The Public School Insights Blog
By Shelley Klaas, American School Counselor Association (ASCA) Elementary PIN Facilitator*
As the PIN (Professional Interest Network) Facilitator for Elementary Counselors for the ASCA Scene, I have been asked to write a few blogs this year to address areas of interest for elementary counselors and to share my thoughts about this incredible profession of which we are a part.
I have been thinking a lot about the concept of leadership and counselors as leaders. In the state of Iowa, teacher leadership/compensation are being addressed at the state and local levels, with many educators being “called to the table” to share their opinions about what that leadership should look like in order to benefit kids. There seems to be some confusion, however, about where counselors “fit” into this picture – which is somewhat surprising to me, as it seems clear to me that counselors belong at the heart of teacher leadership and building support!
School Counselors connect directly to Steven Covey’s concept of “servant leadership”: the idea that we serve first, then lead, based on principles. In ...
Earlier this week, the Organisation for Economic Cooperation and Development (OECD) released the results of the 2012 Programme for International Assessment (PISA). As predicted, the results show little change in the performance of U.S. students since the assessment was last administered in 2009.
While much of the media coverage of the release focused on PISA’s ranking of education systems, with the U.S. remaining below many international peers in performance in mathematics, reading and science, the education community responded differently, focusing not on numerical results but on the lessons we can learn from OECD’s research on the policies and practices that high-performing nations use in successful efforts to improve student achievement – policies and practices that suggest a strategy for education reform that is much different than the one that we as a nation have been operating under for more than a decade.
As American Federation of Teachers (AFT) President Randi Weingarten said in a statement, “none of the top-tier countries, nor any of those that have made great leaps in student performance, like Poland and Germany, has a fixation on testing ...
The Learning First Alliance (LFA), a partnership of leading education organizations representing more than 10 million parents, educators and policymakers, has released the following statement:
Today, the Organisation for Economic Co-operation and Development (OECD) released the latest results from the Programme for International Student Assessment (PISA), a test of reading literacy, mathematics, and science given every three years to fifteen-year-olds in the United States and approximately seventy countries and economies worldwide.
It is vital that parents, educators, policymakers and other education stakeholders view these results in context. While the ranking of the United States is disappointing and reflects little change in how our nation’s students are performing relative to their peers around the world, this ranking is only one indicator of student achievement. Other measures show significant improvement in the performance of U.S. schools in recent years. The U.S. estimated on-time graduation rate has improved dramatically since 2000 – the first year of PISA. In addition, on the Trends in International Mathematics and Science Study (TIMSS), U.S. 4th and 8th graders made significant gains in math scores between 1995 and 2011.
We would also like to remind stakeholders that there is valuable information in the PISA report beyond the rankings that we should not ignore, including the results of OECD research on the policies and practices that high-performing nations use ...
I remember it like it was yesterday. Three girls driving home from a night of studying at the library. A shortcut down a hill behind the hospital. Probably laughing, definitely driving too fast. A train stalled at the crossing at the foot of the hill. And a crash.
Before I got to school the next morning, I already knew what had happened. We didn’t need social media; we had telephones and friends, and the news spread quickly.
Quiet filled the school hallways that day. The boys who had been dating those three girls and other boys who knew them well wore dark sunglasses all day; the girls just cried openly and often. Everybody seemed nicer that day. Some teachers still tried to teach, but most of the teachers and coaches let us interrupt their plans for the day so we could talk about our shock, our grief, our fear. They consoled us, and they let us see their own feelings of loss. Mostly from that day, I remember feeling how much those teachers loved each of us.
The high school closed on the day of the funerals. The churches and the families cooperated so all three funerals occurred on the same day, one right after the other, and we trudged from church to church to church, a long parade of grief. Exhausting but cathartic.
I’ve come to believe that there’s no such thing as an innocent bystander when it comes to tragedy in a school community or the grief that follows, whether it is the massive horrifying murders in places like Newtown or the much more common losses that schools experience almost every year. Everyone gets swept up in it because ...
My Learning First Alliance (LFA) colleagues and I have been giving quite a bit of attention to the impending release of the latest results from the Organisaton for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA), which tests literacy, math, and science in 15 year-olds every three years. The United States has been humbled by past results that place us somewhere past number 20 in rankings of proficiency. We’re expecting that this year’s results will not show improvement and, as national leadership groups, have been strategizing how to respond on behalf of the educators and stakeholders we represent.
