The Public School Insights Blog
By Stacey Lange, for the Partnership for 21st Century Skills (P21)
The other day, I walked into one of our primary multi-aged classroom communities. I noticed many wonderful things. It was clear the students were engaged in what they were doing.
These young students were working on an inquiry unit related to force and motion. Students were engaged in reading paperback books, articles and e-books individually and/or with partners. Other students were using their i-pads to view videos related to force and motion. Many of the students were recording notes on their i-pads or on paper while watching the videos or reading. A few students were experimenting with different materials such as ramps, matchbox cars, marbles, etc. to experiment and learn about force and motion. ...
Dr. Michael Kirst, chairman of the California State Board of Education, focuses on the importance of implementation that has integrated all of California’s ongoing instructional efforts, as well as a renewed focus on postsecondary opportunities for children.
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Eric Luedtke, a middle school social studies teacher and an elected member of the Maryland House of Delegates, discusses the role of educators in the Common Core implementation process and the need to focus on student learning.
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By Dr. Helen Janc Malone, Director of Institutional Advancement, Institute for Educational Leadership (IEL)
The Institute for Educational Leadership is a non-profit organization whose mission is to equip leaders to work together across boundaries to build effective systems that prepare children and youth for postsecondary education, careers, and citizenship. The work of IEL focuses on three pillars required for young people and their communities to succeed:
- Involving the broader community with public education to support the learning and development of young people.
- Building more effective pathways into the workforce for all young people and supporting the transition to adulthood.
- Preparing generations of leaders with the know-how to drive collaborative efforts at all levels.
The year 2014 marks the 50th anniversary of Institute for Educational Leadership. Fifty years yields many lessons. IEL’s broad network of leaders—superintendents, principals, policy leaders, academics, public officials, private funders and community-based practitioners—shared what they have learned about effective leadership as a part of IEL’s 50th anniversary celebration. Ten powerful lessons emerged from our review of their advice. We are grateful for their contribution.
- Leaders are anchored in a commitment to equity and the pursuit of social justice. They mobilize partners and ...
By Jessica Medaille, Chief Membership Officer, International Society for Technology in Education (ISTE)
There’s a lot of talk right now about leadership across many professions. As leaders in education, we have long recognized that to effect change, we must look to and listen to our colleagues as well as to voices from other professions and communities. That way we can hear points of view that may differ from ours, expand our thinking and view issues from a new angle.
As we approach the ISTE annual conference, we’re excited about the unique range of opportunities participants will have to hear about new strategies, build leadership skills and to learn what works. Stories of triumph and perseverance are what make the ISTE community, and our annual conference, a unique experience.
In reflecting on the leaders we’ve invited to speak at this year’s conference, I’m inspired by their collective work. Leaders like Ashley Judd, who during a recent TEDx talk carried a powerful message about empowerment, lending her voice to those whose voices are not heard and telling stories to inspire others in the hopes of changing policies. Or Dale Dougherty, founder of Make magazine, creator of Maker Fair and coiner of the phrase Web 2.0, who brings the do-it-yourselfer mindset to everyday technology, celebrating the right to tweak, hack and bend any technology to your own will ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
AASA supports charter schools when they are operated by the local school board and managed by the local superintendent. Under certain circumstances, a district-operated charter school could offer students the quality education they perhaps are not receiving under existing conditions.
In 1995, I was the district superintendent for the Western Suffolk Supervisory district on Long Island, NY, a role quite different from that of the local superintendent. The district superintendent reports directly to the state commissioner of education and, in essence, is the commissioner’s regional representative. When the district superintendent for the adjoining Nassau County retired, I was asked by then-New York State Commissioner Thomas Sobol to assume the role of acting district superintendent for Nassau County as well. It was while serving in that capacity that the commissioner directed me to inspect the Roosevelt Union Free School District. ...
There are over 95,000 school board members nationwide; often overlooked, they are an invaluable factor in the success of education initiatives and the quality of public education in districts across the United States. Anne M. Byrne is the President of the National School Boards Association (NSBA). Since 1981, Byrne has been a member of the Nanuet School Board, on which she has served as president and vice president. She's also served as an officer of the New York school board association in a variety of capacities.
