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The Public School Insights Blog

 Principal Thomas Payton has spent several years as an assistant principal and principal, following his classroom teaching, in schools across the country from New York City to Clark County, Nevada. He is currently a principal at Roanoke Avenue Elementary School in Riverhead Central School District, NY. Principal Payton is also a National Association of Elementary School Principals (NAESP) State Representative and recently served as a member of the NAESP/NASSP Teacher Evaluation Committee. The committee put together a set of policy recommendations aimed at supporting principals in implementing teacher evaluation systems.


As a school leader, Principal Payton is working to create a building wide understanding of the Common Core - in both ELA and math - with teachers across all grade levels to better facilitate student learning in accordance with the new standards. In a recent e-interview, he took the time to discuss the specifics of this work. He also shared his thoughts on effective teacher evaluation systems and the importance of creating individualized professional development opportunities for classroom teachers.
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By Shannon Sevier, Vice President for Advocacy, National PTA

National PTA recently released a video series on the Common Core to educate parents on the standards and empower them to support the implementation of the standards at school and home. The series was developed in partnership with The Hunt Institute as part of the association’s ongoing efforts to provide accurate information about the Common Core, ensure parents are knowledgeable about the standards and new assessments, and support parents every step of the way as states transition to the standards.

The series features 14 videos that highlight the importance of and need for clear, consistent and rigorous standards; dispel myths about the Common Core; and provide perspectives from educators, administrators, PTA leaders and others on the positive changes they’ve seen with the standards. The videos also spotlight the steps PTAs can take to effectively advocate for the standards in their communities. ...

The results of Maryland’s annual reading and math assessments were recently announced – and scores are at their lowest level in seven years, according to The Washington Post. Why? In large part, because the state is currently teaching to the Common Core State Standards (CCSS), but the tests are not aligned to them. So ultimately, as social studies teacher and Maryland state legislator Eric Luedtke said, “The scores mean nothing at all. You are testing kids on content that they are no longer learning.”

Maryland education officials were prepared for this situation – both State Superintendent of Schools Lillian M. Lowery and Maryland State Department of Education Chief Academic Officer Jack Smith are quoted in the Post article acknowledging it directly. And the results had “no bearing on school accountability measures or principal and teacher evaluations” – appropriate, given that the tests did not reflect what was happening in the classroom.

But the Maryland situation is far from unique. Across the country, schools, districts and states are in different phases of Common Core implementation. In some places, the standards have been adopted, but the curriculum not yet aligned. In others, the curriculum has been aligned, but the assessments have not. In still others, the standards and assessments have been aligned, but the curriculum has not. In all, educators are working hard to implement, but they are not done yet. ...

By Morgan Lang, Unified Partner from Special Olympics Maryland 

Morgan, a high school student in Calvert County MD, recently competed in unified basketball at the Special Olympics USA Game in New Jersey. Dedicated to promoting social inclusion through shared sports training and competition experiences, Unified Sports joins people with and without intellectual disabilities on the same team. It was inspired by a simple principle: training together and playing together is a quick path to friendship and understanding. The teams are comprised of similar age and ability matching of unified partners (individuals without intellectual disabilities) and Special Olympics athletes (individuals with intellectual disabilities). Click here to learn more about Unified Sports.

Below is a poem Morgan wrote about being a unified partner and how the Special Olympics athletes have impacted her life. ...

By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association

AASA, The School Superintendents Association, has been deeply involved in the nearly year-long conversation about modernizing E-Rate, a program that provides schools and libraries with discounts that support affordable telecommunications and Internet connectivity. We made numerous visits to Capitol Hill, the Administration and the Federal Communications Commission (FCC) to talk through a myriad of proposals. 

The FCC's July 11 vote to adopt the final proposal overlapped with AASA’s Legislative Advocacy Conference. As part of the conference, more than 100 of our members visited Capitol Hill to discuss strengthening E-Rate with policymakers and their staff. I am pleased that this advocacy from school system leaders played a large role in ensuring that the voice of Congress—echoing many of the same concerns AASA had long articulated—resonated in both the FCC and the final vote. ...

It is no secret that in many places the Common Core State Standards (CCSS) are under attack. Yet despite what those of us paying attention to the debate at the national level hear, the fact is that there are a number of communities in which the Common Core is NOT controversial. In some of these places, that is because communications about the standards have been so direct and informative. But in other places, the controversy might be biding its time, waiting for a trigger – for example, the results of CCSS-aligned assessments that show a significant drop in proficiency rates – before it erupts.