I’ve been thinking lately that perhaps there are lessons to be learned from international comparisons that we’re missing. A few random thoughts follow:
- In the past we, as Americans, were quite convinced that we were superior to others around the globe. Now we know we’re not.
- Because we, as a country, have been blessed with abundant natural resources, two friendly neighboring countries, and the security of the protective boundary of two large oceans, we’ve believed that
By Lisa Sharma Creighton, Senior Program Coordinator, Nutrition, Hunger and Physical Activity, NEA Health Information Network
With Thanksgiving just a couple days away, now is the perfect time to start planning for a healthy and happy holiday. To help you get organized, we rounded up our favorite healthy Thanksgiving tips, like involving kids in cooking nutritious dishes, getting the whole family moving before and after the meal, and more:
Involve kids in cooking the Thanksgiving meal
Parents can bring kids grocery shopping (extra credit: consider using a pedometer to measure steps), and then have them help with easy meal prep, like washing vegetables or measuring dry ingredients. Cooking together can be a great time to reinforce healthy eating habits and show children first-hand how nutritious dishes can be very delicious. Here are a couple of our favorite nutritious holiday recipes: ...
By Sherri Wilson, Senior Manager of Family and Community Engagement, National PTA
This week, one of our state PTA leaders contacted the National PTA office to ask for a simple definition of family engagement. This reminded me of one of the biggest challenges in this field: the lack of a common definition. Many people I worked with in the past defined family engagement as how many parents attended school events or volunteered in the school building. This type of “head count parent involvement” used to be the norm. Fortunately, a large body of research has opened our eyes!
We now know that the things families do at home with their children have the biggest impact on how well children do in school. It’s great if families can come to school and participate, and I hope that all of them do, but they can still be engaged even ...
All humans have the potential and ability to be creative, and we do ourselves a disservice when we refer to individuals such as Mozart and Einstein as the defining examples of creativity to which we should all strive to emulate. This genius bar misrepresents the concept of creativity and distracts us from the necessary conversations on how to foster the creative mindset and why it’s so important to include in conversations around education. According to James Kaufman, a psychologist and researcher at the University of Connecticut who presented last week at the Partnership for 21st Century Skills Summit, creative people are more likely to get promoted, be satisfied with their jobs, be in better physical health and be more resilient. Those are all outcomes we hope for our children. ...
By Susie Doyens, Sargent Shriver Global Messenger
We’re continuing with our amazing stories from the new book, Stand Up! 75 Young Activists who Rock the World and How You Can, Too! from John Schlimm. You can read all about the book here.
I was born with Down syndrome. It is typical for people with Down syndrome to have intellectual disabilities and sort of look alike.
Most of my friends with Down syndrome are outgoing. They talk a lot and mix well with other people. I’m not naturally as outgoing or comfortable looking at other people or talking with them.
I have always been scared and shy. I used to never really talk. Ever. I wrote notes instead. People would talk to me and it made me feel panicky and uncomfortable. I never looked at people’s faces, only their shoes. I was afraid if I said something wrong, people would laugh at me. ...
By Karen Kleinz, APR, Associate Director, National School Public Relations Association (NSPRA)
As the nation marks one of our most solemn, watershed moments this week with the 50th anniversary of President John F. Kennedy’s assassination, I find myself taken aback by the reality that five decades have passed (how many times have those of us who were alive then uttered the phrase, “I remember exactly where I was when…”?) and at the same time bemused and saddened by how much remains the same.
Senseless violence continues in our communities, in spite of our horror and belief that we can be better. And what is most disturbing are the incidents involving youth perpetrators. From Columbine to Newtown, Conn., to Aurora, Colo., to Danvers, Mass., to the unchronicled incidents that occur daily on city streets – the list of tragic events continues to grow, and we continue to struggle with how to address the root causes.
Fifty years ago, President Kennedy delivered a Special Message to Congress on Mental Illness and Mental Retardation (note that the term had a different connotation at the time), discussing his plans for national mental health program legislation, which proposed comprehensive community mental health centers, improved care in state mental institutions, and increased research. Earlier this month, the Obama administration issued a final ruling requiring insurers to treat mental health and ...
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- Actress/Mathematician Danica McKellar on girls and math
- Best Selling Author Kenneth C. Davis on engaging with history
- Nurse Practitioner Jennifer Danielson on providing health care at school
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Excellence is the Standard
At Pierce County High School in rural southeast Georgia, the graduation rate has gone up 31% in seven years. Teachers describe their collaboration as the unifying factor that drives the school’s improvement. Learn more...
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