LFA is deeply appreciate to Ms. Byrne for taking the time to share her thoughts on both the importance of the Common Core State Standards as well as some of the challenges states face in implementing them, with a particular focus on her home state of New York. She also discussed the critical leadership role that school boards across the country play in setting the tone and agenda for public education in our communities.
Public School Insights (PSI): First, we would love to get your thoughts on the actual standards. As a school board member, and as a state and national leader, when you assess the standards, what are your first impressions, both in terms of opportunity and potential challenges? Are there particular elements you are excited about, or nervous about? What are the implications for student achievement and equity?
Byrne: This movement to higher standards is a very good thing. High standards are a must whether you call them career- and college-ready standards or the Common Core ...
To mark the 60th anniversary of the landmark Brown v. Board of Education decision, National School Boards Association Executive Director Thomas J. Gentzel reflected on the impact of the decision and the challenges that public schools still face. The following commentary was originally published by the Huffington Post:
In the 1954 Brown v. Board of Education decision, the U.S. Supreme Court delivered a timeless and transformative message: All students deserve a great public education; separate systems are not equal.
In marking the 60th anniversary of this landmark Supreme Court ruling, it is important to reflect upon the ongoing effect of Brown v. Board of Education on the work of America’s school boards and our nation’s public schools. Enshrining this decision as a historic relic does not serve the nine out of 10 school-age children who attend our nation’s public schools. To protect students’ rights, freedoms and ready access to a high-quality education, we must actively heed the central tenets of the Brown v. Board of Education decision.
The National School Boards Association (NSBA) is particularly concerned about the unintended consequences of privatization through vouchers, charter schools not governed by local school boards, and other means that research indicates are leading to the re-segregation of public schools, mainly in high-poverty urban areas ...
By Dr. C.J. Huff, Superintendent, Joplin (MO) Schools, and NSPRA Vice President at Large – Superintendents of Schools
Each day professional educators across our country walk into our schools with the noble purpose to educate and grow our next generation of leaders, employees, neighbors, and families. And with each passing day our noble purpose – the reason we do what we do – becomes muddled as we find ourselves fighting perceptions that don't really reflect reality. But as a school board member reminded me once, perception is reality. So the question that must be answered is, “How do we change perception?”
What’s Working...What’s Not?
As you read this article, from coast to coast, school districts will be pushing the send button on thousands of press releases. Spelling bee champions will be recognized, teachers of the year announced, scores from last night’s ballgame celebrated, a big decision by a school board shared, the kindergarten penny drive that raised funds to help the local humane society – the list goes on. We will permeate cyberspace with the good news of our schools. We will tweet, post, click send, like, repost, resend again with the hope that someone... anyone... will pick up on a story and that it will go viral in a good way. And we wait. Then wait some more. We tell great stories, but few are there to listen ...
By Gail Connelly, Executive Director, National Association of Elementary School Principals (NAESP)
“The Buck Stops Here,” an expression popularized by President Harry S. Truman, has often been applied to school leadership. It denotes the end of the line, the last decision, the final responsibility. For principals, who assume the dual roles of school manager and instructional leader, the responsibilities of school leadership never end; the “bucks” just keep coming.
With upwards of 40 different daily tasks to accomplish, today’s principals must be multifaceted, possessing a range of skills and competencies more complex than ever before.
When it comes to the factors that they directly influence, such as student safety, financial management, teacher working conditions, and high-quality instruction, for example, principals must rely on their “managerial” capabilities. This role also involves brokering various stakeholder interests and contending with unfunded state mandates, among other escalating education issues.
In this era of high-stakes accountability, the pressure has never been greater for principals to excel also as instructional leaders. Research shows the link between school leadership and student achievement continues to be underestimated, despite ...
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- National PTA President Otha Thornton on the Common Core
- 2013 School Counselor of the Year Mindy Willard on the state of her profession
- Supervisor of Administration John Swang on saving money in energy costs
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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