Ruins a School's Spirit
By Anthony Cody
4/24/08This is my third blog post here at Edutopia.org, so maybe it is time to introduce myself in the actual style of a blog and explain a bit about what my goals are in doing this.
Silent Statistics: Student-Performance Data Misses the Most Important Outcomes
By Anthony Cody
3/26/08Recently, consultants who were reviewing the data systems the California Department of Education uses to track student performance interviewed me. I have had to wrestle with how I feel about the whole process, because unfortunately, I think the emphasis on data has not been the boon to students and educators that was promised.
Creative Play and Scientific Inquiry: A Mandate to Make Learning Meaningful
By Anthony Cody
3/13/08This is the second part of a two-part entry. Click here to read part one.
In many of our schools, we have stopped giving our students real creative challenges because there is not enough time for anything open ended. Open-ended projects, by their very design, allow students to explore a wide variety of interests, concepts, and skills. That means we can't easily assess these projects with a multiple-choice test; therefore, schools suffer when they pursue them.
Creative Play and Scientific Inquiry: Preparing Kids for More Than Just a Test
By Anthony Cody
3/12/08Creative play on the part of young children may be far more valuable than anyone has realized. I caught a fascinating story about this issue on NPR last week.
