I’m a PhD student at the University of Southern California studying Urban Education Policy with an emphasis on K-12 policy.

I’m a former middle school science teacher, having worked in Oakland, Los Angeles, and at UC Berkeley’s Academic Talent Development Program.  I also worked as an advisor to Deans for Impact.

I blog here sometimes and used to write at This Week In Education. You can also find me on Twitter @MrPABruno.

I completed my undergraduate work at Berkeley (cell biology & philosophy) and returned a few years later to get my teaching credential in the MACSME program.

My wife is also an educator: she teaches computer science at Harvey Mudd College.

One Comment

  1. Cory
    Posted September 5, 2014 at 7:55 PM | Permalink

    Hi Paul

    What do you think about this question and reply about ccss in science? Is there much truth in the response?

    Pre Common Core: The Pre Common Core teacher sits down with
    eager anticipation to design an exciting lesson on cells.
    He/She arrives at the classroom eager to present it to the
    students. They respond with enthusiasm to the lesson because
    the material is developmentally appropriate and they see the
    purpose in learning the material to further their studies.
    Afterwards the students successfully complete independent
    practice using a textbook/reference material. The majority
    get a passing grade and the teacher is pleased when grades on
    the teacher made test come in higher than expected.
    Post Common Core: Teacher uses a lesson that is forced upon
    him/her by the department (consensus) thought police. The
    teacher lacks joy and has been stripped of autonomy, but needs
    the job. The lesson adds “rigor” which means none of the
    students understand the material and it is developmentally
    inappapropriate. Textbooks have mysteriously disappeared.
    Half the class loses the poorly written worksheet. Students
    are now expected to write in science more than “do” so they
    spend the class writing a book about “Bill the Cell,” instead
    of looking at real cells with a microscope. Half of them
    sleep in class and the other half plagiarize their book off
    the internet because students all over the country are doing
    the same mond-numbing assignment. The rubric allots 90 points
    for exhibiting a fun attitude and 10 points for coloring. All
    students now feels successful and know that they can go to
    college, even though none, not even the brightest know or
    understand the parts of the cell. For the final test students
    must write a short answer about whether they like cells and
    whether the cell likes them. Thank you, Einstein, for asking
    the question.

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