Join the conversation

...about what is working in our public schools.

The Public School Insights Blog

By Joan Richardson, Editor-in-Chief, Kappan magazine (PDK International)

“I've come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”

—    Haim Ginott, Teacher and Child (Macmillan, 1972), p. 15

I had expected to write this blog about Haim Ginott’s conception of who has the power in schools to set what he calls “the weather” in classrooms and schools. But, as I read Greg Patterson’s interview with four African-American educators in the October issue of Kappan, one phrase pulled me up short: How does it feel to be a problem?

The comment came from Richard J. Reddick, assistant professor of education at the University of Texas at Austin, who was quoting W.E.B. DuBois from The Souls of Black Folks (1903). ...

By Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)

What will it take to build a better teacher? That’s the question that was recently discussed in a PBS NewsHour report featuring Elizabeth Green, co-founder and CEO of Chalkbeat and author of the new book, Building a Better Teacher.

In her book, Green explores the qualities and experiences that impact a teacher’s effectiveness in the classroom, underscoring one of the most important factors in performance: their preparation. She emphasizes that effective teaching requires not only intellect, but also a strong set of skills developed through rigorous instruction and clinical experience. Green’s book pierces through the complexities surrounding program quality to ask fundamental questions about how teachers become great and how schools of education can best support that process.

AACTE, with its more than 800 member institutions, recognizes the value of equipping teacher candidates with the tools they need to be successful in the classroom. And we appreciate the spotlight Green is shining on the cutting-edge developments in the field of teacher preparation. She highlights several programs at AACTE member institutions as model examples ...

The Learning First Alliance's Get It Right campaign spotlights states and communities working hard to get Common Core implementation right. Recently, we did a deeper dive into California's efforts to roll out the standards and are featuring educators' experiences with the process.

As part of this effort, we are pleased to highlight the perspective of Jesús Gutiérrez, Jr, who is in his 10th year as an educator. Gutiérrez began his career in the Los Angeles Unified School District at John Muir Middle School, where he taught English Language Development to 6th, 7th and 8th graders. He has worked in the Baldwin Park Unified School District for the last nine years, the first eight of which he taught English Language Development and Guided Studies to 9th–12th graders at Baldwin Park High School. He currently teaches 6th grade at Tracy Elementary School.

Gutiérrez is an accomplished educator who in 2013 was honored as Teacher of the Year for his school (for the second time), district and Los Angeles County. He was also a finalist for 2014 California Teacher of the Year.

Q. When did you first learn about the Common Core State Standards?  

Gutiérrez: The first time I learned about the Common Core standards was three years ago.

Q. How were the standards introduced to your school and district?   

Gutiérrez: The standards were introduced to my school site at a general common meeting time. The principal introduced the term “Common Core” and gave a brief overview of the new standards. He then proceeded to pass out a book ...

At the national level, we often talk about the political debate surrounding the Common Core State Standards (CCSS). But while that debate rages on, schools across the country are doing the hard work of implementation. And, while you might not know it from the tone of the conversation, it’s “going well,” according to over two-thirds (68%) of teachers participating in a recent survey. Also encouraging: 79% of teachers feel “very” or “somewhat” prepared to teach under the standards.

So how exactly is the Common Core impacting teaching and learning? On October 2, we at the Learning First Alliance hosted #CCSSteach, a Twitter Town Hall on teaching in a Common Core world, to find out. The event provided a forum for educators impacted by CCSS to share how they are acclimating to the standards.  

A few key themes emerged from this conversation. Overall, participants (including teachers, principals, district leaders and representatives of national organizations) indicated ...

For nearly three decades I’ve been an advocate for technology’s appropriate (and changing) use in teaching and learning, and during that time I’ve attended more meetings on “integrating” and  “scaling up” technology’s use in schools and classrooms than I can count on. As one might imagine, I’ve become somewhat cynical about the conversation since the themes and challenges remain the same. But despite my cynicism, I came away with some new language to use when discussing school improvement and the use of technology to support it after attending the EdTech Summit, Empowering Educators to Enhance Student Learning in the Digital Era, hosted by the Annenberg Retreat at Sunnylands, the LEAD Commission and Common Sense Media earlier this week.

First, and most importantly, the conversation was centered on teaching and learning and on building the human capacity to make change ...

By Thomas J. Gentzel, Executive Director, National School Boards Association (NSBA)

A poll released by The Pew Charitable Trusts, the Robert Wood Johnson Foundation, and the American Heart Association last month concluded that a majority of parents agree with strong federal nutrition standards for school breakfasts and lunches.

These parents are in favor of sound nutrition for their children. The National School Boards Association (NSBA) agrees with them. All school board members -- and nearly 40 percent are parents of school-age children -- understand the critical importance of student health.

That is why NSBA supports flexibility that would allow communities to feed their students healthy food that also reflects school districts' unique needs, resources, and circumstances. Using sound nutrition as a base and their communities as partners, districts can serve healthy food that students will eat ...

Kevin Dalton, President of the Toledo Federation of Teachers, explains how TFT worked in partnership with Toledo Public Schools to develop curriculum alignment maps and teacher-led professional development to implement college and career ready standards. He is joined by Amy Whaley, a teacher at Beverly Elementary School in Toledo, Ohio. Ms. Whaley shares how the standards provide a framework that helps facilitate deeper learning among her students.

Download as MP3 ...

By Aimee Rogstad Guidera, Founder and Executive Director, Data Quality Campaign

This article will also appear on The Huffington Post.

“My child is not a number!”

In the era of so-called big data in education, you’re likely to hear this refrain. Education data are, after all, mostly numbers. (I would argue that more anecdotal information—such as classroom observations—should also be considered part of a full picture of student “data,” but that’s a whole blog post in itself.) No child’s experiences can be reduced to a set of numbers on a spreadsheet, and no data policy should be about limiting a student’s options or reducing her experience. On the contrary: effective data use should expand a child’s horizons by providing more information about individual students to help guide the people making decisions about their learning—parents and educators. ...

While the ‘digital divide’ is well documented, studies show mixed results when trying to document technology’s influence on learning for at-risk students. In part, this is because the digital learning ecosystem is so complex. The academic realities for at-risk children, many of whom live in poverty, are also well known. More than half of all students enrolled in public schools today meet this designation. They are more likely to start school less academically prepared than their peers, fall behind throughout the summer due to learning loss and less likely to have access to technology, including computers, at home. ...

By Jill Cook, Assistant Director, American School Counselor Association

Most parents think their children are exceptional. My oldest daughter, Kate, is doubly so.

Considered intellectually gifted, she also has ADHD, anxiety and bipolar disorder, a triple whammy that has impeded her ability to reach her full academic potential and has left her vulnerable to severe depression as well as intense periods of mania.

Throughout Kate’s school career, my husband and I have sought to be her biggest advocate and source of support. With each transition – grade to grade, elementary to middle to high school – we have communicated with her teachers, school counselors and other student support staff about the academic and emotional challenges she faces. ...

Syndicate content