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Somehow the precious weeks of summer have quickly gone by and it is almost time for school to start again. The great thing about being an educator in a school setting is that each year you take a break for an extended period of time and then you start fresh again in the fall. Unlike other careers, you get to take time, six to eight weeks, to think about what you liked about the previous year and what you want to do differently in the upcoming school year. Each year I like to find something I could do better. If I expect students to be life-long learners then I, too, need to be one.
I recently read an article that suggested, “assume good intention” in all that you encounter. I thought about my work in the school over the past 10 years and questioned, have I assumed good intention when working with colleagues, administrators and parents? Have I assumed that their efforts and comments were made with good intention in mind? Or did I snap to quick judgment? Unfortunately, I think more times than not, I snapped to quick judgment. ...
By Randi Weingarten, President, American Federation of Teachers (AFT)
Over the last few weeks, I’ve been seeing teachers posting pictures of their classrooms on Facebook, saying, “My classroom’s ready!” That takes me right back to my childhood, helping my mom prepare her classroom for the students in the waning days of August.
My mom taught second and third grade at Valley Cottage Elementary School. And I remember her ritual of using the days before Labor Day to ready her classroom for her students.
Of course, preparing the classroom — even back then — meant spending hundreds or even thousands of dollars out of her own pocket on supplies — just as her colleagues did and teachers do today.
When I was a kid, we were lucky to have a laundry room that housed the washer and dryer, of course, but also served as my mom’s office, filled with all the supplies she bought for her class. It was a treasure trove of books and paper and pens. ...
Aaron Thiell, principal of Latham Ridge Elementary School in Latham, New York, answers questions from Melissa Fraley, a parent and PTA member at the school, about how teachers and school leaders have worked together to implement the Common Core State Standards at Latham Ridge Elementary.
LFA: Welcome to Get It Right—Common Sense on the Common Core, a Podcast Series from the Learning First Alliance. Across the nation, we've embraced the possibility of college- and career-ready standards, and their potential to transform teaching and learning. In community after community, we see the potential these standards offer to helping all children gain the knowledge and skills necessary for success in the Global community. ...
By Kevin Scott, Director of Member Engagement, ASCD
Last month, I wrote about the possibility of the final weeks of school being a spring board for the rest of the school year. I basically asked this question: “What if the bulk of the school year had the energy and excitement for students that we (parents and teachers) see once the state tests are over?” As the final weeks of summer wind down, I’m already thinking about what I, as a parent, want the 2015–16 school year to look like for my sons. And since everyone seems to be interested in lists, I created a list of my top five “wants.”
1. Reduce Anxiety and Stress: Last year, my 6th grader struggled with reading and math. As a former teacher—and a former math struggler—I had to put my growth mindset hat away as my son and I tried to get to the root of the problem. We found a tutor who helps him and connects well with his learning style. When my parents had to do the same for me a couple of decades ago, it was a mismatch because the tutor and I didn’t gel. The connection between my son and his tutor, however, ultimately dissolved the argument about the value of math in general. It was almost cool for him to get some extra help. Having a tutor that my son respects and enjoys working with has greatly reduced the stress level in my house. In general, I want us all to be a little less stressed and take the actions to insure that happens ...
By Joshua P. Starr, Chief Executive Officer, PDK International
This year’s PDK/Gallup Poll on the Public’s Attitudes Toward the Public Schools marks a shift in both the poll and PDK International. As I assume leadership of the organization, I will build on PDK’s legacy while embracing opportunities to keep the organization at the center of the dialogue about how to ensure that every child in every classroom in America has in front of her or him the most qualified and professional teachers.
Realizing this goal requires comprehensive analysis, honest debate, and a willingness to look at old assumptions with new perspectives. And it requires the kind of trustworthy, independent data about public values that the PDK/Gallup poll provides. The data enable policy makers, leaders, educators, families, and communities to understand the issues before designing and implementing solutions. Toward that end, PDK International will, for the first time, convene thought leaders throughout the year to explore survey results, engage in deep dialogue about the issues, and develop a common understanding of their complexity. We hope our leaders and those who help them craft policy will recognize that the successful solutions we seek can only be the offspring of well-defined data and deeply understood problems. ...
As the 2015 National Teacher of the Year, Shanna Peeples wants to bring attention to the impact of poverty on students’ lives and education. She frequently works with students in crisis as part of her job as a high school English teacher and teacher mentor in Amarillo, Texas, a town that hosts refugees from all parts of the world. Many of her students arrive knowing little or no English and often have escaped extreme poverty and violence in their home countries, sometimes having left behind parents and family members.
As a teacher, Ms. Peeples is committed to helping all the students reach their potential and build a better life in the United States. But she notes that working with such vulnerable students can be a heartwrenching journey that may not lead to a happy outcome. ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
Schools districts throughout America are rushing headlong to make the digital leap. The lure of the technology, the one-to-one laptops systemwide, is a powerful attraction for educators wanting to be rid of the traditional textbook.
Occasionally, however, superintendents fall in the trap of rushing into the technology without the proper planning, which includes the professional development of staff, the cultural changes that move the teacher from the sage on the stage to the facilitator of learning and the acquisition of the right software and hardware.
With these challenges in mind, AASA established a Digital Consortium of superintendents who have made the plunge into the digital arena and are well versed in the pitfalls and difficulties involved in a successful implementation. Our first meeting occurred in Seattle, hosted by Amazon on their campus. Last May, thanks to support from Pearson and Cisco, the consortium met again in Mark Edwards’ district, in Mooresville, NC. ...
Common Core State Standards do not immediately transform a state’s educational system, nor do they occur in a vacuum. Kentucky is often considered the model for states that built a strong coalition of supporters and then used the standards as part of a broader transformation that included assessments, effective teaching, and school, district, and community improvement.
In a recent interview for the Learning First Alliance’s Get It Right: Common Sense on the Common Core campaign, Felicia Cumings Smith reflects on the importance of coalition building and professional development in Kentucky’s systemic Common Core implementation process. Smith is the former associate commissioner of the Kentucky Department of Education and is the director of Kentucky Rising at the National Center on Education and the Economy.
Kentucky built a strong partnership with a variety of stakeholders, which was essential to helping the standards succeed. Ms. Cumings Smith gave her insights on how those relationships were cultivated and maintained. ...
Ask new high school graduates what their plans are and chances are very good they will say college. Once a sign of privilege, going to college is now seen as almost a rite of passage. And little wonder. By 2020, two-thirds of all jobs will require education beyond high school. But what about the small proportion of grads who, for whatever reason, say "enough" to school? What does the future hold for them? And what difference, if any, does high school make in their ability to be productive, self-supporting adults?
We recently published a study at the Center for Public Education that examines these questions based on the experiences of the graduating class of 2004. The analysis, The Path Least Taken II: Preparing non-college goers for success, is by Jim Hull and is the second in a series of reports that take a close look at the 12 percent of high school graduates who had not enrolled in college by age 26. ...
By Sharon P. Robinson, American Association of Colleges for Teacher Education (AACTE), and Joe A. Hairston, Howard University
As the first cohort of leaders embarks on their course of study with the new AASA Urban Superintendents Academy at Howard University and the University of Southern California, we are thrilled to see this promising work come to life. Urban districts desperately need forward-thinking leaders, particularly those from underrepresented demographic groups, prepared to be barrier-busting champions for every student in their care.
Following an intensive kick-off conference later this month, participants in the Academy—predominantly from underrepresented racial/ethnic groups—will spend the academic year undertaking internships in the field, focusing on problems of practice under the guidance of experienced mentors, and taking graduate courses at the university before completing culminating projects ...
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The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
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