Pre-Empting a Local Debate

At the national (and in some cases, state) level, one huge factor contributing to the current rhetoric around the Common Core is that, on the whole, advocates were often not prepared for the pushback that the standards received. As a result, they did not always respond quickly or appropriately to criticisms (or even general inquiries) about the CCSS, which created an empty space that opponents of the standards were able to fill with their voices – and occasionally, misinformation. So even if you are fortunate not to have experienced pushback yet in your community, you may still want to prepare for an upcoming debate. ...

By Tatyana Warrick, for the Partnership for 21st Century Skills (P21)

What do students need to know and do to be able to thrive in the 21st century? This is the question that P21 has been working in concert with business, education leaders, and policymakers to answer over the last 10 years. Turns out, the skills that students need to succeed in college and workplace – a.k.a. to be college & career ready – are the same ones they need to be 21st century citizens.

Just as the world of work has changed, with the advent of technology and globalization, so has the nature of citizenship. The challenges of being a responsible, effective citizen are more diverse, nuanced and complex than they have been before. Because of this, our understanding of what it means to be a citizen in the 21st century needs to be expanded. Public schools have always played an important part of shaping tomorrow's citizens and safeguarding the ideals of our democracy. That responsibility is just as vital today. In fact, as we discuss standards, assessments and teaching practices, we can't forget that our educators also carry with them the responsibility to impart to students what it means to be a citizen of this nation, this world and online. ...

By Dan Brown, Executive Director, Future Educators Association (part of the PDK International Family of Associations)

Fresh out of New York University film school in 2003 and with only a whirlwind summer of training, it was pretty clear to me that I wasn’t safe to practice as a new teacher. Still, the New York City Teaching Fellows gave me hiring papers. Fueled by excitement and inspiration, I took a job teaching 26 4th graders in the Bronx that fall. Although I knew virtually zero about effective teaching, I plunged ahead armed with wits and worksheets.

My rookie year in Class 4-217 at P.S. 85 was, of course, a fiasco – lost learning time that those students can’t get back. Visitors to our class would have seen student fights, unceasing chatter and a stressed-out teacher resorting to survival mode and lowered expectations.

I should have had to wait until I could demonstrate a baseline of competency. The practice of heaping everything on underprepared rookies – like my 22-year-old self – needs to stop. In this trial-by-fire culture, everyone loses: students and parents get stuck with low-skilled teachers, new teachers struggle and run for the door, and our education system remains locked in a state of churn.

The lack of a clear, high bar for what new teachers should know and be able to do on day one also has lowered expectations and respect for the teaching profession. ...

By Carolyn Sykora, Senior Director of Standards, International Society for Technology in Education (ISTE)

Common Core State Standards and the first iPad were released. Together, these changed the name of the game in U.S. education.

The Common Core assessments were designed to be taken online, requiring students to be comfortable with using and navigating digital resources. The tablet offered an affordable alternative to computer labs and carts — one that was portable enough for students to use throughout their school day and at home.

Reviewing the current body of research, ISTE found that 1:1 programs were already showing educational gains for students in special education as well as improved reading and writing skills in certain student populations, piquing the attention of decision makers. ...

By Jim Hull, Senior Policy Analyst, National School Boards Association’s Center for Public Education (CPE)

Last month’s Vergara decision, where a California judge ruled the state’s teacher tenure law was unconstitutional, sent shock waves across the education world. Debates simmered over what the decision would mean for teacher tenure in other states. The big question being asked: Is this the beginning of the end of tenure for teacher’s nationwide?

Time will only tell but it is unlikely teacher tenure will be going away on a mass scale anytime soon. That’s because California has long had some of the most lenient tenure requirements in the country. It was this low bar for obtaining tenure that the judge cited in his decision, which found the state’s teacher tenure laws deprived students of their right to an education under the state constitution and violated their civil rights. Even so, this low bar for tenure may still have passed constitutional mustard if they weren’t so closely tied to key personnel decisions such as determining which teachers could be laid off and the ability to dismiss ineffective teachers, which the plaintiffs’ claimed disproportionately impacted disadvantaged students.

If this decision had happened five years ago I would have predicted a larger ripple effect. However, as our Trends in Teacher Evaluations report found, a number of states have already made the changes to their laws ...

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